Whole Child AssessmentWhole Child Assessment Connection, Context, & Connection, Context, & QualitiesQualities

“The greatest gift I can conceive of having from anyone is to be seen by them, heard by them,to be understood and touched by them….”--Virginia Satir

Why Whole Child Assessment?Why Whole Child Assessment?

• Learning, processing or behavior challenges prevent children from taking or demonstrating full potential on a quantitative IQ test

• Dual or multiple exceptionalities take a physical or emotional toll on children

• Learning, personality, or emotional differences prevent children from succeeding in current educational settings

• Parents want to fully understand their children so that they can parent them successfully, advocate for them effectively and love them the way they need to be loved

PurposePurpose

• Educational Choices• Parenting Strategies• Identification of Strengths,

Weaknesses• Understanding and Explanations

-puzzles-anomalies -exceptions

PopulationPopulation

Children ages 3-15 Twice Exceptional ChildrenGifted ChildrenFamilies

ProcessProcess

ContactCommitment• Forms• Anecdotal History• Session I- Parents• Session II-Child• Session III-Parents

Prior to Session IPrior to Session I

Forms evaluated for:◦Personality Typology◦Social Functioning/ Behavior◦Characteristics of Giftedness◦Temperament◦Overexcitabilities◦Family Relations and Attachment◦Problems and Red Flags◦Learning Style Characteristics

Forms and ScalesForms and Scales

◦Client Intake◦Office Practices/ HIPAA◦Developmental History (GDC)◦Characteristics of Giftedness (GDC)◦Learning Styles Checklist◦Behavior Questionnaire (teacher, if

applicable)◦Introversion-Extroversion Scale

(GDC)

Anecdotal HistoryAnecdotal History

Directions: “ In this history, each of you writes a narrative description of your child. The first session is a time to elaborate upon these written thoughts, stories and concerns. This document should be viewed as an opportunity to illustrate all the ways your child is special and individual. Most parents view it as an opportunity to relive and codify benchmark events and prominent memories. It is one of the few times in life that you are required to brag about how wonderful your child can be, and why. “

Preparation for Session IPreparation for Session I

Review paperworkPrepare questions and clarificationsSet up rooms based upon particular

needsBegin outlines of report

Session I (parents)Session I (parents)

PresentationDynamic of couple/familyParents’ perception of ChildCongruenceNature of questionsFamily historyConnectionParents’ agenda/goals

Preparation for Session IIPreparation for Session II Child Observation Child Observation

Room Set-up takes into account:

-information from forms-expressed interests-theories that require further exploration-behavior limitations and expectations-emotional limitations (i.e. attachment)-chronological and emotional age

Session II- The Child’s Time Session II- The Child’s Time to Beto Be

Observation InteractionReactionInitiationTransitionClosure

ConsiderationsConsiderations Child’s…Child’s…

• Focus and presentation• Ability to trust • Quality and style of interactions• Behavior—inhibition or impulsiveness• Emotional life • Nature and style of disclosures• Maturity and developmental stage• Asynchronous traits• Unique characteristics and qualities

PerspectivePerspective

What does this child want me to know?How accurate are the parents’

perceptions and what could account for discrepancies?

How does this child compare with the average child of this chronological age?

What makes this child uniquely who he/she is?

What would help this child fulfill his or her passion and potential?

The ReportThe Report Identifying Information (name, age, DOB, etc.)Background (reason for evaluation, family

constellation) Initial Impressions (presentation, running

record of session activities)

Skills and Strengths  Temperament and Sensitivities  Learning Style  Personality Typology  Behavioral Style  IQ Range Estimate  Challenges  Recommendations

Session III—Parent FeedbackSession III—Parent Feedback

Review ReportExplain evolution of thoughts and recommendationsDiscuss strategy and application of observationsRespond to questions and concerns

Results—Parents Results—Parents

Based on more than 100Whole Child Assessments:

• Greater appreciation and understanding of their child;

• A better sense of direction and purpose for their educational choices;

• More insight into their own process and background and how it impacts all their relationships;

• Awareness of how to be better parents—more prepared to meet the needs of their unique child.

Results—Children Results—Children

Gratitude: “Thank you for understanding me and helping me

understand myself” Hopefulness: “I can understand why things happen and what I can do

about them.” Improvement: “I don’t have to let my challenges control my behavior

anymore.” Happiness: “My parents love me again.” Renewed confidence: “I AM smart.”