Download Assessing Adolescents in Educational, Counseling, and Other by Robert D. Hoge PDF
By Robert D. Hoge
Formative years is a unique interval of improvement that provides a few specified demanding situations. This truth has vital implications for pros deciding on and administering overview systems and examining the knowledge they yield, but evaluate texts have excited by adults or little ones and committed minimum cognizance to kids. This ebook constitutes the 1st up to date and functional advisor to the powerful mental overview of teens. all through, the author's emphasis is on standardized tools. Their use, he argues, presents extra legitimate information regarding members, results in larger remedy or placement judgements, and contributes to the extra effective administration of organizational assets than does reliance on scientific interviews and judgment by myself. Assessing kids in academic, Counseling, and different Settings may be welcomed by way of all these professionally interested in the evaluate of adolescents--psychologists, psychiatrists, social staff, baby care organization employees, and educators--as good as by way of those that needs to make judgements in response to their assessments--school principals, adolescence court docket judges, and executives of residential remedy amenities between others. Developmental researchers also will locate this evaluate of accessible standardized instruments valuable of their paintings.
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Additional resources for Assessing Adolescents in Educational, Counseling, and Other Settings
Because the school plays such a critical role in development, it is also the context in which many problems of development originate or, at any rate, express themselves. The school also represents a useful venue for introducing interventions designed to address these problems and, for this reason, assessments focusing on the school environment assume considerable importance. Although their role in development has been largely ne Page 31 glected, increasing theoretical attention is being paid to these institutions and some beginning efforts are being made to assess their characteristics.
The core of this system is a set of diagnostic categories that define a wide range of pathological behaviors. The DSMIV system is examined in more detail later. Instead of deducing constructs from a theoretical framework, constructs are induced from empirical data. The dimensions represented in the MMPIA were developed through this procedure. The definitions of cognitive functioning underlying our standard intelligence tests were derived through factor analyses of performance data. Many of the interview and rating techniques examined in subsequent chapters are based on constructs derived through these empirical procedures.
It is worth noting here, however, some general problems associated with these efforts. However, it is an important one, and I have occasion to return to the issue in later chapters. Thus, instead of hyperactive, the individual might be characterized as at the 90th percentile (relative to some normative group) on a continuum of hyperactivity. Similarly, Hoge and Andrews (1992) and Loeber, Keenan, Lahey, Green, and Thomas (1993) raised questions about the correspondence among a number of clinically and empirically derived definitions of the conduct disorder construct (also see Kagan, 1988).