Zusammenfassung
Im Laufe der vergangenen 20 Jahre hat sich das Ambulante Assessment (AA) zu einem wichtigen Bestandteil des Methodenrepertoires in der klinisch-psychologischen Forschung des Kindes- und Jugendalters entwickelt. Ambulantes Assessment bedeutet, dass das Verhalten und Erleben in alltäglichen Situationen untersuchter Kinder, Jugendlicher und ihrer Familien wiederholt erfasst wird. Die Popularität der Methode ergibt sich aus der Tatsache, dass mit AA analog zu psychotherapeutischen Bedingungsmodellen u. a. (dys)funktionale Verhaltensmuster, ihre Auslöser sowie emotionale und soziale Konsequenzen erfasst werden können. Kontextabhängige dynamische Prozesse innerhalb eines Kindes oder Jugendlichen können empirisch geprüft werden, z. B. wann und unter welchen Umständen spezifische Symptome im Familien- oder Schulalltag zum Ausdruck kommen. Durch diese enge Verzahnung mit Erkenntnissen aus der Psychotherapie trägt AA zu einer erhöhten Generalisierbarkeit gewonnener Daten auf das typische Verhaltensspektrum untersuchter Kinder und Jugendlicher bei. Im vorliegenden Beitrag wird illustriert, wie AA zu präziseren und wirklichkeitsnäheren deskriptiven Modellen psychischer Störungen im Kindes- und Jugendalter beitragen kann. Vor diesem Hintergrund wird der Nutzen von AA zur empirischen Prüfung funktionaler Bedingungsmodelle in der psychotherapeutischen Forschung und Praxis beschrieben. Der Beitrag schließt mit einer Diskussion über den potenziellen Nutzen des AA für individualisierte Interventionen im Alltag betroffener Kinder, Jugendlicher und ihrer Familien ab.
Abstract
Over the past 20 years ambulatory assessment (AA) became an important component of the methodological repertoire in clinical psychological research of childhood and adolescence. AA allows to repeatedly assess behaviors and subjective experiences in the everyday lives of children, adolescents and their families. The popularity of the method stems from the fact that AA captures (dys)functional behavioral and experiential patterns along with corresponding triggers analogous to clinical theory. In other words, context-dependent dynamic processes within a child or adolescent can be empirically tested, such as when and under which circumstances specific symptoms are expressed in daily family or school life. That way, AA contributes to increased generalizability of the acquired data to typical behavioral spectra of the participants. This article illustrates how AA can contribute to more accurate and more truthful descriptive models of mental disorders in childhood and adolescence and how AA may aid empirical tests of clinical theories in psychotherapeutic research and practice. The article concludes with a discussion of the potential utility of AA for individualized interventions in the everyday lives of affected children, adolescents, and their families.
Notes
„Loss-of-control (LOC) eating“. Im Gegensatz zu Essanfällen bei der Binge-Eating-Störung müssen beim LOC eating nicht unbedingt übermäßig große Nahrungsmengen verzehrt werden. Das LOC eating kann unabhängig von Binge-Eating-Störungen auftreten, allerdings haben Kinder, die LOC eating berichten, ein erhöhtes Risiko, eine Binge-Eating-Störung zu entwickeln.
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Kaurin, A., Kolar, D.R. Ambulantes Assessment in der klinischen Kinder- und Jugendpsychologie. Psychotherapie 67, 486–492 (2022). https://doi.org/10.1007/s00278-022-00605-x
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DOI: https://doi.org/10.1007/s00278-022-00605-x
Schlüsselwörter
- Ecological Momentary Assessment
- Funktionale Bedingungsgefüge
- Aufrechterhaltungsmodelle
- Affektive Symptome
- Selbstverletzendes Verhalten