Entering the Child's Mind: The Clinical Interview In by Herbert P. Ginsburg

By Herbert P. Ginsburg

Coming into the kid's brain teaches the "clinical interview" as a method for gaining perception right into a kid's mind set. within the culture of Piaget and Vygotsky, Dr. Ginsburg argues that standardized tools of overview frequently fail to satisfy the demanding situations of advanced cognition. He offers the medical interview as a robust instrument that, whilst understood and used thoroughly, promises psychologists with a profound appreciation for kid's considering. This booklet represents the 1st finished therapy of the speculation and perform of the scientific interview process.

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By Herbert P. Ginsburg

Coming into the kid's brain teaches the "clinical interview" as a method for gaining perception right into a kid's mind set. within the culture of Piaget and Vygotsky, Dr. Ginsburg argues that standardized tools of overview frequently fail to satisfy the demanding situations of advanced cognition. He offers the medical interview as a robust instrument that, whilst understood and used thoroughly, promises psychologists with a profound appreciation for kid's considering. This booklet represents the 1st finished therapy of the speculation and perform of the scientific interview process.

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Extra info for Entering the Child's Mind: The Clinical Interview In Psychological Research and Practice

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Tests are designed to be narrow, asocial, and myopic. The usual testing situation is so devised that subjects must deal with a narrow problem over a short period of time and are allowed to respond only in limited ways. 9 It is harder to see complex phenomena than simpler ones, so test constructors choose to look at what is easier to see. These constraints of standardized tests limit what subjects can do and what can be learned from what they do. Because of this decontextualization, tests are often not effective in tapping children's intellectual competence.

In this sense, the child's talk and behavior control what the interviewer does and how the interviewer thinks and theorizes about what the child does. In the clinical interview, control passes back and forth between interviewer and child. What could be more different from the method of standardized administration, in which the test instructions rigidly control the tester's behavior, the test items direct and limit the child's response, and the whole affair has been devised beforehand by the test constructor, the only actor in the process with any freedom, who is not even there?

14 In brief, if we wish to motivate those who are different, standardized administration is not an effective method. And eliminating culture from tests may only reduce their power to interest and motivate. 23 Entering the Child's Mind TRADITIONAL METHODS ARE INADEQUATE FOR EXPLORATION One of the most important activities for a researcher or practitioner is to explore, to become familiar with the lives of those who will be studied. Before doing more "rigorous" investigation or assessment, the psychologist needs to get a feeling for the child, to develop an informal understanding of the topic under investigation, to develop some "common sense" about the issues.

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