Classroom Observation

In an educational context, it is important to observe the client in the classroom in order to gain insight into how the child engages in the natural environment (Groth-Marnat, 2003). In observing the child in this manner, you gain insight into the relationship between the teacher and the child and how they interact, the general learning environment, as well as observing interactions with peers and other staff members (Groth-Marnat, 2003). Additionally, information can be collected on observed behaviors, strengths, and other observable data that might otherwise be unattainable through testing (Groth-Marnat, 2003). There is, however, resistance to classroom observation, due to legal or ethical issues regarding privacy concerns, and identifying

Sammy is a 7-year-old second grade boy who recently moved to the district. He has been referred to the school psychologist for an educational evaluation because he is experiencing difficulties related to reading and writing as well as social difficulties with his peers. In order to perform an accurate assessment of Sammy, in addition to observing him within the classroom, a request for his prior districts records will be made as well as a review of his prior teacher's comments on his behaviors and academic skills. Further, interviews with the parents concerning his home behavior, changes in the home that may have contributed to any changes in school, and previous school performance will be conducted. Specific questions for parents concerning school behavior previously might include type of classroom, any supports required or provided, interactions with peers and teachers, behavior issues noted, confidence level, and how he felt about

The initial interview for Emily would first start out with making sure she had a clear understanding of what to expect including how to address me, the purpose of the interview and how the information will be used, services, costs, covering ethical guidelines such as limits of confidentiality and obtaining informed consent and setting expectations (Groth-Marnat, 2003). This would also be the time for Emily to ask any questions she had about therapy and to check and clarify any discrepancies. After this is discussed identifying her goal and what brought her in for evaluation through a series of open ended questions and noting her tone of voice, verbal fluency, energy level, and especially anxiety in her case (Groth-Marnat, 2003). By noting these observations, hypotheses can be generated and more questions may be asked to test the hypotheses (Groth-Marnat, 2003). In order to avoid the conversation coming to a halt and to gain more information, the clinician can either verbally or non-verbally request further information especially through asking a client to be more specific (Groth-Marnat, 2003). Although confrontation is sometimes used in the initial session, because it is anxiety producing, and Emily displays signs of anxiety, it might serve to cause defensiveness and cause deteriorization of the client therapist relationship