Clinical Reasoning and Decision-Making Process

Child and Adolescent Assessment and Intervention

1st Edition - October 23, 2024
Editors: Jac J. W. Andrews, Don Saklofske
Language: English
Paperback ISBN:
9 7 8 - 0 - 4 4 3 - 1 3 5 5 2 - 1
eBook ISBN:
9 7 8 - 0 - 4 4 3 - 1 3 5 5 3 - 8

Clinical Reasoning and Decision-Making Process: Child and Adolescent Assessment and Intervention presents an in-depth analysis by experienced psychologists on how to engage in cli… Read more

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Clinical Reasoning and Decision-Making Process: Child and Adolescent Assessment and Intervention presents an in-depth analysis by experienced psychologists on how to engage in clinical reasoning and decision making from assessment to intervention with children and youth. This book emphasizes the importance of using and articulating clinical reasoning within a well-defined framework and its goal in guiding diagnostic and treatment decisions. This book encourages critical thinking including reflection, judgment, inference, problem solving, and decision
making based on the interaction of efficient and effective clinical judgment and truth-seeking accountability.

With a primary goal of providing examples of processes and procedures, this book validates and enriches the importance of clinical reasoning and decision making in psychology.

Title of Book
Cover image
Title page
Table of Contents
Copyright
Dedication
List of contributors
About the editors
About the authors
Preface
Introduction
Purpose of and rationale for the book
Organization of the book
Overview of chapters
Features of the book
Acknowledgments
Foreword
Clinical versus actuarial judgment
Misinformation and disinformation
Psychometrics
Multisource, multimethod, and multisetting assessment
Response to intervention
Conclusion
Further reading
Chapter 1. Clinical reasoning in psychology: from assessment to intervention
Abstract
Introduction
Overview
Clinical reasoning in school psychology
Clinical reasoning in clinical psychology
Clinical reasoning in counselling psychology
Conclusion
References
Chapter 2. Clinical reasoning in psychology: a conceptual model
Abstract
Introduction
Chapter overview
Clinical reasoning in psychology
Clinical judgment
Truth seeking
Critical thinking
Acknowledgment
References
Further reading
Chapter 3. Clinical reasoning and decision-making for specific learning disabilities
Abstract
Introduction
Clinical reasoning for SLD determination
A brief history of specific learning disorder
IDEA definition of specific learning disability and methods of identification
Three methods for SLD identification
Three methods of SLD identification in perspective
Over a century of progress in psychometric theories of intelligence
Empirically established CHC cognitive–achievement relationships
DSM definition and diagnosis of specific learning disorder
A comprehensive approach to making diagnostic decisions for SLD
Comprehensive evaluation of suspected learning disability: a case study
Conclusions
References
Chapter 4. Attention, please! Clinical reasoning and decision-making for attention-deficit/hyperactivity disorder
Abstract
Clinical reasoning and decision-making for ADHD
Clinical reasoning considerations with respect to the diagnostic framework of ADHD
Variability in attention complicates assessment of ADHD
Considerations for age: plan an ADHD evaluation that works!
Clinical reasoning considerations relative to ADHD assessment
Putting together an assessment approach for ADHD
Clinical reasoning considerations regarding ADHD treatment
Case example #1
Case example #2
Conclusion
References
Chapter 5. Clinical reasoning and decision making for anxiety: unraveling the threads
Abstract
Navigating the emotional roller coaster: anxiety in kids and teens
Inside out: exploring the emotional maze of depressive and anxiety disorders in kids
Clinical reasoning approach
Case study presentation
Conclusive steps: from worries to well-being in youth internalizing disorders
References
Further reading
Chapter 6. Clinical reasoning and decision-making for autism
Abstract
Introduction and framework overview
Vignette
Description of autism
Assessment for autism
Case study
Conclusions
References
Chapter 7. Intellectual disabilities: clinical reasoning and decision-making
Abstract
Introduction
Background
The foundation of the decision-making model
Examples of applying the clinical decision-making model
Case study
Conclusion
References
Chapter 8. Developmental-relational perspectives to guide clinical reasoning and decision-making for children experiencing behavior problems
Abstract
Developmental-relational perspective for assessments and interventions with children experiencing behavior problems
Overview of children experiencing behavior problems
Stop Now and Plan intervention for children with behavioral problems
Understanding children’s behavior problems from a developmental-relational perspective
Early Risk Assessment List, Version 3 for children displaying disruptive behavior problems
Considerations of the clinical reasoning model
Conclusion
References
Chapter 9. Health-related disorders: clinical reasoning for assessment and intervention
Abstract
Introduction
Theoretical framework to inform assessment and intervention
Practical framework for health-related condition–related assessment and intervention
Illustrative case involving type 1 diabetes: assessment through intervention
Illustrative case reason for referral
Background information
Initial hypotheses
Assessment protocol
Interpretation of assessment results
Initial case conceptualization
Diagnosis and eligibility determination
Recommendations for intervention
Conclusion
References
Chapter 10. Eating disorders: clinical reasoning for assessment and intervention
Abstract
Introduction
Pediatric eating disorders
The Short Treatment Allocation Tool for Eating Disorders
Collaborative care in treatment planning
Application of STATED in pediatric eating disorders
Engaging with people with lived experience
Adaptations in the virtual context
Equity, diversity, inclusivity, and accessibility considerations
A case study—using The STATED to inform clinical decision-making
Conclusion
Acknowledgment
References
Chapter 11. Psychological health and well-being within school organizations: clinical reasoning for assessment and intervention
Abstract
Introduction
Resilience: an aspiration, a guideline, and a practice goal
Positive psychology, compassion fatigue, and self-care
A comprehensive model for psychological services in schools in a scientist–practitioner framework
School psychologists as scientist-practitioners
Case study: context and clinical reasoning for an intervention path
Referral
Data collection: parent interview
Data collection: teacher consultation
Data collection: school and classroom
Interventions considered for school and class
Data collection: student
Interventions considered for student in partnerships
Food for thought
Conclusion
References
Further reading
Appendix 11.1
Afterword
Conclusion
Index

Jac J. W. Andrews

Dr. Jac J.W. Andrews is currently a Professor and past Chair of the School and Applied Child Psychology program (2010-2023) in the Werklund School of Education at the University of Calgary. Over his career, Dr. Andrews has produced over 200 publications (e.g., peer and non-peer reviewed articles, book chapters, instructional manuals, and evaluation, and research reports) has conducted over 200 presentations, workshops, and seminars and has co-written/edited 12 books (1990-2024), 3 Provincial and International Teaching Manuals (1986-1991), and 3 Special Editions in Education and Psychology Journals (1993-2017). He is currently on the Editorial Board of a few journals including Canadian Psychology and Canadian Journal of School Psychology. The breadth and quality of his work has had a cohesive focus and strong theoretical and empirical foundations (Humanistic, Cognitive-Behavioral, and Psychodynamic). Dr. Andrews has been involved in numerous professional organizations has undertaken many administrative functions and has been involved with several evaluation projects within and across numerous areas (for example, Health, Social Service and Justice, Psychology, and Education). His work relative to education and psychology has resulted in over 25 honours and awards including the Werklund School of Education Distinguished Research and Lecture Award (2018) as well as the Werklund School of Education Leadership Award (2018), the University of Calgary Group Leadership Award (2019), the Psychologist of the Year Award from the Psychological Association of Alberta (2020), the Canadian Psychological Association Fellowship for his significant contributions to psychology in Canada (2022) and the Order of the University of Calgary for his exemplary service to the University and outside communities (2023).

Affiliations and expertise

Professor and Past Chair, School and Applied Child Psychology Program, Werklund School of Education, University of Calgary, Canada

Don Saklofske

Donald H. Saklofske, Ph.D., is an Adjunct Research Professor, Department of Psychology, University of Western Ontario. He was previously Full Professor at the University of Western Ontario, University of Calgary, and University of Saskatchewan, as well as holding several international Visiting Professorships. He has served on numerous professional and research committees, both national and international. His research and applied interests span individual differences, personality, intelligence and psychological assessment. He has published more than 500 journal articles, books, and book chapters covering a wide range of areas from intelligence and emotional intelligence to resiliency and psychological assessment. Don is currently editor of Canadian Psychology and Journal of Psychoeducational Assessment and Series Co-Editor for the Springer series on Human Exceptionality. He is a Fellow of APS, CPA and SPSP.

Affiliations and expertise

Professor in the Department of Psychology , University of Western Ontario., Canada

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