THE PHASES OF PSYCHODIAGNOSTIC EVALUATION WITH CHILDREN AND ADOLESCENTS
But what are the phases that characterize the psychodiagnostic evaluation with children and adolescents? In my clinical practice, developmental psychodiagnostic assessment usually involves five important steps :
1) The assessment of needs and requests
In this first phase I receive information on the development, the clinical history of the child and the young person through a first clinical psychological interview with the parents and / or the people who live most closely with him, analyzing in detail the type of request;
2) Neuropsychological evaluation
In this second phase, based on the information obtained from the first interview, I choose the test tools to explore the problems identified in phase 1 with the aim of obtaining a complete and reliable picture of the child’s and young people’s cognitive, emotional and behavioral functioning . This phase includes:
- the clinical interview;
- direct observation of behavior;
- evaluation with standardized test tools for clinical investigation.
3) The analysis of the data and information collected
In this phase I process the information collected to obtain a picture as objective and coherent as possible on the functioning of the subject and I code the data of the tests and questionnaires administered. On the basis of the outcome of this analysis I subsequently draw up a detailed clinical report in which the results of the psychodiagnostic evaluation are reported and a project with proposals for intervention to enhance the abilities of the child, the family (and possibly the school) are attached;
4) The return
I present the results of the psychodiagnostic evaluation by sharing them and explaining them to the parents;
5) Taking charge or sending a specialist
Once the shared therapeutic intervention project has been accepted, I agree with the parents the beginning of the empowerment or psychotherapeutic path with the child and the boy . Regarding the enhancement treatments, depending on the type of disorder or difficulty identified, the intervention can be divided into individual cycles of habilitation / rehabilitation treatment, strengthening and consolidation of the prerequisites and skills for the acquisition of reading, writing and calculation. , support in identifying an effective study method and strategies, enabling aimed at the use of compensatory tools, metacognitive awareness paths, indications and support for parents and teachers to face and manage difficulties correctly.
In case of Specific Learning Disorder , collaboration with the school is envisaged for the elaboration of the Personalized Didactic Plan (PDP-Miur). In the case of problems that require further clinical or specialist investigations or different types of treatment not provided by me, I propose to the family that they be sent to other specialists or local reference services.