The fourth edition of this textbook offers a scientific and practical context within which to understand and conduct clinical assessments of children’s and adolescent’s personality and behavior. The new edition ensures that the content is relevant to diagnostic criteria for major forms of child and adolescent psychopathology in the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). It provides updated information on specific tests and discusses advances in research that have occurred since the last edition that are relevant for assessing the most common forms of psychopathology shown by children and adolescents. The volume is unique in providing both the scientific and ethical basis to guide psychological testing, as well as providing practical advice for using specific tests and assessing specific forms of psychopathology.
This new edition:
- Highlights how current trends in psychological classification, suchas the DSM-5 and the Research Domain Criteria, should influence the clinical assessment of children and adolescents.
- Provides updates to professional standards that should guide test users.
- Discusses practical considerations in planning and conducting clinical assessments.
- Evaluates the most recent editions of common tests used in the clinical assessment of child and adolescent personality and behavior.
- Provides an overview of how to screen for early signs of emotional and behavioral risk for mental problems in children and adolescents.
- Discusses practical methods for integrating assessment information collecting as part of a clinical assessment.
- Uses current research to guide clinical assessments of children with Attention-deficit/Hyperactivity Disorder, conduct problems, depression, anxiety, and autism spectrum disorder.
Clinical Assessment of Child and Adolescent Personality and Behavior is a valuable updated resource for graduate students as well as veteran and beginning clinicians across disciplines, including school, clinical child, developmental, and educational psychology; psychiatry; counseling; and social work; as well as related disciplines that provide mental health and educational services to children and adolescents.
Paul J. Frick, Ph.D., is the Roy Crumpler Memorial Chair in the Department of Psychology at the Louisiana State University and professor in the Learning Science Institute of Australia at Australian Catholic University. Dr. Frick has published more than 250 manuscripts in either edited books or peer-reviewed publications, and he is the author of 6 additional books and test manuals. Dr. Frick is currently the editor of the Journal of Abnormal Child Psychology, the official journal of the International Society for Research on Child and Adolescent Psychopathology. He was the editor of the Journal of Clinical Child and Adolescent Psychology (2007-2011), the official journal of Division 53 of the American Psychological Association, which is the Society of Clinical Child and Adolescent Psychology, and he was a member of the American Psychiatric Association’s DSM-5 Workgroup for ADHD and the Disruptive Behavior Disorders (2007-2012). Dr. Frick has been involved in the clinical training of doctoral students since 1990.
Christopher T. Barry, Ph.D., is a Professor in the Department of Psychology at Washington State University. Dr. Barry has published more than 70 manuscripts either in edited books or peer-reviewed publications, and he is an author or co-editor of 3 additional books. He is an assistant editor of the Journal of Adolescence and an associate editor of the Journal of Child and Family Studies. Dr. Barry has been involved in the clinical training of doctoral students since 2004.
Randy W. Kamphaus, Ph.D., is Professor and Dean of the College of Education at the University of Oregon. Dr. Kamphaus's research has focused on the development of methods and measures aimed at enabling new forms of practice in school and clinical child psychology practice. His recent efforts, in collaboration with former students and postdoctoral trainees, involves the creation of mental healthrisk screening measures and associated group-delivered social, behavioral, and emotional skill building lessons for use at school. He has published more than 10 tests, 85 journal articles, 10 books, 50 book chapters, and other publications. His research has been funded by grant mechanisms of the U.S. Department of Education for the past two decades. Dr. Kamphaus has served as past-president of the Division of School Psychology of the American Psychological Association and as editor of the Division's official journal, School Psychology Quarterly.
