Introduction

Since the mid-1980s, child psychologists who are involved in conducting psychological assessments have been increasingly influenced by three major factors that have emerged and converged, resulting in a significant alteration in the way they conduct their work. In two instances, the results only served to improve and enhance the evaluative process, and ultimately enhanced pronouncements and observations in relation to diagnostic and therapeutic procedures. In the third case, there is measured judgment as to what the final results will be with respect to either adding something of benefit, or greatly detracting from optimal services to child and adolescent patients.