Difference between revisions of "OReilly-etal2015"
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|Journal=BJPsych Open | |Journal=BJPsych Open | ||
|Volume=1 | |Volume=1 | ||
| + | |Number=2 | ||
|Pages=116–120 | |Pages=116–120 | ||
| + | |URL=https://www.cambridge.org/core/journals/bjpsych-open/article/question-use-in-child-mental-health-assessments-and-the-challenges-of-listening-to-families/CC9F75578E47E391D8016B9B7A68E5EF | ||
|DOI=10.1192/bjpo.bp.115.001503 | |DOI=10.1192/bjpo.bp.115.001503 | ||
| − | |Abstract=Background | + | |Abstract=Background: The mental health assessment is a fundamental aspect of clinical practice and central to this is the use of questions. |
| − | The mental health assessment is a fundamental aspect of | + | Aims: To investigate the frequency and type of questions utilised within a child mental health assessment. |
| − | clinical practice and central to this is the use of questions. | + | Method: The data consisted of 28 naturally occurring assessments from a UK child and adolescent mental health service. Data were analysed using quantitative and qualitative content analysis to determine frequencies and question type. |
| − | Aims | + | Results: Results indicated a total of 9086 questions in 41 h across the 28 clinical encounters. This equated to a mean of 3.7 questions per minute. Four types of questions were identified; yes–no interrogatives, wh-prefaced questions, declarative questions and tag questions. |
| − | To investigate the frequency and type of questions utilised | + | Conclusions: The current format of questioning may impede the opportunity for families to fully express their particular concerns and this has implications for service delivery and training. |
| − | within a child mental health assessment. | ||
| − | Method | ||
| − | The data consisted of 28 naturally occurring assessments from | ||
| − | a UK child and adolescent mental health service. Data were | ||
| − | analysed using quantitative and qualitative content analysis to | ||
| − | determine frequencies and question type. | ||
| − | Results | ||
| − | Results indicated a total of 9086 questions in 41 h across the | ||
| − | 28 clinical encounters. This equated to a mean of 3.7 questions | ||
| − | per minute. Four types of questions were identified; yes–no | ||
| − | interrogatives, wh-prefaced questions, declarative questions | ||
| − | and tag questions. | ||
| − | Conclusions | ||
| − | The current format of questioning may impede the opportunity | ||
| − | for families to fully express their particular concerns and this | ||
| − | has implications for service delivery and training. | ||
}} | }} | ||
Revision as of 03:27, 15 December 2019
| OReilly-etal2015 | |
|---|---|
| BibType | ARTICLE |
| Key | O’Reilly-etal2015 |
| Author(s) | Michelle O’Reilly, Khalid Karim, Nikki Kiyimba |
| Title | Question use in child mental health assessments and the challenges of listening to families |
| Editor(s) | |
| Tag(s) | EMCA, Mental Health, Assessments, Child mental health |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | BJPsych Open |
| Volume | 1 |
| Number | 2 |
| Pages | 116–120 |
| URL | Link |
| DOI | 10.1192/bjpo.bp.115.001503 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Background: The mental health assessment is a fundamental aspect of clinical practice and central to this is the use of questions. Aims: To investigate the frequency and type of questions utilised within a child mental health assessment. Method: The data consisted of 28 naturally occurring assessments from a UK child and adolescent mental health service. Data were analysed using quantitative and qualitative content analysis to determine frequencies and question type. Results: Results indicated a total of 9086 questions in 41 h across the 28 clinical encounters. This equated to a mean of 3.7 questions per minute. Four types of questions were identified; yes–no interrogatives, wh-prefaced questions, declarative questions and tag questions. Conclusions: The current format of questioning may impede the opportunity for families to fully express their particular concerns and this has implications for service delivery and training.
Notes
