Key Elements Of Assessment
Foundational theoretical model of research within the ACPU:
[1] Risk and [2] resilience factors need to be determined at the levels of
[a] clinical phenomena (symptoms and signs),
[b] biological measures and
[c] environmental measures
The above risk and resilience factors need to be studied within and across specific developmental stages to determine whether they are stage-specific or stage-independent. That is, a risk factor at one developmental stage may be a resilience factor at another.
Level of inquiry
NOTE FOR INFORMATION CONTAINED BELOW: These clinical, biological and environmental phenomena need to be assessed as risk or resilience factors at different developmental stages.
| Clinical phenomena | symptoms and signs |
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| Biological phenomena | |
| IQ | Verbal IQ, Performance IQ |
| Language-based learning skills | spelling, reading, arithmetic |
| Neuropsychological constructs | spatial memory, spatial working memory |
| Neurophysiological constructs | pro-saccades, anti-saccades |
| Brain neuronal networks | fMRI parieto-frontal, fMRI temporo-frontal paradigms |
| Molecular genetics (eg. COMT val/met polymorphism and working memory performance) |
canditate genes |
| Environmental phenomena | |
| Parental symptoms | psychopathology |
| Parental relationships | problem solving |
| Family relationships | adaptiveness |
| Peer relationships | confiding nature |
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