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Obtaining and Formulating a Developmental History
COMPREHENSIVE PSYCHIATRIC ASSESSMENT OF YOUNG CHILDREN
1056--4993/99 $8.00 + .00
OBTAINING AND FORMULATING A DEVELOPMENTAL HISTORY Catherine E. Cox, MS
The developmental history is an essential element of the evaluation of the young child. It is the first piece in the process completed by caregivers and the professionals to understand the child and his or her family. One should approach taking a development history with the ultimate goal of using it as part of a comprehensive evaluation that formulates the findings from all sources.
GOALS FOR THE DEVELOPMENTAL HISTORY
There are six goals to have in mind when beginning an interview with caregivers. These include the following: 1. To create a comfortable atmosphere in which the caregivers feel supported and respected for the strengths and coping capacities they bring, as well as for the fact that they are seeking an evaluation in spite of their fears about what they will learn about their child and about themselves. 2. To develop through a sensitive clinical interview as full a picture as possible of the caregivers' concerns, the natural history of the problems, the important family life events, and the feelings surrounding them. 3. To develop a comprehensive account of the child's development
From the Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut
CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA VOLUME 8 • NUMBER 2 • APRIL 1999
271
1056--4993/99 $8.00 + .00
OBTAINING AND FORMULATING A DEVELOPMENTAL HISTORY Catherine E. Cox, MS
The developmental history is an essential element of the evaluation of the young child. It is the first piece in the process completed by caregivers and the professionals to understand the child and his or her family. One should approach taking a development history with the ultimate goal of using it as part of a comprehensive evaluation that formulates the findings from all sources.
GOALS FOR THE DEVELOPMENTAL HISTORY
There are six goals to have in mind when beginning an interview with caregivers. These include the following: 1. To create a comfortable atmosphere in which the caregivers feel supported and respected for the strengths and coping capacities they bring, as well as for the fact that they are seeking an evaluation in spite of their fears about what they will learn about their child and about themselves. 2. To develop through a sensitive clinical interview as full a picture as possible of the caregivers' concerns, the natural history of the problems, the important family life events, and the feelings surrounding them. 3. To develop a comprehensive account of the child's development
From the Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut
CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA VOLUME 8 • NUMBER 2 • APRIL 1999
271