A structural model of organization - and clinician-specific factors that predict standardized measure use among child and adolescent clinicians
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Accurate assessment is critical for appropriate identification and diagnosis of mental health problems and for appropriate treatment referral and planning, but little is known about how frequently clinicians use valid assessment procedures in their work with children. A survey was conducted with a random sample of 5000 clinician members of the five largest mental health professional guild associations examining frequency of standardized and unstandardized assessment use, and the association between organization and clinician factors and use of standardized measures for assessment. Seven hundred and forty-six clinicians that work in organizations and conduct assessment with children were included in analysis. Unstandardized measures were used significantly more often than standardized measures. Significant positive associations were found between use of standardized measures and rigid hierarchical organizational structure, organizational culture that values empirical treatment, greater personal training in standardized measures, and more positive personal attitudes toward standardized measures. Implications of these findings are discussed.
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