Psicodiagnóstico de pre escolares según la apa

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THE ELECTRONIC PRESCHOOL AGE PSYCHIATRIC ASSESSMENT (ePAPA)

Print Version 2.0.7 HELEN LINK EGGER, MD BARBARA H. ASCHER, MA ADRIAN ANGOLD, MRCPsych
Derived from the Child and Adolescent Psychiatric Assessment (CAPA) Angold Cox, Prendergast, Rutter & Simonoff; And the Life Events and Posttraumatic Stress Modules of the CAPA E.J. Costello & A. Angold; Revised PAPA Mania Section ModuleContributors Joan Luby & Melissa Meade Stalets

Center for Developmental Epidemiology Department of Psychiatry and Behavioral Sciences Duke University Medical Center DUMC 3454 Durham, North Carolina 27710

H. Egger, B.H. Ascher, Angold Copyright (2004)

Software Developer: Gatsby Software Company

Preschool Age Psychiatric Assessment 2.0.7 Definitions and questions Coding rules Codes

OVERVIEW:THE PRESCHOOL AGE PSYCHIATRIC ASSESSMENT THE HISTORY AND AIMS OF THE PAPA The PAPA is one of a suite of interviews that employ a consistent approach to the assessment of psychopathology in childhood, adolescence, and young adulthood. The first of these interviews to be developed (beginning in 1986) was the Child and Adolescent Psychiatric Assessment (CAPA) which collects information from childrenand adolescents aged 9-18 and their parents. The first edition of the CAPA was developed at the Institute of Psychiatry in London. It has been updated and modified repeatedly since 1986 by the Developmental Epidemiology Program at Duke. A version of the CAPA for use in twin studies (which includes lifetime assessments for some disorders) was produced by the Virginia Twin Study of AdolescentBehavior and Development in 1992. The first edition of the Young Adult Psychiatric Assessment (YAPA) was produced by the Developmental Epidemiology program at Duke in 1998. Work on the first edition of the PAPA was begun in the fall of 1998, and the first edition was finalized during the summer of 1999.

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In addition to these assessments of psychopathology, the Developmental Epidemiology Programhas also produced companion measures to assess service use in children, adolescents and young adults (the Child and Adolescent Services Assessment CASA), and the impact of children=s psychiatric problems on parental and family life (the Child and Adolescent Impact Assessment CAIA).

OVERVIEW: THE PRESCHOOL AGE PSYCHIATRIC ASSESSMENT

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Preschool AgePsychiatric Assessment 2.0.7 Definitions and questions Coding rules Codes

INTERVIEWING PRINCIPLES UNDERLYING THE PAPA, CAPA AND YAPA IN THE CONTEXT OF PSYCHIATRIC INTERVIEWS IN GENERAL All diagnostic interviews are designed to perform four tasks: (1) Structure information coverage, so that all interviewers will have collected all relevant information from all interviewees. (2) Define the ways in whichrelevant information is to be collected. (3) Make a diagnosis only after all relevant confirmatory and disconfirmatory information has been collected. (4) Structure the process by which relevant confirmatory and disconfirmatory information is combined to produce a final diagnosis.

Though all interviews seek to perform these tasks, the way they go about it differs substantially from interview tointerview. There is also a very basic distinction between two types of approach to these tasks:

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OVERVIEW: THE PRESCHOOL AGE PSYCHIATRIC ASSESSMENT

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Preschool Age Psychiatric Assessment 2.0.7 Definitions and questions Coding rules Codes

INTERVIEWER- AND RESPONDENT-BASED INTERVIEWS A basic distinction has arisen between two different strategies forstructuring information coverage and defining ways to collect relevant information. These two methods have been dubbed "interviewer-based" (or sometimes "investigator-based") and "respondent-based" (Angold, Prendergast et al. 1995). This distinction comes down to a difference in what is structured, or the level at which information is structured. In an interviewer-based interview, the mind of the...
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