Download Case Formulation with Children and Adolescents by Katharina Manassis MD FRCPC PDF

By Katharina Manassis MD FRCPC

hugely useful and obtainable, this e-book indicates tips on how to synthesize complicated information regarding baby and adolescent psychological illnesses into clinically worthy, dynamic case formulations. recommendations and instruments are supplied for interpreting the organic, mental, social, cultural, religious, and developmental elements that could be contributing to the problems of consumers a long time 4-18. quite a few case examples illustrate the stairs in crafting a entire formula and utilizing it to plot potent, individualized therapy. options for overcoming usually encountered pitfalls in case formula are highlighted throughout.

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Second, severity on a questionnaire is measured relative to hundreds of people who have completed that questionnaire and does not necessarily correspond to severity of functional impairment or diagnosis. For example, a child may score in the “clinical” range on an anxiety questionnaire but not meet criteria for an anxiety disorder because her day-to-day activities are not hampered by anxiety. Conversely, a child may score in the “normal” range on the same questionnaire because of a desire to minimize symptoms and perhaps avoid treatment but meet criteria for an anxiety disorder because of avoidance of her daily activities.

Do family members tend to avoid solving problems? •• Do family members tend to argue when trying to solve problems? •• Does the family struggle with solving practical problems, emotional problems, or both? ” To determine the best questionnaire for measuring anxiety in children, for example, one can readily search a psychology database and find articles about the properties of various relevant questionnaires such as their reliability, different aspects of validity, the appropriate age groups in which to use the questionnaires, the kinds of children used to generate the norms for them, and so on.

Therefore, it is not uncommon for parents to do most of the talking during a mental health assessment of a preadolescent child. Moreover, the parent often brings the child to the practitioner with certain unspoken expectations. These expectations may or may not coincide with the practitioner’s formulation and treatment expectations. One common expectation is that, similar to a family doctor, the mental health practitioner will diagnose a problem within the child, and the solution to the problem will be something that the mental health practitioner does to or with the child.

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