Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences.
Saved in:
| Title: | Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences. |
|---|---|
| Authors: | Kennedy, Emma-Kate, Blyth, Fiona, Sakata, Ellie, Yahyaoui, Leila, Canagaratnam, Myooran, Nijabat, Kiran |
| Source: | Educational & Child Psychology. Sep2020, Vol. 37 Issue 3, p86-98. 13p. |
| Subjects: | Mental health of students, Social development, Educational psychology, Educational counseling, Elementary education |
| Abstract: | Aims: As the number of people aged 16-25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not find making relationships with others easy and can find conventional information-gathering assessments difficult and at times, even unhelpful. Method/rationale: Educational psychologists (EPs) can make a distinctive contribution in this area because of: (i) their knowledge of adolescent and young adult development; (ii) their skills in relational connection in time-limited assessment contexts; and (iii) the value they place on person-centred approaches. This paper outlines one approach to psychological assessment that prioritises collaboration with clients aged 16-25 and emphasises understanding the meaning they make of their subjective experience of the world. Findings/implications: The use of projective techniques, where a free-flowing response to a stimulus was used as the basis of a dialogue with the client, is described in the broader context of collaborative assessment. Illustrative case studies that serve as the basis for reflection on experience are explored, with common themes identified. The benefits of the approach, especially in terms of supporting clients and for practitioner learning, are highlighted. Limitations: This approach, whilst facilitated by qualified and trainee EPs, has been developed in a specialist multidisciplinary clinical context. Challenges in using projective techniques as part of collaborative assessments, as well as capacity concerns as regards ongoing training and supervisory requirements, are examined. Conclusions: There are opportunities for the future development of EP practice in this area, as well as promising lines of practice-based research inquiry. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 145970629 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kennedy%2C+Emma-Kate%22">Kennedy, Emma-Kate</searchLink><br /><searchLink fieldCode="AR" term="%22Blyth%2C+Fiona%22">Blyth, Fiona</searchLink><br /><searchLink fieldCode="AR" term="%22Sakata%2C+Ellie%22">Sakata, Ellie</searchLink><br /><searchLink fieldCode="AR" term="%22Yahyaoui%2C+Leila%22">Yahyaoui, Leila</searchLink><br /><searchLink fieldCode="AR" term="%22Canagaratnam%2C+Myooran%22">Canagaratnam, Myooran</searchLink><br /><searchLink fieldCode="AR" term="%22Nijabat%2C+Kiran%22">Nijabat, Kiran</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2020, Vol. 37 Issue 3, p86-98. 13p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mental+health+of+students%22">Mental health of students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+counseling%22">Educational counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: As the number of people aged 16-25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not find making relationships with others easy and can find conventional information-gathering assessments difficult and at times, even unhelpful. Method/rationale: Educational psychologists (EPs) can make a distinctive contribution in this area because of: (i) their knowledge of adolescent and young adult development; (ii) their skills in relational connection in time-limited assessment contexts; and (iii) the value they place on person-centred approaches. This paper outlines one approach to psychological assessment that prioritises collaboration with clients aged 16-25 and emphasises understanding the meaning they make of their subjective experience of the world. Findings/implications: The use of projective techniques, where a free-flowing response to a stimulus was used as the basis of a dialogue with the client, is described in the broader context of collaborative assessment. Illustrative case studies that serve as the basis for reflection on experience are explored, with common themes identified. The benefits of the approach, especially in terms of supporting clients and for practitioner learning, are highlighted. Limitations: This approach, whilst facilitated by qualified and trainee EPs, has been developed in a specialist multidisciplinary clinical context. Challenges in using projective techniques as part of collaborative assessments, as well as capacity concerns as regards ongoing training and supervisory requirements, are examined. Conclusions: There are opportunities for the future development of EP practice in this area, as well as promising lines of practice-based research inquiry. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=145970629 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2020.37.3.86 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 86 Subjects: – SubjectFull: Mental health of students Type: general – SubjectFull: Social development Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Educational counseling Type: general – SubjectFull: Elementary education Type: general Titles: – TitleFull: Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kennedy, Emma-Kate – PersonEntity: Name: NameFull: Blyth, Fiona – PersonEntity: Name: NameFull: Sakata, Ellie – PersonEntity: Name: NameFull: Yahyaoui, Leila – PersonEntity: Name: NameFull: Canagaratnam, Myooran – PersonEntity: Name: NameFull: Nijabat, Kiran IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
