Interviews with children about their mental health problems: The congruence and validity of information that children report
Interviews with children about their mental health problems: The congruence and validity of information that children report
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DOI：
10.1177/1359104516653642
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发表时间：
2017-04-01
影响因子：
1.8
通讯作者：
Patterson, Tess
中科院分区：
文献类型：
--
作者：
Macleod, Emily;Woolford, June;Patterson, Tess
为了在心理健康评估期间了解孩子的观点，通常会对他或她进行访谈。尽管研究人员和临床医生普遍认为听取儿童对其所呈现问题的描述是有益的，但对于儿童在这些访谈中是否提供可靠或有效的临床信息存在争议。在这里，我们检查了儿童是否在临床环境中提供临床和诊断相关信息。在一次半结构化访谈中，共有 31 名 5 至 12 岁的儿童接受心理健康评估，并被问及有关他们目前存在的问题的开放式问题。我们对儿童报告的信息进行编码，以确定其是否具有临床相关性，并可用于诊断他们的问题以及制定和计划治疗。我们还对儿童的信息进行编码，以确定其是否与儿童目前的问题及其最终的临床诊断一致。儿童报告的大多数信息与临床相关，包括有关行为、情感、时间细节、想法、人物、环境和儿童身体经历的信息。儿童报告的信息在临床上也是有效的；它与讨论的问题一致（84%），也与孩子在完整评估后得到的最终诊断一致（74%）。我们的结论是，儿童可以在临床心理评估过程中提供相关的、临床有用的、有效的信息。
To obtain a child's perspective during a mental health assessment, he or she is usually interviewed. Although researchers and clinicians generally agree that it is beneficial to hear a child's account of his or her presenting issues, there is debate about whether children provide reliable or valid clinical information during these interviews. Here, we examined whether children provide clinically and diagnostically relevant information in a clinical setting. In all, 31 children aged 5-12-years undergoing mental health assessments were asked open-ended questions about their presenting problems during a semi-structured interview. We coded the information that children reported to determine whether it was clinically relevant and could be used to diagnose their problems and to formulate and plan treatment. We also coded children's information to determine whether it was congruent with the children's presenting problems and their eventual clinical diagnoses. Most of the information that children reported was clinically relevant and included information about behaviour, affect, temporal details, thoughts, people, the environment, and the child's physical experiences. The information that children reported was also clinically valid; it was congruent with the problems that were discussed (84%) and also with the eventual diagnosis that the child received after a complete assessment (74%). We conclude that children can contribute relevant, clinically useful, valid information during clinical psychological assessments.