Assessment Information, Obtaining Information

SUMMARY In many ways, interviewing children is qualitatively different from interviewing adults.

This chapter identi?ed basic differences between children and adults and discussed ways to professionally address these differences. In the introduction phase of the interview, the role of the child’s caretaker must be considered and clari?ed. However, it is imperative for the interviewer to pay attention to the child, address him or her directly, and help him or her to understand the upcoming interview.

During the opening phase, if young clients are unable or unwilling to identify personal goals for therapy, we advocate using a procedure called wishes and goals to establish a positive tone, allow the child to engage in the process, and give parents a sense of being heard as well. With young clients, there are special issues in con?dentiality that must be addressed. The child is a legal minor, and therefore, parents and guardians have certain rights to therapy information.

Obtaining assessment information during the body of a child interview is enhanced by the use of many nonverbal play tools and strategies. In addition, speci?c userfriendly assessment and information gathering strategies should be used to assist the interviewer in obtaining information at the same time as developing rapport. When formal assessment instruments are used with young clients, their use should be explained to the client and assessment feedback should be provided.

Closing and termination procedures with children are similar to processes with adults, but they become more complicated for several reasons: There are more players to consider, more time demands to balance, and children may express their reactions to their interview experiences more overtly or bluntly than adults.