A Review of the Use of Self-Report Assessment with Young Children

Abstract

In recent years, there has been an increase in the development of self-report assessments for children, for both clinical and research use. This increase is compatible with the increase in the use of client-centred practice and other frames of reference that give clients – including children – a greater voice in their therapy. Occupation, the focus of therapy, is best understood from the perspective of the child engaged in it (Primeau and Ferguson 1999). There is mounting evidence that the views of children are different from, but as valid as, those of their parents (Sturgess and Ziviani 1996, Bouman et al 1999). The purpose of this paper is to provide a contemporary analysis of self-report assessment for children. An extensive review of the self-report literature found a clear rationale for its use and also evidence about the features of effective self-report tools. The results of this literature review and a critique of some self-report assessments available for young children are included in this paper.