Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation.
Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation.
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DOI：
10.1007/s10488-015-0626-0
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发表时间：
2016-01
期刊：
影响因子：
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通讯作者：
McCauley E
中科院分区：
文献类型：
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作者：
Lyon AR;Ludwig K;Wasse JK;Bergstrom A;Hendrix E;McCauley E
目前的研究评估了学校心理健康临床医生在青少年和家庭工作中为什么以及如何使用标准化评估工具。定量和定性（焦点小组）数据在培训和咨询序列之前和之后收集，作为试验计划的一部分，以评估学校临床医生（n = 15）对青少年病例量（n = 191）管理标准化工具的经验。研究结果表明，尽管最初的评估使用率较低，但临床医生在实施期间对大部分病例量（平均= 62.2%）进行了初步评估。临床医生还报告了影响他们在客户、提供者和系统层面使用评估的因素；评价的感知功能；学生对评估使用的反应；并利用其他临床相关信息来源（主要是教育数据）进行评估和进度监测。讨论了标准化评估和评估工具培训的上下文适宜性的含义。
The current study evaluated why and how school mental health clinicians use standardized assessment tools in their work with youth and families. Quantitative and qualitative (focus group) data were collected prior to and following a training and consultation sequence as part of a trial program to assess school clinician’s (n = 15) experiences administering standardized tools to youth on their caseloads (n = 191). Findings indicated that, although assessment use was initially somewhat low, clinicians used measures to conduct initial assessments with the bulk of their caseloads (average = 62.2%) during the implementation period. Clinicians also reported on factors influencing their use of assessments at the client, provider, and system levels; perceived functions of assessment; student responses to assessment use; and use of additional sources of clinically-relevant information (primarily educational data) for the purposes of assessment and progress monitoring. Implications for the contextual appropriateness of standardized assessment and training in assessment tools are discussed.