Topic 2: Developmental RM

Question 1

What are the 3 MAJOR problems to the assessment of socio-emotional problems in children

Answer 1

1. Rapid Developmental Transitions
2. Lack of data integration that come from different sources and methods
3. Difficulty determining the level of impairment and functioning

Question 2

1. Rapid Developmental Transitions - explain

Answer 2

Carter et al. (2004)
- Many behaviours that are clinically relevant in older children may be normal in younger children
- For example, temper tantrums in toddlers may reflect their emerging sense of self, but may cause parent’s concern in older children

Question 3

2. Lack of data integration that come from different methods/sources - explain

Answer 3

Carter et al. (2004)
- Who provides information about the child - typically the parents!
- What method of assessment have they employed?
- What timeframe have they used - are we asking about the child’s behaviour today? In the last week?

Question 4

3. Difficulty determining the level of impairment and functioning - explain

Answer 4

Does the child’s behaviour have any impact on the family? The literature says often yes!
- eg. children with ADHD report higher conflict within the family

Which aspects of the child functioning is most important (Carter et al. 2004)
- Adaptation to situational demands
- Development of new skills
- Relationships (eg. interactions with peers and teachers)
- Physical health –> how are they developing in terms of height and weight

Question 5

Research approaches: what methods and resources are often used to assess children?

Answer 5

Methods:
- Questionnaires
- Interviews
- Behavioural Assessments

Multiple Resources
- Children
- Parents
- Teachers
- Peers
- Observers

Question 6

What factors affect children’s accurate responding

Answer 6

Lies can be intentional and unintentional
- Age
- Interviewing techniques (eg. leading questions)
- Response formats - are they scales easy to understand?
- Phrasing/Complexity of questions (eg.what age can kids understand certain themes)
- Factual information v abstract concepts

Question 7

Observation of Parent-Child Interactions - what is this method and the +/-‘s

Answer 7

The researcher has to decide about
- presence of observer (thinking about reactivity)
- type of task (structured versus unstructured)
- location of observations (lab or home)

+
Researcher defines and chooses target behaviours so can have a look at microscopic processes and mechanisms
Have data on rates and frequencies

• Observations are expensive
  Time consuming
  Require extensive training

Question 8

Screening Questionnaires - what are they + explain the two examples (Child Behaviour Checklist and the Infant-Toddler Social Emotional assessment)

Answer 8

Screening Questionnaires
- How often a behaviour occurs / how representative it is
- Cut-offs are used to assign a risk status
- Can be biased by parents’ mood or attributions of child’s behaviour
- Caution when used in different cultures

Example 1: Child Behaviour Checklist (18-60 months)
- Parent or caregiver
- 15 to 20 mins
- 3-point scale
- Cut-off available

Infant-Toddler Social and Emotional Assessment (12 to 36 months)
- Parent or caregiver
- 30 min to complete
- 3 point scale
- Cut offs for age and sex

Question 9

What are structured clinical interviews?

Answer 9

1. Behavioural presentation - information given about onset, duration, frequency, and course of behaviour
2. Sensitivity of behaviour to context - is the behaviour consistent or just a response to a specific environment
3. Information on distress and impairment

Question 10

Give three selected attachment measures

Answer 10

1. The Strange Situation
   - Lab assessment 9-18 months
2. Attachment Q-Set
   - Home assessment 1-5 years
3. Manchester Child Attachment Story Task
   - Home assessment 4-8 years

Question 11

Parent-Child Relationship Assessment - what is the ‘Preschool Five Minute Speech Sample’ (Daley et al., 2003)

Answer 11

Instructions
- Caregiver asked to talk for five minutes (no questions) about their child and their relationship with their child over the last six months

Coding Categories
- Initial statement
- Warmth (excitement in voice)
- Emotional over-involvement (eg. making excuses for the child)
- Relationship
- Critical and negative comments

High v Low Expressed Emotion
- More critical than positive comments + at least one negative categorical behaviour

Quicker than conducting big observations

Question 12

What are the ethical issues in conducting research with children?

Answer 12

No research should harm the child either physically or psychologically - must use the least stressful procedure when possible (SRCD Ethical Standards for Research with Children)
- important to get consent from parent and child
- careful not to distress/fear
- must be sensitive to answers and information