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| List of Figures, Tables, Boxes, and Appendices | |
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| Clinical Interviews in the Context of Multimethod Assessment | |
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| Historical Perspective on Clinical Interviewing | |
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| The Nature of Clinical Interviews | |
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| Working Assumptions for Clinical Interviews | |
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| Need for Multiple Data Sources | |
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| Situational Variability | |
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| Limited Cross-Informant Agreement | |
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| Variations in Interview Structure and Content | |
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| Interview Content and Questioning Strategies | |
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| Interviews as Components of Multimethod Assessment | |
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| Case Examples | |
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| Andy Lockwood, Age 7 | |
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| Bruce Garcia, Age 9 | |
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| Catherine Holcomb, Age 11 | |
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| Karl Bryant, Age 12 | |
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| Kelsey Watson, Age 14 | |
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| Structure of This Book | |
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| Strategies for Child Clinical Interviews | |
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| Purposes for Child Clinical Interviews | |
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| Setting and Interviewer Appearance | |
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| Discussing Purpose and Confidentiality with Children | |
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| Developmental Considerations for Child Interviews | |
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| Developmental Characteristics of Early Childhood | |
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| Questioning Strategies for Early Childhood | |
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| Developmental Characteristics of Middle Childhood | |
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| Questioning Strategies for Middle Childhood | |
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| Developmental Characteristics of Adolescence | |
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| Questioning Strategies for Adolescence | |
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| Ethnic and Cultural Considerations | |
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| Alternating Verbal and Nonverbal Communication | |
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| Dealing with Lying | |
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| Concluding the Child Clinical Interview | |
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| Summary | |
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| Clinical Interviews with Children: Talking about Activities, School, and Friends | |
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| Activities and Interests | |
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| School and Homework | |
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| Case Example: Andy Lockwood | |
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| Friendships and Peer Relations | |
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| Risk Factors for Peer Rejection | |
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| Interviewing about Friendships and Peer Relations | |
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| Case Example: Bruce Garcia | |
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| Case Example: Karl Bryant | |
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| Summary | |
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| Clinical Interviews with Children: Talking about Family Relations, Self-Awareness, Feelings, and Adolescent Issues | |
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| Home Situation and Family Relations | |
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| Kinetic Family Drawing | |
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| Case Example: Bruce Garcia | |
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| Case Example: Karl Bryant | |
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| Self-Awareness and Feelings | |
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| Three Wishes | |
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| Questions about Basic Feelings | |
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| Strange Thoughts and Suicidal Ideation | |
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| Incomplete Sentences | |
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| Case Example: Catherine Holcomb | |
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| Child Abuse and Neglect | |
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| Adolescent Issues | |
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| Alcohol and Drugs | |
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| Antisocial Behavior and Trouble with the Law | |
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| Dating and Romances | |
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| Confidentiality Issues with Adolescents | |
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| Case Example: Kelsey Watson | |
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| Summary | |
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| Interviews with Parents | |
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| Discussing Confidentiality and Purpose with Parents | |
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| Strategies for Interviewing Parents | |
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| Interviewing Culturally or Linguistically Diverse Parents | |
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| Topic Areas for Semistructured Parent Interviews | |
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| Concerns about the Child | |
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| Behavioral or Emotional Problems | |
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| Social Functioning | |
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| School Functioning | |
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| Medical and Developmental History | |
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| Family Relations and Home Situation | |
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| Structured Diagnostic Interviews with Parents | |
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| Utility of Psychiatric Diagnoses | |
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| Structured Parent Interviews | |
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| Concluding the Parent Interview | |
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| Summary | |
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| Interviews with Teachers | |
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| Discussing Confidentiality with Teachers | |
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| Interviewing Strategies with Teachers | |
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| Topic Areas for Semistructured Teacher Interviews | |
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| Concerns about the Child | |
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| School Behavior Problems | |
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| Academic Performance | |
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| Teaching Strategies | |
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| School Interventions for Behavior Problems | |
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| Special Help/Services | |
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| Concluding the Teacher Interview | |
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| Summary | |
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| Interpreting Clinical Interviews for Assessment and Intervention Planning | |
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| Recording and Reporting Interview Information | |
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| SCICA Rating Forms and Scoring Profile | |
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| Integrating Clinical Interviews with Other Assessment Data | |
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| Case Example: Andy Lockwood | |
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| Case Example: Bruce Garcia | |
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| Case Example: Catherine Holcomb | |
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| Case Example: Karl Bryant | |
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| Case Example: Kelsey Watson | |
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| Summary | |
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| Assessing Risk for Suicide | |
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| Liability and Legal Issues | |
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| Risk Factors, Precipitants, and Warning Signs | |
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| Stressful Events | |
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| Warning Signs for Suicide | |
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| Multimethod Risk Assessment | |
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| Interviewing Children and Adolescents | |
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| Interviewing Teachers and Parents/Caregivers | |
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| Other Assessment Methods | |
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| Immediate Interventions for Suicidal Students | |
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| Differentiating Suicide Risk from Self-Mutilation/Deliberate Self-Harm | |
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| Interventions for Youth Who Self-Mutilate | |
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| Summary | |
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| Assessing Youth Violence and Threats of Violence in Schools: School-Based Risk Assessments | |
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| Social Context of Risk Assessments | |
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| Assessing Dangerousness versus Threats of Violence | |
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| Prerequisites for the School-Based Risk Assessment | |
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| Core Questions of the School-Based Risk Assessment | |
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| Characteristics of Children Referred for School-Based Risk Assessments | |
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| School-Based Risk Assessment Protocol and Format | |
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| Referral for a School-Based Risk Assessment | |
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| Documents Related to the Critical Incident and Other Records | |
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| Interviews with Parents | |
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| Collateral Interviews with Other Informants | |
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| Clinical Interview with the Child | |
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| Case Formulation, Findings, and Recommendations | |
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| Summary | |
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| References | |
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| Index | |