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Rick A. Myer, Ph. D.
Northern Illinois University
Dept. Off Ed. Psych., Counseling, and Special Ed.
Northern Illinois University
DeKalb Illinois 60115
(815) 753-8462 -- e-mail: rmyer@niu.edu
Within the mental health held, several different types of assessment approaches may be used to understand clients. Three of the more commonly used approaches are; (1) diagnostic assessment; (2) standardized testing assessment, and (3) psycho-social history assessment. These approaches utilize specific techniques and are generally associated with different disciplines: psychiatry, psychology, and social work, respectively While each provide valuable information regarding clients, they have limited usefulness when working with clients in crisis.
This presentation will discuss differences among these three approaches to assessment with crisis assessment. Each approach will be discussed with respect to the type of information they provide the crisis workers when working with clients in crisis. The discussion will outline differences along eight dimensions. The first dimension concerns the goal or outcome of the assessment process With the exception of crisis assessment' each approach attempts to provide a comprehensive description of clients. Crisis assessment, on the other hand, assesses clients' reactions to the immediate situation in order to mobilize appropriate resources. The second dimension concerns the process by which information is gathered. Each approach uses similar techniques although some may add various strategies depending on the approach. The third dimension involves the relationship to treatment. As with the first dimension, the relationship to treatment for crisis assessment is different than for the other three. Crisis assessment is more directly convected to the treatment process than the other three.
The fourth dimension is concerned with the materials needed for the assessment. For crisis assessment, materials used in the assessment process vary from agency to agency. For the remaining three approaches to assessment various materials are used including standardized tests, interview schedules, intake forms, and computers. The fifth dimension considers the time needed to collect the information to complete the assessment process. Crisis intervention differs from the other three in that the length of time required for assessment is much shorter. For the other three assessment approaches, times vary from as short as 15 minutes for diagnostic assessments to several hours for psycho-social history assessment. The sixth dimension concerns the information that is gathered. Each approach differs from the others in this area due to the differences in the goal or purpose of the assessment.
The seventh dimension involves the training needed to conduct the assessment. Again this area differs for each approach. A licensed professional or very experienced clinician generally conducts diagnostic assessments. Standardized testing assessment varies depending on the type of test but most often at least one graduate level course is needed to qualify to purchase most tests. Training for psycho-social history assessment varies and is conducted by people with a bachelor's or a master's degree. No education level is required for crisis assessment, however, special training in crisis assessment is needed.
In practice, these approaches to assessment overlap. There are very few pure applications. The complexity of humans problems mitigates against such an exacting strategy This material may help crisis workers understand more fully the assessment process.
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