Collaborative/Therapeutic Assessment

Abstract

The Collaborative/Therapeutic Assessment (C/TA) paradigm represents a significant shift from the traditional aims and techniques of psychological assessment. C/TA deliberately employs a variety of evidence-based techniques intended to maximize the potential that the process of assessment will result in meaningful therapeutic benefits for clients. The empirical support for the effectiveness of the C/TA approach is promising and demonstrates direct intervention effects on such indicators as self-esteem and symptomatology, as well as improvements in constructs and processes salient to continued psychological care, including the therapeutic alliance, treatment readiness, and distress. C/TA has also been shown to increase participation and retention in subsequent indicated mental health services for populations that traditionally are difficult to engage. This chapter describes the history and evidence-based theory behind C/TA approaches; describes the steps and procedures of the semi-stuctured Therapeutic Assessment model, and presents a thorough discussion of the application of a variety of therapeutic techniques (e.g., circular questioning, scaffolding, psychoeducation, shame modulation, mentalizing) in the context of the C/TA paradigm that increase the likelihood that assessment will result in clinically relevant outcomes. These techniques are applied in a variety of therapy models in psychology but have only recently been explicitly used in the context of psychological assessment for adults, couples, and families with children or adolescents.

Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices

“…In a recent chapter by Aschieri et al (2016), the authors summarized the evidence for TA and highlighted essential skills and techniques for facilitating successful, impactful psychological assessment. These skills were not unique to the TA approach but could apply to a variety of assessment-related situations and contexts.…”

Swedish parents' satisfaction and experience of facilitators and barriers with Family Check‐up: A mixed methods study

“…Previous research has failed to show better outcomes when comparing evidence‐based parenting programs as usual with programs enhanced with CF (Kazdin et al ., 2018). Other research in the area of therapeutic assessment (TA) has shown that enhancing diagnostic assessments through the use of a collaborative, supportive approach to assessment can improve engagement, follow‐through and outcomes (Aschieri, Fantini & Smith, 2016). Positive outcomes have been associated with use of TA with parents of youth with conduct problems (Smith, Handler & Nash, 2010).…”

Client-focused assessment and intervention: Tailoring the work to the client.

“…or "Why don't I feel like I have control over my life and my future? "; Smith & George, 2012), in order to orient the testing phase and develop an individualized assessment intervention session, followed by an interactive summary and discussion session (Aschieri et al, 2016). Accordingly, assessment is client focused rather than test focused (Finn, 2020;Finn & Tonsager, 1997).…”