Psychodiagnostic Assessment

of Children
Overview
• Psychodiagnostic Assessment
• Psychodiagnostic Tools
• Ethical Considerations in Assessment of
Children
• Intake Protocols for Children
Psychodiagnostic
Assessment
• Psychodiagnostic assessment is
a structured and systematic
evaluation of an individual's
psychological and emotional
functioning, involving the use of
various assessment tools,
clinical interviews, observations,
and standardised measures.
 • The goal of this assessment is to
identify and diagnose mental health
conditions, such as mood disorders,
Psychodiagnosti
anxiety disorders, personality
c Assessment
disorders, and other psychological
disorders, as well as to assess an
individual's overall mental well-being
and functioning.

• The results of the assessment guide

clinicians in developing tailored
treatment plans and interventions to
References 1. American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental
disorders (DSM-5). American Psychiatric
Publishing.

2. Groth-Marnat, G., & Wright, A. J. (2016).

Handbook of psychological assessment. John
Wiley & Sons.

3. Hersen, M., & Beidel, D. C. (2003). Adult

psychopathology and diagnosis. John Wiley &
Psychodiagnostic Tools
• Standardised instruments, assessments,
and procedures employed by mental health
professionals to gather objective and
structured information about an individual's
psychological and emotional functioning.
These tools are used to evaluate various
aspects of mental health, personality
characteristics, cognitive abilities, and
emotional states. The results obtained from
psychodiagnostic tools help clinicians make
informed diagnoses, create personalised
treatment plans, and track the progress of
References
1. Anastasi, A., & Urbina, S. (1997).
Psychological testing (7th ed.). Prentice-
Hall.

2. Groth-Marnat, G., & Wright, A. J.

(2016). Handbook of psychological
assessment. John Wiley & Sons.
Screening Tools & Diagnostic Tools

• Screening tools and diagnostic tools are both used in

psychological assessment, but they serve different
purposes and have distinct characteristics.
Screening Tools & Diagnostic Tools

• Screening tools are used for quick identification and to

determine whether further assessment is needed, while
diagnostic tools are used to establish a formal diagnosis of
a specific psychological or medical condition.

• Diagnostic tools are typically more comprehensive and

require a trained clinician to administer and interpret.
Screening Tools

1. Purpose: Screening tools are used to quickly identify individuals who

may be at risk for a specific condition or problem. They are not meant to
provide a definitive diagnosis but rather to flag individuals who may
require further assessment or evaluation.

2. Characteristics: Screening tools are typically brief, easy to administer,

and have a lower threshold for identifying potential issues. They are
designed to be used in broader populations to identify those who may
need further assessment.
Screening Tools: Examples
• The Slosson Intelligence Test – 4th Edition (SIT-4) : is a quick, reliable
screening measure of cognition for children and adults.

• Wide Range Achievement Test - WRAT: A screening test that is used to

determine if a more comprehensive assessment is needed for intelligence
or specific learning disorders. It measures an individual's ability to read
words, comprehend sentences, spell, and compute solutions to math
problems. The test is appropriate for individuals aged 5 years through
adult.
• Vineland Adaptive Behavior Scales: These scales assess an individual's
adaptive functioning in various domains such as communication,
socialisation, and daily living skills.

• Quick Neurological Screening Test – QNST: an assessment of the

development of motor coordination and sensory integration seen as
neurological soft signs (NSSs), such as poor coordination, sensory
perceptual changes, and difficulty sequencing complex motor tasks.
 Diagnostic Tools

• Purpose: Diagnostic tools are used to make a formal diagnosis of a

specific psychological or medical condition. They are more
comprehensive and provide a detailed assessment of the condition in
question.

• Characteristics: Diagnostic tools are often more extensive, requiring a

thorough evaluation by a trained clinician. They are used to establish
whether an individual meets the criteria for a specific disorder or
condition.
Examples

• Wechsler Adult Intelligence Scale (WAIS): The WAIS is a

diagnostic tool used to assess cognitive functioning and
intellectual abilities. It provides a detailed profile of an
individual's cognitive strengths and weaknesses.
Ethical Considerations in
Assessment (Children)
• The American Psychological Association (APA) provides ethical
guidelines for conducting psychodiagnostic assessments of
children. These principles are designed to ensure responsible
and ethical assessment practices.
Competence

• Psychologists conducting assessments of children must be

trained and competent in child assessment techniques.

• For example, a psychologist working with children should have

specialised training in child development and assessment.
Informed Consent

• Informed consent must be obtained from parents or legal

guardians before assessing a child.

• For instance, before conducting a cognitive assessment on a

child, the psychologist should explain the purpose, procedures,
and potential implications to the parents and ensure they
provide consent.
Assent or Agreement

• When appropriate, psychologists should also seek the child's

assent or agreement to participate in the assessment, taking
into account the child's age and capacity to understand. For
example, a psychologist might explain a play-based
assessment to a 7-year-old and ask if they are comfortable
participating.
Privacy & Confidentiality

• Psychologists must protect the privacy and confidentiality of

information obtained during the assessment. An example is
ensuring that assessment results are only shared with those
who have a legitimate need to know, such as parents or
healthcare providers.
Cultural Sensitivity & Diversity

• Cultural and individual diversity factors should be considered

when assessing children. For instance, a psychologist should
use assessment tools that are culturally relevant and
appropriate for children from different cultural backgrounds.
Parental Involvement

• Psychologists should involve parents or legal guardians in the

assessment process and keep them informed about their child's
progress. For example, after conducting a behavioural
assessment on a child, the psychologist should provide
feedback to the parents and involve them in treatment planning.
Beneficence and Non Harm

• Psychologists must prioritise the well-being of the child and

avoid causing harm during assessments. An example is
avoiding assessments that might cause unnecessary distress or
anxiety in a child with a history of trauma.
Professional Boundaries

• Psychologists must prioritise the well-being of the child and

avoid causing harm during assessments. An example is
avoiding assessments that might cause unnecessary distress or
anxiety in a child with a history of trauma.
Feedback & Results

• Psychologists should provide feedback to parents or legal

guardians in a clear and understandable manner. For example,
after a diagnostic assessment for autism spectrum disorder, the
psychologist should explain the results and potential
interventions to the parents.