Best-practice standards: The accuracy and usefulness of psychological evaluations improve when the following best-practice standards are incorporated as part of the assessment:
Complexity of behavior: Emotional, behavior and learning problems are the result of complex interaction of characteristics of the child, his or her family, and the environment. Many factors influence when and how a problem develops, how it affects a child and family, and how it changes over time. For example, the circumstances that cause a problem to develop may be different from what maintains or changes the problem. At Maine Child Psychology, we carefully consider the factors and influences that contribute to problems in child development and adjustment.
Breadth of assessment: We consider the problem or concern that led to the child being referred for evaluation, and look at other facets of child and family functioning and adjustment. We assess factors that may account for the problem for which the child is being seen and assess other problems or conditions that may also be present, to insure a broad evaluation of all aspects of functioning.
Multiple information sources and methods: Information from schools, past treatment providers, and others compliments information from parents and children and test results to improve the accuracy and usefulness of the evaluation. We review information from a variety of sources when available and with parent permission. We also collect information using different methods, such as interviews, review of past evaluations and treatment, testing, and parent- and child ratings scales.
Depth of assessment: Evaluation findings are based on detailed information-gathering. This includes information necessary to determine if a condition exists, but also assessment of resources, strengths, obstacles, family characteristics, history of problems and past attempts to change, and how a child’s problems affect the child’s and family’s day to day functioning. This detail allows us to assist the family, and others to best help the child. Our goal is not only to describe the problem, but bring together resources and supports to benefit the child and family.
The context of child adjustment: Children do not live in isolation. At Maine Child Psychology, evaluations carefully consider the influence of the family and community on the child. In this regard, we consider the child and family’s nationality, culture, and experiences; the educational program the child attends; the community in which the child and family reside; and other cultural, religious, or social groups or activities in which the child or family participate. The evaluation reflects consideration of both the resources and supports available in the child’s world, as well as adversity or risks posed.
Stress and trauma exposure: Child functioning may be greatly affected by the stressful experiences and adversity the child has experienced. We want to insure that every child is safe at home, at school, and in the community. When a child has experienced adversity or trauma, we carefully consider the impact of those experiences on the child adjustment and functioning. Services or supports to address the child’s adversity are considered when making recommendations.
Age and developmental competencies: Knowledge of developmental expectations for a child in light of their age and condition is essential to an accurate assessment. At Maine Child Psychology, evaluations are conducted with careful consideration of expectations for children based on their age and developmental level. In addition, we consider how conditions or problems develop and progress over time, and differ for children based on their age. Evaluation results, conclusions and recommendations take into account and reflect this developmental context.
Current professional standards: Evaluations are conducted consistent with current knowledge and standards in the field of psychology, including current
a) evaluation procedures, methods, and assessment devices
b) diagnostic procedures and classification, and
c) information about beneficial treatment, resources, services, and supports.
Efficiency and timeliness: Maine Child Psychology evaluations are conducted to be most beneficial. As such, we strive to be efficient and produce evaluation reports rapidly in order to meet the needs of the child, family, and referral source. Once all necessary assessment materials have been received, our goal is to have the evaluation report sent out within five business days. We strive to communicate important findings, conclusions and recommendations using clear, understandable language.
Child and family care: Helping children and families is our passion. Our evaluations reflect our commitment to patient- and family-centered care. We conduct evaluations in a respectful and caring manner, and consider the needs and goals of the child and family. The evaluation is guided by our effort to identify ways to improve this child’s adjustment and family functioning.
Complexity of behavior: Emotional, behavior and learning problems are the result of complex interaction of characteristics of the child, his or her family, and the environment. Many factors influence when and how a problem develops, how it affects a child and family, and how it changes over time. For example, the circumstances that cause a problem to develop may be different from what maintains or changes the problem. At Maine Child Psychology, we carefully consider the factors and influences that contribute to problems in child development and adjustment.
Breadth of assessment: We consider the problem or concern that led to the child being referred for evaluation, and look at other facets of child and family functioning and adjustment. We assess factors that may account for the problem for which the child is being seen and assess other problems or conditions that may also be present, to insure a broad evaluation of all aspects of functioning.
Multiple information sources and methods: Information from schools, past treatment providers, and others compliments information from parents and children and test results to improve the accuracy and usefulness of the evaluation. We review information from a variety of sources when available and with parent permission. We also collect information using different methods, such as interviews, review of past evaluations and treatment, testing, and parent- and child ratings scales.
Depth of assessment: Evaluation findings are based on detailed information-gathering. This includes information necessary to determine if a condition exists, but also assessment of resources, strengths, obstacles, family characteristics, history of problems and past attempts to change, and how a child’s problems affect the child’s and family’s day to day functioning. This detail allows us to assist the family, and others to best help the child. Our goal is not only to describe the problem, but bring together resources and supports to benefit the child and family.
The context of child adjustment: Children do not live in isolation. At Maine Child Psychology, evaluations carefully consider the influence of the family and community on the child. In this regard, we consider the child and family’s nationality, culture, and experiences; the educational program the child attends; the community in which the child and family reside; and other cultural, religious, or social groups or activities in which the child or family participate. The evaluation reflects consideration of both the resources and supports available in the child’s world, as well as adversity or risks posed.
Stress and trauma exposure: Child functioning may be greatly affected by the stressful experiences and adversity the child has experienced. We want to insure that every child is safe at home, at school, and in the community. When a child has experienced adversity or trauma, we carefully consider the impact of those experiences on the child adjustment and functioning. Services or supports to address the child’s adversity are considered when making recommendations.
Age and developmental competencies: Knowledge of developmental expectations for a child in light of their age and condition is essential to an accurate assessment. At Maine Child Psychology, evaluations are conducted with careful consideration of expectations for children based on their age and developmental level. In addition, we consider how conditions or problems develop and progress over time, and differ for children based on their age. Evaluation results, conclusions and recommendations take into account and reflect this developmental context.
Current professional standards: Evaluations are conducted consistent with current knowledge and standards in the field of psychology, including current
a) evaluation procedures, methods, and assessment devices
b) diagnostic procedures and classification, and
c) information about beneficial treatment, resources, services, and supports.
Efficiency and timeliness: Maine Child Psychology evaluations are conducted to be most beneficial. As such, we strive to be efficient and produce evaluation reports rapidly in order to meet the needs of the child, family, and referral source. Once all necessary assessment materials have been received, our goal is to have the evaluation report sent out within five business days. We strive to communicate important findings, conclusions and recommendations using clear, understandable language.
Child and family care: Helping children and families is our passion. Our evaluations reflect our commitment to patient- and family-centered care. We conduct evaluations in a respectful and caring manner, and consider the needs and goals of the child and family. The evaluation is guided by our effort to identify ways to improve this child’s adjustment and family functioning.
