McConaughy Stephanie H. - Clinical Interviews for Children and Adolescents, Third Edition (The Guilford Practical Intervention in the Schools Series)

Kenneth W. Merrell, Founding Editor

Sandra M. Chafouleas, Series Editor

www.guilford.com/practical

This series presents the most reader-friendly resources available in key areas of evidence-based practice in school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing, and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility. Features include ready-to-use reproducibles, appealing visual elements, and an oversized format. Recent titles have Web pages where purchasers can download and print the reproducible materials.

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Child and Adolescent Suicidal Behavior, Second Edition: School-Based Prevention, Assessment, and Intervention

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Clinical Interviews for Children and Adolescents, Third Edition: Assessment to Intervention

Stephanie H. McConaughy and Sara A. Whitcomb

Assessment to Intervention

THIRD EDITION

STEPHANIE H. McCONAUGHY

SARA A. WHITCOMB

THE GUILFORD PRESS

New YorkLondon

EPUB Edition ISBN: 9781462549795

Copyright 2022 The Guilford Press

A Division of Guilford Publications, Inc.

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All rights reserved

Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.

Last digit is print number: 987654321

LIMITED DUPLICATION LICENSE

These materials are intended for use only by qualified professionals.

The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video or audio recordings, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications.

The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the authors, nor the editor and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources.

Library of Congress Cataloging-in-Publication Data

Names: McConaughy, Stephanie H., author. | Whitcomb, Sara A., author.

Title: Clinical interviews for children and adolescents : assessment to intervention / Stephanie H. McConaughy, Sara A. Whitcomb.

Description: Third edition. | New York : The Guilford Press, 2022. | Series: The guilford practical intervention in the schools series | Includes bibliographical references and index.

Identifiers: LCCN 2021030527 | ISBN 9781462548163 (paperback) | ISBN 9781462548170 (hardcover)

Subjects: LCSH: Interviewing in child psychiatry. | Interviewing in adolescent psychiatry. | BISAC: PSYCHOLOGY / Psychotherapy / Child & Adolescent | EDUCATION / Educational Psychology

Classification: LCC RJ503.6 .M329 2022 | DDC 616.8900835dc23

LC record available at https://lccn.loc.gov/2021030527

In memory of Kenneth W. Merrell, Founding Editor of The Guilford Practical Intervention in the Schools Series, a cherished colleague and mentor to us and many in our field

Stephanie H. McConaughy, PhD, is Research Professor Emerita in the Departments of Psychiatry and Psychology at the University of Vermont. She specializes in research on and assessment of childrens behavioral, emotional, and learning problems and is a member of the research team that developed the Achenbach System of Empirically Based Assessment (ASEBA). She served on the editorial boards of professional journals in psychology and school psychology and was an associate editor of School Psychology Review. Dr. McConaughy is the author of over 60 journal articles and chapters and 8 books and assessment manuals.

Sara A. Whitcomb, PhD, is Associate Professor and Director of Clinical Training in the School Psychology Program at the University of Massachusetts Amherst. She is a past recipient of the University of Oregon College of Educations Horizon Alumni Award. Dr. Whitcomb has written several books and numerous peer-reviewed articles on behavioral, social, and emotional assessment, as well as social and emotional learning. She has given workshops and professional presentations to school psychologists and school staff throughout the United States and abroad.

Under the right circumstances, most people love talking about themselves. Some find sharing their experiences painful. Children are no exception. Yet, without even thinking, adults often hinder children from speaking for themselves. Ask a child a question in the presence of a parent or another familiar adult and watch what happens. As the child starts to speak, the adult jumps in to explain what the child thinks or feels, and then continues with his or her own view of the matter. Other times, when children do manage to express their views, adults sometimes counter with their own versions of what happened and how children