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Applying Research on Risk & Resilience to Assessment of Children with Sexual Behaviour Problems. Jane F. Gilgun, Ph.D., LICSW Professor, School of Social Work, University of Minnesota, Twin Cities 1404 Gortner Avenue St Paul MN 55108 USA [email protected] http://ssw.che.umn.edu June 26, 2003 - PowerPoint PPT Presentation
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Applying Research on Risk& Resilience to Assessmentof Children with Sexual Behaviour Problems
Jane F. Gilgun, Ph.D., LICSWProfessor, School of Social Work, University of
Minnesota, Twin Cities1404 Gortner AvenueSt Paul MN 55108 USA
[email protected]://ssw.che.umn.edu
June 26, 2003G-MAP Conference, Bolton, Lancashire, United
Kingdom
Topics Assessment 101 The CASPARS The 4-D Case Studies Customizing Tools
Significance Practice effectiveness Accountability Brief treatment Evidence-based practice
Best research evidence Clinical experience Client preferences, wants, cultures Practitioners’ personal experiences, values,
cultures Ethical codes
Purposes of the Instruments direct attention to positives lead to helpful assessments help formulate treatment plans help estimate progress in treatment provide a check on countertransference provide measures of outcome provide data that demonstrates effects
of treatment
Concepts of the Instruments Assets are Significant in Models of Risk Adding Assets to Risk Models Increases
Accuracy of Classification Assets Alone in Models of Risks May be as
Accurate as Risk Alone Models Assets, Risks, and Protective Factors
Reside Within Individuals, Families, Other Social Groups, Communities, Social Policies, and Cultural Themes and Practices.
Asset Models Require Shifts in Thinking
Assets Assets are positive counterparts of risk
that can contribute to pro-social outcomes when individuals are exposed to risks.
Assets include factors such as high IQ, physical attractiveness, verbal facility, parents who care, safe neighborhoods, adequate family income, a pro-social sense of agency, optimism about a positive future
Not all persons with assets turn out well, nor do all persons from poor families and unsafe neighborhoods have maladaptive outcomes
Risks Risks predict that a proportion of an at-risk
group will experience adverse outcomes. Persons with risks are vulnerable to an
associated outcome, but risks cannot predict that any one person in an at-risk group will experience that outcome
Risks include childhood maltreatment, unsafe neighborhoods, isolated families, exposure to persons who model violent behaviors, genetic risks such as those predisposing persons to particular types of physiological reactivity Individuals in an at-risk group, however, are vulnerable to that outcome.
Risk Pile-Up a series of risks that may
overwhelm whatever resources an individual can marshall
or in some cases persons appear to have the resources to cope.
Protective Factorsassets individuals actively use to cope with adapt to, or overcome vulnerability-inducing
conditions, or risks
Protective Factors Pro-social sense of agency Desire to emulate persons who are pro-
social Have avenues open to them where they
can attain a sense of self that includes self-efficacy and self-worth These avenues do not harm self or others
Emotional expressiveness Affirmative relationships Healthy sexuality Sense of belonging to a pro-social group Strong sense of positive future
Resources to attain future goals
Resilience Definition: positive outcomes when
individuals have been exposed to risks Resilience means a person has risk
conditions and therefore has vulnerabilities
Persons can be Resilient at one point and not at others Resilient in some areas and not in others
CASPARS
Emotional expressiveness Family Relationships Peer Relationships Family Embeddedness Sexuality
Scoring the CASPARS Each instrument yields two scores: An
asset score and a risk score Scores for each instrument are attained
by summing each column Children can be classified by using
scores from single instruments Children can be classified using scores
resulting from the sums of scores of all the instruments for a global score
Scoring the CASPARS 1=low strength or low risk 2=medium strength or medium
risk 3=high strength or high risk 0=not observed or unknown
The 4-D
Belonging Mastery Independence Generosity
Scoring the 4-D Each instrument yields two scores: An
asset score and a risk score Scores for each instrument are attained
by summing each column Children can be classified by using
scores from single instruments Children can be classified using scores
resulting from the sums of scores of all the instruments for a global score
Scoring the 4-D 1=mixed 2=low strength or low risk 3=medium strength or medium
risk 4=high strength or high risk
Relationship of Assets & RisksOver the Course of Intervention
40
30
20
10
0T1 T2 T3
Assets Risks
Clinical Assessment Tools Short, easy to use Useful to practice Provide scores Not the same as tools used in
psychological and educational testing Provide practice guidelines
When they are based on research & practice experience
Types of Assessments
Unsystematic Systematic but idiosyncratic
Systematic and shared
Systematic, Shared Asessments Can coordinate practice across cases,
within agencies, and across agencies
Provide practice guidelines
Help standardize practice
Provide clear identity for the agency
Each Case is Unique
General, Agency-Wide Assessment
Individualized goals, outcomes, and interventions
The CASPARS: Sources of Concepts My reflections on the factors
associated with resilience Factors extracted from
My long-term life history research (primary)
Integrated with social work’s ecological
perspectives Research on risk and resilience
Sources of Items: 4-D Circle of Courage Related research and theory Experience of social work
professionals and one clinical psychologist
My life history research
Sources of Items: CASPARS Primary: My life history research Backed up with
Related research and theory Experience of two social work
professionals and two clinical psychologists
Stetson School Assessment Responsibility Honesty Motivation for treatment Remorse
Developed by Phil Rich, Barre, MA, USA 1/978/355-4541
Capacities for Accountability What do the young people say about their
problematic sexual behaviours? Can they describe them? Take responsibility for them? Recognize harm done? Are they willing to apologize? Are they willing to work on managing these
behaviours?
This is a strengths-based approached because such questions are asking the young people to tap into their competencies.
Capacities for Accountability Appropriate vs. flat affect in talking about their
behaviours Take responsibility vs. blame others Remorse vs. “blowing off”
Signaled by I’m sorry I hurt others. I feel ashamed. Does the child appear to have these
responses but need help in articulating them?
How can practitioners do assessments that provide children with a sense of safety so that children can show their deep shame, embarrassment, guilt, and remorse, which we can assume is almost always there?
Field Tests CASPARS
25 professionals 1 state N=146
4-D 25 professionals 4 states N=118
The CASPARS Content Validity Item-Total Analysis Coefficient Alpha Inter-Rater Reliabilities Construct Validities
Item-Total AnalysisMeans
Emo Peer Fam Rel Fam Emb Sex.76 .63 .80 .78 .67
Note: none below .50
Alphas & IRR# Items Alphas
IRR Emo 14 .94 .92 Peer 16 .90 .93 FamRel 20 .97 .93 Embed 13 .96 .92 Sex 13 .90 .95
Construct ValiditiesR
Emo -.56 Peer -.80 FamRel -.81 Embed -.82 Sex .46
The 4-D Content Validity Item-Total Analysis Coefficient Alpha Interviewing
Results of Item-Total Analysis
Instrument # of Items # Below .5Belonging 12 1Mastery 18 2Independence 9 1Generosity 9 0
Results: Coefficient Alphas
Initial Eliminate Final
Belonging .87 Q8 .89Knowing .93 Q2 & 2 .93Independence.87Q4 .91Generosity.910 .91
Results: Standard Errors of Measurement
Expected Actual
Belonging 5.5 5.62Mastery 9.5 7.16Independence 4.0 8.84Generosity 4.5 4.87Total 11.94 11.75
Interviews with Users Usefulness the most important
criteria for the worth of practice tools
Find out instruments’ usefulness through discussions with users
Interviews with Users
Individually Phone Email In-person Group in-Person
Minnesota staff South Carolina staff
Informational interviews in person South Carolina social workers and care providers
Responses to the Field Test:Summary Positive responses
Helped me know youth in a new way Led to one of the best conversations
I’ve ever had Areas for improvement
Too long Too intrusive, such as the questions on
sexuality Don’t fit practice
ReferencesBrendtro, Larry K., Martin Brokenleg, & Steven Van Bockern (1990). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational ServiceGilgun, Jane F. (2003). The 4-D: Strengths-based instruments for the assessment of youth who’ve experienced adversities. Submitted for publication.Gilgun, Jane F. (2002a). Completing the Circle: American Indian Medicine Wheels and the promotion of resilience in children and youth in care. Journal of Human Behavior and the Social Environment, 6(2), 65-84.Gilgun, Jane F. (1999b). CASPARS: New tools for assessing client risks and strengths. Families in Society, 80, 450-459. tools available at ssw.che.umn.edu/faculty/jgilgun.htmGilgun, Jane F., Susan Keskinen, Danette Jones Marti, & Kay Rice. (1999). Clinical applications of the CASPARS instruments: Boys who act out sexually. Families in Society, 80, 629-641.Levitt, J. L., & Reid, W., J. (1981). Rapid-assessment instruments for practice. Social Work Research and Abstracts, 17, 13-19.Schafer M. (1999) Nomothetic and idiographic methodology in psychiatry: A historical-philosophical analysis. Medicine, Health Care & Philosophy, 2(3):265-74.