ABSTRACT
In the final chapter, Chapter 13, the authors step back and examine what “restraining forces” may be at work to slow down or obstruct the adoption of the model of Therapeutic Assessment with Children. These forces may reside within individual clinicians, the systems they work in, and larger societal factors (some of which seem to keep people from even seeing the potential value of Therapeutic Assessment). Forces addressed include the understanding that most clinicians are already overwhelmed and taking on a new paradigm, new skills, and competencies can be daunting. The authors stress that the demands of the emotional material that is often explored and uncovered through this type of assessment model also needs to be kept in mind. The authors suggest that assessors start with small steps, such as integrating the core values of the model into their assessment practices, and surrounding themselves with supportive teachers, colleagues, supervisors, and consultants as they advance. It is clear that Therapeutic Assessment should not be practiced in a silo. Also discussed is the impact that restrictive ideas about “science” can have on understanding the complex nature of human beings and their struggles. TA also asks assessors to let go of being “experts”; think systemically, contextually, and culturally; and be willing to challenge societal views of hierarchy and privilege. The chapter then addresses the need for continued research to explore the many questions remaining about Therapeutic Assessment with Children, looking at research endeavors as “driving forces.”
