Browsing by Subject "Therapeutic assessment"
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Item Children’s experience of therapeutic assessment techniques within school-based assessment(2012-08) Kuhlman, Jamie Thomas; Sherry, Alissa René; Tharinger, Deborah J.; Ainslie, Ricardo; Cawthorn, Stephanie; Finn, StephenThis dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback.Item Collaborative/therapeutic assessment in the school context : engaging students in the special education determination process(2010-08) Gentry, Lauren Blythe; Tharinger, Deborah J.; Schallert, Diane; Cawthon, Stephanie; Springer, David; Finn, Stephen; Lasater, LisaWhereas traditional models of psychological assessment have emphasized the use of standardized data to inform treatment or communicate about a client, collaborative/therapeutic approaches have focused on engaging clients in a relationship based on mutuality and alliance, wherein the assessment process is experienced as accessible and beneficial – potentially acting as a therapeutic intervention in and of itself (Finn, 2007; Finn & Tonsager, 1997). Although various forms of collaborative assessment have been practiced with adults, adolescents, and children, and have shown promise clinically, research is scant regarding the efficacy of this approach in the school context. The dearth of research evaluating the use of collaborative/therapeutic assessment models in schools is a valuable area of inquiry, both because psychological assessment is practiced frequently in schools, and because, beginning in 1997, amendments to the Individuals with Disabilities Education Act (IDEA) called for increased student involvement in special education processes (Texas Education Agency, Office of Special Education, 2004). Such increased student involvement could be facilitated through the use of collaborative/therapeutic assessment methods in schools. The present study used a multiple baseline, single-case design to explore how participation in a school-based psychological assessment utilizing elements of collaborative/therapeutic assessment would affect six Central Texas high school students. The assessment was hypothesized to be an intervention that would positively affect the youths’ perceptions of their self-determination, self-efficacy, and internal locus of control. The study also explored how the intervention affected students’ self knowledge, and feelings of therapeutic alliance with the assessor, as well as their satisfaction with the assessment. Results indicated that, following their participation in the assessment intervention, students evidenced: (1) shifts towards a more internal locus of control, (2) increased ratings of therapeutic alliance, (3) increased ratings of self knowledge, and (4) satisfaction with the assessment intervention. This study offers a promising framework for the use of collaborative/therapeutic assessment methods within the school context as a means through which to empower students receiving special education services.Item Investigating the mechanisms of therapeutic assessment with children : development of the parent experience of assessment scale (PEAS)(2011-08) Austin, Cynthia Anne; Keith, Timothy, 1952-; Tharinger, Deborah J.; Finn, Stephen; Cawthon, Stephanie; Sherry, AlissaTherapeutic Assessment (TA) is a hybrid of assessment and therapy techniques in which assessors actively collaborate with clients during an individualized assessment. TA is centered around client assessment questions and provides a safe environment where clients can create shifts in their ‘story’ of self. More specifically, TA with children and their parents has demonstrated more confident parenting and parents’ better understanding of their child’s difficulties, while children have shown decreased problem behaviors and improved social/emotional functioning. The theoretical framework behind TA emphasizes the importance of the interpersonal interactions between the assessor and client, such as the development of a strong assessor client relationship and collaboration. These interpersonal processes are conceptualized as catalysts for greater depth of parent investment in the assessment and deeper levels of feedback results. The need for greater parent involvement and partnership in child mental health services is increasingly recognized in the client/parent satisfaction literature. Parent feedback to child mental health services is most often acquired through satisfaction questionnaires. However, the satisfaction literature has well known limitations, specifically a lack of unifying theory and methodological issues in scale development. Parent satisfaction research indicates that interpersonal experiences are more related to satisfaction than outcomes or client characteristics, and that more psychometrically sound measures are needed. Currently, satisfaction surveys do not provide a detailed understanding of parents’ experiences to inform practice and research. The current study outlines the development of the Parent Experience of Assessment Scale (PEAS). The PEAS is anchored in the theoretical orientation of TA and provides a more quantifiable measure of hypothesized underlying TA constructs. Moreover, the development of the PEAS uses advanced statistical techniques, such as Confirmatory Factor Analysis and invariance testing, to provide a higher level of psychometric rigor. The resulting scale consists of 24 items divided among 5 subscales with demonstrated relationships to general satisfaction. Structural equation modeling provides insight via direct and indirect effects among the PEAS subscales and their relationship to general satisfaction. Through the development of the PEAS, this study provides empirical evidence and support for TA theory and a more nuanced understanding of parent experiences related to satisfaction.Item Parent experience of traditional versus collaborative child assessment(2011-05) Matson, May Fraser; Tharinger, Deborah J.; Cawthon, Stephanie; Emmer, Edmund; Finn, Stephen; Sherry, AlissaCollaborative child assessment combines traditional assessment methods with techniques aimed at increasing the therapeutic benefit of assessment for children and parents. Previous studies have found high consumer satisfaction, increased self esteem, decreased symptomatic distress, and greater hopefulness following participation in collaborative assessment. However, full collaborative assessment protocols are complex, time-consuming, and thus not practical to use in many applied settings. This study investigated the practicality and potential benefits of implementing several collaborative techniques into otherwise traditional child assessments, including co-generation of assessment questions, use of a process orientation during child testing, and use of an individualized, level-based approach when providing feedback. It was hypothesized that, compared to parents participating in traditional assessments, parents participating in collaborative assessments would report greater satisfaction, greater collaboration, learning more about their child, stronger alliance with the assessor, more positive feelings about the assessment process, and more hopefulness about their child’s challenges and future. Univariate analysis of variance statistics were used to test these hypotheses, which were not statistically supported, in part due to the limited sample size obtained. However, group differences of small to moderate effect sizes were seen for most of the outcome variables, including parent-reported learning about their child, assessor-parent relationship, assessor-child relationship, collaboration, negative feelings about the assessment, general satisfaction, and negative emotions about their child’s future. The results suggest that further research in this area is warranted. Limitations of the study and suggestions for future research are discussed.Item Parental experience as a function of therapeutic assessment-infused versus standard practice school-based psychological assessment of their child(2010-08) Fowler, Johnathan Leas; Tharinger, Deborah J.; Finn, Stephen E.; Keith, Timothy Z.; Sander, Janay B.; Sherry, Alissa; Lasater, LisaThis dissertation investigated the effects of infusing therapeutic assessment practices into school-based psychological assessments on parent experience. Fourteen assessment professionals from a medium sized public school district in central Texas were assigned to one of two groups based upon previous exposure to Finn’s Therapeutic Assessment (2003) model. Those in the Therapeutic Assessment-infused (TA-I) group were trained on collaborative assessment concepts, while those in the standard practice group were asked to conduct assessments as usual, while being required to conduct initial and feedback meetings with parents. Outcomes were measured using the Parent Experience of Assessment Survey – I (PEAS-I), Parents’ Positive and Negative Emotions (PPNE), the Experience of School Investment and Collaboration Scale (ESICS), and post-interviews with parents and assessors. Parent ratings from both groups were compared using a MANOVA. It was hypothesized that parents in the TA-I group would report having learned more, more positive parent/assessor and child/assessor relationships, more collaboration with the assessor, less negative emotion related to the assessment, and a higher perception of family involvement in their child’s problems. Parents in the TA-I group were also hypothesized to report a greater sense of home-school collaboration and school investment in their child. Finally, it was proposed that parents in the TA-I group would report feeling more positive and less negative about their child’s future. The group difference was not statistically significant, due in part to limited sample size. However, small to medium effect sizes were achieved for several outcome scales, including parents’ positive emotions following participation, positive parent-assessor relationship, and parental sense of collaboration throughout the assessment. An exploratory measure indicated a significantly greater sense of future collaboration with their child’s school for parents in the TA-I group. Post-participation interviews indicated clear appreciations of the TA-I model. Parents experiencing standard practice assessments, however, also expressed high satisfaction, though the requirement of two face-to-face parent meetings may have contributed to a notable departure from standard practice. Results suggest that infusing TA-I practices into school assessments may be effective in increasing parental satisfaction and home-school collaboration. Further research is warranted, and discussion of potential improvements for future research is provided.Item Role of acculturation and enculturation on Chinese adults' perception of child psychological assessment models(2013-08) Ho, Eching; Tharinger, Deborah J.The Therapeutic Assessment model of child assessment (TA-C) aims to provide psychological benefits and facilitate positive changes in the children and their family. However, research on TA-C has focused almost exclusively on the experience of clients from mainstream American culture. This study investigated the cultural applicability of the TA-C model with Chinese adults residing in the United States. A convenience sample of 74 Chinese adults, ages 25-40, was recruited. Two sets of vignettes were written to simulate the experiences of each step of the TA-C and information gathering (IG) model of assessment. Each participant was randomly assigned to either the TA-C or the IG group, and completed the Perceived Experiences of Assessment Scale and My Feelings after reading each phase of the assessment (introductory, testing, child feedback, parent feedback, and overall experience) in their vignette. In addition, each participant completed the European American Values Scale of Asian Americans--Revised and the Asian American Values Scale--Multidimensional, designed to measure of acculturation and enculturation respectively. Findings indicated that after taking acculturation and enculturation into account, Chinese participants had a more positive experience with the TA-C model than the IG model. Additional analyses found that the level of acculturation and enculturation had no significant impact on how participants in the TA-C group experienced the case through their vignette, supporting the robust nature of TA-C. However, participants in the IG group did experience an impact of both acculturation and enculturation on how they experienced the case through their vignette, supporting less applicability of the IG model when high enculturation is present. In addition, the experience of being emotionally stirred up in the TA-C condition was examined and discussed, suggesting further that the TA-C model both evokes and supports emotional disequilibrium that then facilitates a positive experience by the end of the TA-C. In conclusion, this study offered promising preliminary support for TA-C as a culturally appropriate child assessment model for Chinese families in the United States and provided a more nuanced understanding about the use of the IG model with those who are highly enculturated.Item Therapeutic assessment for survivors of intimate partner violence(2014-12) Broyles, Susan Elizabeth; Sherry, Alissa RèneSurvivors of intimate partner violence often suffer from a number of serious aftereffects, but current prevalent treatments lack effectiveness for this population. Along with typical trauma symptoms such as avoidance and constriction, other common challenges unique to survivors include a loss of sense of self, negative self-appraisal, and a lack of self- efficacy. Therapeutic Assessment is well-suited to this population due to its potential for helping clients to replace distorted beliefs about the self with more adaptive ones, engaging clients as equals, and helping clients to form cohesive life narratives. The proposed study will measure the effectiveness of this approach with three to five subjects using a time-series design. Subjects will provide daily ratings of their personal experiences evaluating five areas of concern, three to be shared across subjects and two tailored to the priorities of each specific participant. The resulting indices will be tested using Simulation Modeling Analysis (SMA), controlling for autocorrelation using the Lag 1 correlation, to see whether statistically significant changes occur in the desired directions.Item Therapeutic assessment in schools : enlisting teachers as collaborators(2011-05) Beasley-Rodgers, Austin Blair; Tharinger, Deborah J.; Cawthon, StephanieThis study presents a Therapeutic Assessment-based method of psychological assessment for use in elementary schools. It focuses on work with the assessed student’s teacher in cases in which conflict between the student and teacher results in a “stuck” relationship. It seeks to improve the student-teacher relationship, increase teacher empathy for the student, improve the usefulness of report recommendations, and reduce teacher stress. A multiple-baseline, single-case design is proposed. Visual analysis and effect size estimates will be the primary analyses used.Item Therapeutic assessment with adolescents : examining changes in adolescents’ perception of family functioning(2013-08) Wan, Judith T.; Tharinger, Deborah J.Therapeutic Assessment (TA), a semi-structured form of collaborative assessment that combines psychological assessment with individual and family therapy techniques, has emerged as an innovative and promising short-term family systems intervention for children and their families and potentially with adolescents. The goal for the study was to explore the utility of TA with adolescents (TA-A) as an effective short-term family intervention for adolescents. The study used an interrupted time-series design to follow three adolescents as they took part in a TA-A with their families. Participants were adolescents who presented with behavioral, emotional, and/or interpersonal difficulties. They were referred by either a local community mental health clinic or practitioners in private practice who believed they and their families would benefit from a TA-A. Participants completed daily measures of family functioning before, during, and after the TA-A. Additionally, the participants completed longer standardized repeated measures of family functioning and were interviewed about their experience of TA-A throughout the different phases of the TA-A. Simulation Modeling Analysis (SMA) revealed that none of the participants reported improvements on daily measures of family functioning. However, repeated measures revealed improvements in family functioning for all participants either at the conclusion of the TA-A and/or at Follow-up. Qualitatively, all three participants provided various levels of feedback about the positive impact of TA-A on their family. Themes across the cases, as well as limitations and future direction, are discussed.Item Therapeutic assessment with adolescents: an efficacy study(2009-12) Kuhlman, Jamie Thomas; Tharinger, Deborah J.; Sherry, AlissaTherapeutic Assessment (TA) is a semi-structured hybrid of assessment and intervention methods that aims to promote positive change in clients through collaboration. Studies have shown it to be an effective therapeutic intervention, but few studies have focused on adolescents. This comparative study examines the effects of TA, compared with assessment as usual, with an adolescent population. Dependent measures include symptom reduction and components of the assessment experience, specifically self-knowledge, feeling understood by the assessor, positive relationship with the assessor, and negative feelings about the assessment. A repeated measure ANOVA will examine the group effects on symptom reduction, while a MANOVA will be used to determine the effects of TA on the variables of assessment experience.Item Understanding the assessment intervention phase of therapeutic assessment(2011-05) Fowler, Jeb Thomas; Ainslie, Ricardo C.; Finn, Stephen; Schallert, Diane; Tharinger, Deborah; Sherry, AlissaFinn (2007) developed a procedure that uses psychological assessment tools towards therapeutic ends known as Therapeutic Assessment (TA). The Assessment Intervention session was later developed as part of the TA as an improved method of preparing clients for feedback. The dynamics and effectiveness of this stage of TA have not been studied to date. The current study used a time-series design to follow two clients as they took part in a TA intervention. Participants were involved in ongoing therapy at the time of the study. Participants completed brief, daily measures related to their reported symptoms and presenting concerns before, during, and after the TA. In addition, clients completed longer, standardized measures of psychological symptomatology and therapy progress. Clients and the assessor (Dr. Stephen Finn) were interviewed about their experiences of the Assessment Intervention session and the resulting text was coded and interpreted according to a modified Grounded Theory Method. A time-series analysis revealed that neither client reported improvement on any of the daily measures of symptoms when comparing baseline and post-TA intervention periods. However, one client saw improvements during the TA period only and both clients saw global improvements in the scores reported on the standardized measures. In addition, clients reported satisfaction with the TA and, while therapists reported positive results regarding therapy progress, clients’ reports were mixed. Finally, qualitative feedback from participants revealed that clients and assessor experienced the Assessment Intervention as evoking something familiar but also new for the clients. The integration of the new and the familiar had to be carefully balanced for the clients to be able to experience the Assessment Intervention as beneficial. The context of narrative, a supportive relationship with the assessor, and strong, memory-linking feelings and insights were important for the positive integration of the new experiences.