Masud Hoghughi's "Assessing Problem Children" quickly established itself as a guide for all those dealing with child and adolescent problems. This volume is a substantial update, covering the significant changes that have occurred in the field in the interim. Part One sets the framework, addressing a range of key issues about the nature and role of assessment in different contexts and presenting an evaluation of the various assessment approaches available. Part Two addresses the practice of assessment. The main and associated features of disorders within the PPA (Problem Profile Approach) categories are described with details of their onset and course, prevalence amongst young people, key predisposing factors, complications and impairment consequences.
`Masud Hoghughi's book will be invaluable for professionals in all fields who work with troubled adolescents, and it would not surprise me if it became the basis for national standards' - Times Education Supplement
`The first half of this book gives a thoughtful overview of the rationale for assessment and a helpful discussion on some of the underlying theoretical and practical issues... The second half of the book, a practice manual, allows use by a range of professionals and could be of benefit in residential homes where there has been so much concern about the level of staff training and the quality of care' - British Journal of Psychiatry
`Hoghughi appears to have mastered the art of discussing areas of theoretical intricacy in a clear and concise manner. His uncluttered style and avoidance of gratuitous jargon facilitates the assimilation of his analysis. His evaluation of what to date have been the main assessment/diagnostic models (certainly in psychiatry) is comprehensive and he presents a balanced view of their respective strengths and weaknesses... Hoghughi's assessment of choice appears to be extremely broad-based and, therefore, is of clinical relevance to a wide range of professionals. Its holistic view emphasises the value of the child as a person in his/her own right and someone who is to be engaged in the assessment process rather than be a passive recipient of someone else's explanation for why they are experiencing difficulties. The model appears to have the seeds of good practice sown within it and will appeal, I am sure, to nurses, social workers, probation officers, teachers, psychologists and psychiatrists; indeed all those who job it is to work with troubled children and adolescents' - Journal of Adolescence
`Covers a large range of issues and is written in a clear, simple and accessible language... This is a very ambitious project... it will certainly prove a worthwhile addition to the libraries of clinical psychologists and other professionals working in the area of child and adolescent mental health' - Behaviour Research and Therapy
`(provides) clear, cohesive guidance with discussion of various conditions in terms of prevalence and sex ratios, onset and course, key predisposing factors and impairment consequences' - SciTech Book News