Clinical Assessment of Child and Adolescent Personality and ...

chapter 16 report writing371other sections, such as sections devotedto providing diagnostic considerations.Hence, this section should not simplyreport numerical findings that are devoidof interpretation.Diagnostic ConsiderationsThe decision about whether or not toinclude a separate portion dealing withdiagnostic issues is likely influenced by settingand referral questions. Nonmedicalsettings, for example, may discourage theinclusion of a discussion of this nature inthe psychologist’s report. The omission ofsuch a section may be in keeping with interdisciplinaryapproaches to making classification/diagnostic/eligibilitydecisions.The format for this section can be inlists or in paragraphs. A psychologist maysimply list diagnoses in a manner consistentwith the DSM-IV multiaxial approach.Others prefer to use a paragraph or twoto more fully explain the rationale for oragainst making certain diagnoses.SummaryThe final section of the report is intended togive an overview of the major findings. Thisreview helps to ensure that the reader understandsthe major points made in the report.A rule of thumb for writing summaries is touse one sentence to summarize each sectionof the report. In addition, a sentence shouldbe devoted to each major finding presentedin the test results section. In some cases, onesentence can be used to summarize multiplefindings and recommendations.One of the common pitfalls of preparingsummaries is including new information inthe summary section. If a clinician introducesa new finding in the summary, the reader islost. The reader has no idea as to the sourceor rationale behind the conclusion. We suggestthat students read their draft summariescarefully and check every conclusion made inthe summary against the body of the report.SignaturesReports typically require signatures attestingto their authenticity. An important componentof this seemingly unimportant aspectof the report is the necessity for cliniciansto use titles that represent them accurately.Some states, for ex-ample, do not have specialtylicensure, and the use of a title such asLicensed Pediatric Psychologist is not appropriate.In this case, a more generic term suchas Licensed Psychologist should be used,especially if the psychologist lacks evidenceof board certification of specialty training.Students should also be careful to representthemselves accurately. A title suchas Practicum Student, Intern, Trainee, orsomething similar should be used. Psychologicalcustom also dictates the inclusion ofthe highest degree obtained by the clinician.RecommendationsRecommendations should be specific andclear (Teglasi, 1983). A recommendationfor individual psychotherapy may be difficultto carry out, for example, if the specificproblems that need to be addressedand other aspects of the recommendationare not made explicit. Some reasons thatrecommendations are not subsequentlyfollowed may have to do with how they arecommunicated. Recommendations shouldbe understood by the individuals who willimplement them, developmentally appropriatefor the child, and practical, andshould avoid being unnecessarily complex(Lichtenberger et al., 2004).Some recommendations may also bedifficult to communicate succinctly inwriting. Therefore, one approach may beto include hand-outs for treating certainproblems that are much more specificthan can be included in the typical recommendationsection of a report. A handoutdetailing some specific recommendationsfor a teacher responding to inattentivebehaviors in the classroom may be morevaluable to the teacher than an abbreviated