TO ASSESS OR NOT TO ASSESS? THE EXPERIENCE OF PSYCHOLOGISTS WITH RESPECT TO COGNITIVE AND/OR ACHIEVEMENT ASSESSMENTS IN CHILD AND ADOLESCENT MENTAL HEALTH SERVICES

Conducting cognitive and/or achievement assessments within Child and Adolescent Mental Health Services (CAMHS) can inform psychological formulation and subsequent intervention, particularly in complex cases. However, it is not uncommon for psychologists in CAMHS to receive referrals for such assessments which stray from this purpose and there appears to be incongruence between policy and practice. To explore current clinical practices, 10 psychologists across 6 specific CAMHS teams completed an online survey regarding the frequency, nature and issues posed by referrals for cognitive and / or achievement assessments received in the preceding 12 months. Participants provided information on a total of 101 referrals for assessments, 84 of which were made by members of the multidisciplinary team and 17 were decisions made by psychologists themselves. The referrals related mainly related to understanding cognitive functioning in the context of mental health concerns, but this was followed closely by query of Attention Deficit Hyperactivity Disorder. A thematic analysis of responses to open-ended questions in the survey suggested three thematic issues with the process of completing cognitive and/ or achievement assessments: role boundaries, organisational constraints and clarity of purpose. Findings are discussed with respect to interagency collaboration and organisational protocols.