PARALLEL MODELS OF ASSESSMENT: INFANT MENTAL HEALTH AND THERAPEUTIC ASSESSMENT MODELS INTERSECT THROUGH EARLY CHILDHOOD CASE STUDIES

Abstract

Therapeutic Assessment (TA; S.E. Finn & M.E. Tonsager, 1997; J.D. Smith, 2010) is a collaborative, semistructured model that encourages self-discovery and meaning-making through the use of assessment as an intervention approach. This model shares core strategies with infant mental health assessment, including close collaboration with parents and caregivers, active participation of the family, a focus on developing new family stories and increasing parents' understanding of their child, and reducing isolation and increasing hope through the assessment process. The intersection of these two theoretical approaches is explored, using case studies of three infants/young children and their families to illustrate the application of TA to infant mental health. The case of an 18-month-old girl whose parents fear that she has bipolar disorder illustrates the core principles of the TA model, highlighting the use of assessment intervention sessions and the clinical approach to preparing assessment feedback. The second case follows an infant with a rare genetic syndrome from ages 2 to 24 months, focusing on the assessor-parent relationship and the importance of a developmental perspective. Finally, assessment of a 3-year-old boy illustrates the development and use of a fable as a tool to provide feedback to a young child about assessment findings and recommendations.

Keywords: Intervention; Therapeutisches Assessment; Zusammenarbeit; colaboración; collaboration; cuidado centrado en la familia; evaluación terapéutica; familienzentrierte Behandlung; family-centered care; infant mental health; intervención; intervention; psychische Gesundheit von Säuglingen; salud mental infantil; santé mentale du nourrisson; soin centré sur la famille; therapeutic assessment; évaluation thérapeutique; 乳幼児精神保健; 介入; 協作; 協働; 家庭為中心的護理。; 家族中心のケア; 干預; 幼兒心理健康; 治療的評価; 治療評估.