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10 Cards in this Set
- Front
- Back
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Information to gather in the clinical interview
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1) Demographics
2) Birth and developmental history 3) Family history 4)Social history 5) Medical history 6) Mental health history 7) Substance Abuse history 8) Educational history 9) Employment history 10) Legal history 11) Self-description, strengths/weaknesses, happy/sad, accomplishments, regrets, highlights of life, feelings about the interview, etc. 12) Behavioral Obs |
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Types of interviews
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-Initial Interview, post-assessment, follow-up
-Unstructured, semi-structured, structured -Unstructured preferred in crises -Semi-structured can elicit spontaneous information -Structured can be valuable when you want to cover several clinical areas systematically; increase reliability and validity of traditional child diagnostic procedures |
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Things to remember
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-learn as much about the interviewee before the interview as possible
-Be prepared to discuss confidentiality and get interviewee to fill out any forms necessary -Establish rapport -Good listening -ask open questions -Record info accurately -At the end of the interview, give the interviewee the chance to ask questions |
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Questions to avoid
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-yes-no questions
-Double-barreled questions (ex. how do you feel about your teacher andyour mother?) -long, multiple questions -leading questions (hinting at expected response, identifying the expected response in the question, ex. Dont you think Mr. Smith is a good teacher?, using prior questions to cue the interviewee to respond in a certain way, assuming details, persuading, etc. -Random probing questions -Coercive questions -Embarrassing or accusatory questions -why questions |
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Mental status exam
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-Provides a systematic and thorough evaluation of a patients cognitive and emotional functioning
-Helps with differential diagnoses -Helps when following a condition over time -Provides a standardized method for communicating observations to colleagues 4 ways to obtain: 1) Obs 2) Converstation 3) Psychiatric hx 4) Formal cognitive eval (for thought processing problems or memory problems, assesses things such as attention & concentration, intellectual capacity, memory, language, praxis, and abstract reasoning) |
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Mental Status Exam
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1) Appearance and attitude-dress & hygiene, rapport w/ interviewer
2) Behavior-posture, psychomotor activity, motor behavior 3) Affect/Mood-appropriateness, mobility 4) Thought Process-Stream, rate, quality (logical?), goal-directedness 5) Speech- rate and quantity, dynamics, Aphasic errors (substitutions, difficulty naming or repeating) 6) Thought Content- What's on pts mind(obsessions, compulsions, concerns, Bizarre or idiosyncratic ideas, delusions, abnormal perceptual experiences, suicidal/ homicidal 7) Cognitive & Intellectual Functioning -level of consciousness, attention and concentration, orientation (to time, place, person), memory (immediate, recent, and remote), intelligence and fund of knowledge, abstract reasoning and comprehension 8) Judgment- Recent and past beh, responsibility for self, interpersonal awareness 9) Insight- Awareness of one's problem, awareness of how it affects others 10) Appetite 11) Sleep |
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Bender Gestalt
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-Screening measure of perceptual-motor functioning and development
-Bender Recall assess short-term memory -9 total figures (Figure A plus 1-8) -For ages 12 and over, mean errors is 0 |
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WISC-IV
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-Based on the four factor structure (VCI, PRI, WMI, PSI-->FSIQ)
-Children ages 6-16 -10 subtests for FSIQ and index scores |
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WISC-IV and Verbal Comprehension Index
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-Measure of verbal expression and comprehension ability
1)Similarities: measures verbal concept formation and abstract verbal reasoning 2)Vocabulary: assess ability to verbalize knowledge of word meanings 3)Comprehension: ability to display common sense and awareness of social norms 4)Information (supple.): ability to recall general knowledge gained from life experience and education 5)Word Reasoning (supple.): measures verbal deductive reasoning |
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WISC-IV Perceptual Reasoning Index
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-Measures visual spatial ability
1) Block design: ability to analyze and synthesize abstract visual stimuli and nonverbal concept formation 2) Picture concepts: abstract, categorical reasoning ability 3) Matrix Reasonin |
