ABSTRACT
Finn and colleagues have developed a semi-structured assessment approach, erapeutic Assessment (TA), which brings together skills from assessment and psychotherapy models and from multiple theoretical frameworks. e resulting approach considers assessment to be a therapeutic intervention in and of itself (Finn, 2007; Finn & Tonsager, 1992, 1997). TA is a form of collaborative assessment that is related to the work of Fischer (1985/1994), Handler (2006), and Purves (1997). Much has been written regarding its eectiveness with adults (Finn, 2003; Finn & Kamphuis, 2006; Finn & Tonsanger, 1992, 1997; Newman & Greenway, 1997; Peters, 2008), as well as with children and families (Hamilton et al., 2009; Handler, 2006; Smith & Handler, 2009; aringer et al., 2009; aringer, Finn, Wilkinson, & Schaber, 2007). While much of this work has been done in private practice or university research settings, a few articles have encouraged the use of this model in school-based settings (aringer et al., 2007) and with foster children and their families (Purves, 2002). ere has been little research regarding using this model in community mental health settings and within culturally and racially diverse communities. is article focuses on the application of TA in a community psychology setting with an African American child living in foster care.
Fischer (1985/1994) has illustrated the usefulness of therapeutic techniques in a variety of settings, and our clinic has been inuenced by her work, as well as by the teachings and writings of Purves (1997, 2002). Consequently, our clinic has utilized collaborative therapeutic techniques, including gathering questions from caregivers and clients and writing fairy-tale feedback stories to children since the mid-to late-1990s. We have been fortunate enough to have Dr. Purves and Dr. Mercer on sta and have received multiple trainings from Dr. Finn.
