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IndianJPsychiatry GUIA CLINICA DE EVALUACION MENTAL EN NIÑOS Y ADOLESCENTES
IndianJPsychiatry GUIA CLINICA DE EVALUACION MENTAL EN NIÑOS Y ADOLESCENTES
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NEED FOR CLINICAL PRACTICE GUIDELINES Box 1: Aim of clinical practice guidelines on assessment
of children and adolescents
Assessing children and adolescents is challenging. Generally, Collate and structure information from multiple sources
the child/adolescent in question would not have initiated Formulate understanding about presenting problems in their context
the consultation or may not be in agreement with the need Communication of clinical problem to others in the multidisciplinary team
for a consultation. The consultation may or may not even
be sought for the most impairing problem at hand. While Operational terms used in the guidelines
children may be able to report the nature of symptoms, they The term “child”/“children” will appear in most references
may not be very good at reporting the timing and duration to children and adolescents. At some places, distinguishing
of their problems. They may not report problems if they are age groups becomes relevant. The term “child” will be
embarrassing or show them in a bad light. Clinical assessments used for all children between 0 and 12 years of age and
with children and adolescents are, therefore, elaborate the term “adolescent” for those between 13 and 18 years
and require the clinician to be astute and conscientious in of age. To further delineate the early developmental
obtaining information from multiple sources and settings, period, where needed, the term “infant” will be used for
i.e., the child, parents, teachers, and other caregivers. There children 0–12 months of age and “toddler” for children
are bound to be discrepancies in the report; nevertheless, between 12 and 36 months of age. Given that children
multi‑source information is a requirement during diagnosis have to be evaluated and managed in the context of their
and management. Assessment and treatment are generally caregiving environment, parents and the extended family
multidisciplinary. Information may also be gathered in a are important informants and an integral part of the
staged manner to not overwhelm the child and family. treatment plan. The term “parents” will be used for the
Gathered information has to be shared across professionals biological or adoptive parents of the child, and the term
involved in the care of the child and family. “family” will be used for all other individuals who live in the
same household (siblings, grandparents, other members
These guidelines cover general principles in the assessment in a joint family, etc.). For any other individual involved in
of children and adolescents who present to a clinic (Box 1). primary caretaking responsibilities of the child, the term
These principles are not restricted to particular psychiatric
“caregiver(s)” will be used.
presentations or contexts of evaluation. Assessments
for forensic and legal purposes are beyond the scope of
OBJECTIVES OF CLINICAL ASSESSMENT
these guidelines. These guidelines must be used with
an understanding and grasp of child development and
The central goal of a clinical assessment is to come to a
childhood mental health disorders.
case formulation that would guide management decisions.[1]
Address for correspondence: Dr. Eesha Sharma, Delineating signs and symptoms through detailed clinical
Department of Child and Adolescent Psychiatry, history and examination help ascertain key areas of concern
National Institute of Mental Health and Neurosciences, and presence (or absence) of a mental health disorder. To
Bengaluru, Karnataka, India.
E‑mail: eesha. 250@gmail.com
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DOI:
How to cite this article: Srinath S, Jacob P, Sharma E,
Gautam A. Clinical practice guidelines for assessment of
10.4103/psychiatry.IndianJPsychiatry_580_18
children and adolescents. Indian J Psychiatry 2019;61:158-75.
Clinicians sometimes neglect establishing a rapport in A child‑friendly space for assessment of children and adolescents
their work with children and practice purely paternalistic The clinical setting for the assessment of children and
medicine. There is a need to respect the child’s autonomy adolescents should engage the child for the requisite
as well as look out for their best interests. Shared duration of time. The waiting period and meeting a
decision‑making, with selective paternalism where needed, doctor can intimidate children, making them irritable,
is the best form of practice, especially with children and and uncooperative during the assessment. Most child
families.[2] While establishing rapport, a common error clinics pay special attention to the appearance of the
is the assumption that communicating with parents is place, and the availability of toys, books, and play spaces.
enough, and that interventions in children occur through Simple things such as walls painted in bright colors, with
parents. This is partially true, given that parent training and cartoon characters, and fables keep the children engaged
and wanting to come back to the place, should repeat with the child, involving a process of introducing oneself,
consultations be required. Having a few large blackboards giving the child time to respond, and gradually moving
with colored chalks are another engagement tool. Toys, play toward establishing the context of the interaction.
objects, papers, and color pens should be available in the Acknowledging the child’s emotion and communicating an
consultation room also. Play and drawing activities can help interest in understanding the child’s perspective is crucial
break the ice with children and can be used as standalone in reassuring the child that they will be heard and their
assessment tools, especially with preschool children who concerns addressed without the use of any coercion or
may not have the verbal repertoire to narrate distressing deception. It is crucial that the context of the consultation
experiences. All staff members in child clinics need to be is established from the beginning. The child and the family
attuned to the presence and activities of children. They could be addressed together, and some common concerns
should make active attempts at keeping children engaged. mentioned as a context for continuing consultations and
work with the family. When children do not acknowledge
Challenges in establishing rapport the issues at all, using phrases such as “I can see that you
The silent child and your parents have been unhappy.... I would like to
A major challenge in establishing rapport is when a child does understand this better and help....” may be useful rather than
not talk during the consultation. There can be several reasons make the youngster the sole reason for the consultation.
behind this lack of verbal engagement [Figure 2]. The clinician
must be open to examining the various possibilities and Children with developmental delays or specific deficits
address them accordingly. This, of course, will take some extra in speech and social skills may find it difficult to express
consultation time and the clinician must be prepared for the themselves. Unlike the previous two scenarios, the focus
same. The idea of understanding the underlying reasons is not here shifts from handling the child’s emotions to interacting
essentially to get the child to talk, rather it is to communicate with the child at his/her developmental level. Play methods
to the child that the clinician is really keen on knowing what are used in the assessment of toddlers and preschoolers.
the child wants to say and that the clinician appreciates the Young children may not have the intellectual, verbal, and
child’s reasons/difficulties that are a barrier to talking now. social capacity to express themselves coherently. Their
experiences and memories are often engraved in behavior
A common reason for a child’s silence is anxiety. Children who that can be observed during play (e.g., a child who has
are temperamentally slow to warm up may gradually open witnessed/experienced a traumatic event may enact the
up during follow‑up visits. The clinician could get an idea same during play). In very young children, physiological
about this from the temperamental history of the child. The needs ‑ sleep, hunger, any form of physical discomfort may
clinician should avoid intimidating the child by compelling cause distress and make the child uncooperative during the
him/her to talk. The child should be allowed to ease into assessment. Parents are usually able to identify these needs
the consultation process at his/her own pace. Talking about and the clinician should accommodate requests to address
the child’s favorite games, school, and other neutral topics them. In fact, assessment of very young children such as
would help put the child at ease before encroaching on infants and young toddlers must be scheduled at a time that
the clinical context. Anxiety could also arise from more they are awake, alert, and cooperative.
proximate factors ‑ the presence of a mood/anxiety disorder,
history of trauma/abuse, authoritarian parenting where the The presence of depressive/anxiety disorders could also
presence of parents/caregivers may cause the child to be underlie a child’s silence. Selective mutism is a specific case in
more anxious. In this situation, and if the child assents, the
clinician could speak to the child alone. Often, children are
angry about being brought in for consultation. Asking the
parents what the child understands about the consultation
is one way of getting an idea about this.
point. Children with this disorder have a history of not talking figure out the problem by doing some “tests,” and “counsel”
in unfamiliar social situations. The child can be engaged the child. Giving the parents a biopsychosocial perspective of
through nonverbal means, such as writing, drawing, and the problem may go a long way in working with them. The
gestures. Comorbid social anxiety is common. With repeated cognitive, social, and emotional developmental changes in
interactions and reassurances the child may gradually open adolescence, and the longitudinal and multifactorial nature of
up. Systematic interventions for anxiety disorders must be the problem are key aspects to be discussed with the parents
pursued for lasting changes in interaction. Psychotic and so that they appreciate that there are no “quick fixes” and
obsessive‑compulsive disorders can be another area where that “advice from the clinician” may not be effective unless the
the “fearful” content of a child’s experiences inhibit him/her underlying issues are addressed. The clinician must validate
from sharing information with the clinician. It is important the parents’ concern and emphasize that a holistic approach
to persist with efforts at interacting with the child. Mutism is necessary to improve outcomes.
with posturing may be signs of catatonia. In such instances,
standard assessment formats such as Kirby’s method[3] for Children are often brought for consultation as they enter
examination of uncooperative patients must be followed. important academic levels (class 10/SSLC in India), as
parents feel that the child’s behavior is affecting or might
The “difficult” child interfere with board exam results. It may also be that the
Older children and adolescents are often not keen on school referred the child on noticing sub‑average academic
the consultation, especially where there are issues like performance, while the parents had not identified any concern
disruptive behavior and substance abuse. The adolescent themselves. Clinical histories often reveal that long‑standing
may be weary of being reprimanded and pulled up for his/her problems have been accommodated so far rather than
behavior or may be embarrassed to have his parents discuss addressing them. Clinicians need to be cautious here. Giving
his behavior with others. Sometimes, adolescents may not hope about the problem’s resolution must not come at
recognize the extent to which their behavior is problematic the cost of negating the reality. One could empathize with
because their peers engage in similar behavior, for example, parents about their concerns and reassure them of support.
playing games on the mobile. Violent behavior, both toward Yet, the developmental and longitudinal perspective must
caregivers or objects in the environment, could arise from be conveyed. We know from clinical data that issues such
emotional distress. The adolescent may justify aggression as developmental disorders, temperamental difficulties, and
as “the only way” to deal with a particular situation. severe disruptive behavior disorders are chronic problems
with heterotypic continuities into adulthood.[4] We need to
It is paramount that every effort be made to gain the educate parents and keep this framework in mind.
confidence of the child/adolescent. The efficacy of the
intervention is influenced by the clinician’s ability to establish a Gathering information from both parents and child
common ground with the child/adolescent. Older children and It is imperative to get a narrative account of the clinical
adolescents are in the phase of development where they are history from both parents and child. The parents account
establishing self and group identities. They may be extremely is about what they “see” the child do, i.e., observations
sensitive to the disapproval of peers, interests or behaviors. of the child’s behavior. However, behaviors do not exist in
In an effort to “protect” these, they refuse to talk about these isolation. Additional layers of emotion thought, experience
issues. It is prudent to begin such interviews on a neutral and context help to truly understand the origins and
ground. General enquiries about how the child/adolescent implications of a child’s behavior [Figure 3]. Firestone[5]
has been, how the school has been going, what their interests and Wieland[6] have spoken about the “inner voice,” a
are, celebrities they admire/follow, etc., may help the clinician product of contexts and experiences, that determines
ease into establishing a rapport. It would be useful for the emotional and behavioral responses. This model is used
clinician to be familiar with the latest trends in TV, cinema, by the community service project[7] at NIMHANS while
music, sports, games! This could facilitate efforts to engage the
young person. It is important to not overly try to identify with
the adolescent as that could appear artificial; rather a genuine
interest, asking the child/adolescent to help the clinician
understand their interests, may be more appealing.
clinician should, as a rule, identify both ongoing concerns disorders, specific speech, and language developmental
and presenting complaints. Ongoing concerns include all the disorders and ADHD.
developmental, psychological, emotional, and behavioral
concerns over time while presenting complaints are what Diagnostic overshadowing and masking
precipitated the current consultation. For example, a The clinician must bear in mind two important
child with long‑standing attention‑deficit hyperactivity phenomena – diagnostic overshadowing and diagnostic
disorder (ADHD) may have always had complaints from masking. Sometimes, psychiatric disorders may be missed in
school about incomplete work, restlessness in class, and children with developmental disorders, because all behavioral
impulsive anger outbursts; however, the current consultation symptoms may be considered a part of the developmental
was precipitated by the school wanting to know if the child disorder, thereby overshadowing primary treatable
is academically capable of writing board examinations. psychiatric conditions. The presence of developmental
While the real solution lies in addressing the ADHD through disorders can modify or mask the manifestations of a primary
pharmacological/behavioral interventions, the urgent issue psychiatric disorder, by the presence of cognitive, language
is communication with the school about the nature of the or speech deficits, especially when the developmental
child’s problems and the manner of addressal. Some key disability is severe, for example, mood disorders in children
questions that could help elucidate ongoing concerns and with developmental disorders may present with excessive
presenting complaints are depicted in Box 3. laughing or just increase in stereotypic behaviors.
from complete indifference to extreme agitation and distress. family if they have sought any disability benefits. In addition
Children with developmental disorders are especially sensitive to being an important part of the management plan, this
to any changes in their environment; they may present with enquiry serves to enlighten parents on available support
general distress, sleep and food irregularities, irritability, systems for disability in the country.
aggression, and even developmental regression. The key is
to understand the child’s reactions to change and help them A note on “mobile use” and “gaming” ‑ Epiphenomena as
make sense of the situation keeping in mind the developmental presenting complaints?
perspective. In developmental disorders, understimulation In the recent past, children brought for excessive use of
can be quite prominent. The parents/caregivers may not mobile phones, and excessive time spent on internet/
understand the transactional nature of child development. The online games/video games is increasing. The common
child’s daily activities may largely be comprised of solitary play perception among parents is that the child has become
with general overseeing by the caregiver/parent, with little “addicted” to the mobile phone or gaming. Since parents
one‑to‑one engagement and stimulation. This is a sub‑optimal are more commonly able to report an approximate “onset,”
environment for child development and would become the course and duration of, say, the excessive mobile use, the
prime focus of intervention in children/adolescents with underlying pathology may be missed. Children/adolescents
developmental disorders. presenting with these concerns must be evaluated for the
whole range of child mental health issues. Learning issues,
Functional consequences of symptoms developmental deficits, and mood/anxiety states may all
Concerns and symptoms picked up by parents must also lead to this behavioral phenotype either as an escape from
be assessed for their impact on functional domains in the “difficulties” or as a manifestation of “novelty seeking.” A
child’s life ‑ at home, at school, with peers, etc. A useful tool primary diagnosis of behavioral addiction rarely holds once
in understanding functioning is to ask the parents and child other mental health conditions have been evaluated for.
to describe a “typical day” – “What all activities, and at what
times of the day, the child does from waking up to going Children in special circumstances
to bed?”, “Who accompanies/supervises the child in which Children and adolescents are being increasingly referred
activities?”. Changes in the daily schedule after the onset of for evaluation to psychiatrists and psychologists, from
the current concerns should be enquired. state‑run institutions and agencies, and nongovernmental
agencies. These children may be in difficult circumstances
Additional information such as in conflict with the law or in need of care and
When children have developmental disabilities/severe protection, many having undergone traumatic experiences
mental illnesses, the clinician could also check with the such as abuse and/or neglect. While comprehensive
forensic evaluation procedures are beyond the scope of the tool. The use of screening tools, structured diagnostic
this chapter, we highlight some issues below. interviews or scales for particular disorders must be used
• It is important to ascertain the reason for referral and ask based on the purpose of the assessment. For instance,
for a written referral as far as possible. The case‑worker’s if a child is diagnosed to have obsessive‑compulsive
or probation officer’s notes are important; both from a disorder (OCD), the Children’s Yale‑Brown Obsessive
case formulation and management perspective. If this Compulsive Scale may be used to assess the severity
has not been made available, it must be asked for from of the condition or response to treatment, etc. In the
the concerned agency same child, an anxiety or depression screening tool may
• Documentation is vital. Notes must be pristinely be used to ascertain anxiety and depression, apart from
maintained by all parties involved in the care of the child the clinical interview, to rule out the above‑mentioned
• The clinician must liaise with all the other people and conditions as they are highly comorbid with OCD and not
agencies involved in the care of the child and must easily discernible in this population, unless enquired into
integrate obtained information to the extent possible specifically. Thus, the use of these measures must be done
• Even if children are referred by the state, every effort with careful thought regarding the need that the particular
must be made to contact the parents of the child, both measure is going to serve. No measure is a replacement for
to obtain history as well as to communicate the plan of a good history, examination, and sound clinical judgment.
management and offer therapeutic help, if required While choosing these instruments, it is also important
• The purpose of the assessment must be expressly to consider the psychometric properties as well as other
discussed with the child/adolescent, especially with practical considerations including the impact of culture.
respect to confidentiality and its limits Another challenge in using these measures is that it may
• As far as possible, multiple interviews and opportunities interfere with the rapport that the clinician is trying to
to observe and interact with the child are required develop with the child. The timing, need, and explanation
before any report is made available regarding these measures, provided to the child and family,
• Psychosocial adversities that they may have experienced is vital in getting appropriate and useful information from
or are currently experiencing such as abuse and/or neglect them. However, and this cannot be reiterated enough, that
must be specifically enquired for in all children and no measure can be a replacement for a comprehensive
adolescents. If the child comes from an institution, then clinical evaluation and clinical expertise.
the care provided at the institution must also be an area of
enquiry including the risk of exploitation and abuse Medical history and physical examination
• The plan of management including follow‑up must be Child and adolescent psychiatry straddles psychiatry,
documented and conveyed to the child and the caregivers. pediatric medicine, and neurology. A clinician needs to take
a detailed medical history and conduct appropriate physical
Use of structured assessment tools in child and adolescent examination, and laboratory investigations where needed,
psychiatry to support or refute the provisional diagnosis from a
Clinical judgment plays a pivotal role in the diagnosis biopsychosocial perspective.[8] For example, a child may be
and management of children and adolescents. Careful inattentive in school and may hail from a family with limited
clinical interviews of multiple informants are usually the resources; the physical examination must look for signs of
best method to aid clinical decision making. Structured anemia and malnutrition, as contributory factors toward
assessment instruments and observation methods can inattention. In a country like India, for many children/
sometimes contribute to the process of this clinical adolescents contact with a psychiatrist, in the context of
decision‑making. Two key uses of structured instruments behavioral concerns, maybe their first ever medical contact.
are for (a) diagnostic interviewing, and (b) gathering Therefore, getting a good medical history/examination is
descriptive information about various aspects of emotional, vital for the global health of the child. If a child presents
behavioral and social problems. The latter’s utility with psychological issues as part of a chronic medical
essentially means the use of rating scales for quantifying condition such as juvenile onset diabetes or HIV, then the
symptom severity. Structured tools are also standard psychiatrist must be part of the multidisciplinary team
practice in the area of research where inter‑rater reliability involved in the care of the child and must be privy to the
is important. Structured instruments can be categorized medical history, treatment provided, and investigations of
based on the domain of symptoms/assessment, and on the the child. A history of recurrent falls or fractures/injuries,
administration characteristics of the tool. This has been secondary enuresis or encopresis, must alert the clinician
illustrated in Table 2. The reader will note that the majority to the possibility of abuse.
of tools are structured, in that the behaviors or items to
be assessed are specified and are to be rated in a specific Physical examination
manner. The interviewer must be sufficiently familiar with The physical examination must be guided by presenting
the tool to correlate the behavior described/observed via complaints, hypotheses and differential diagnosis that the
history or clinical observation to the items described in clinician is considering based on history obtained from
the child and family (Box 4 and 5). Generally, the physical Box 4: General principles of physical examination in a
examination begins with recording vital signs, and height and child/adolescent
weight on a growth chart. Head circumference must also be Explain reasons for the examination
recorded on a growth chart. This helps track vital parameters Explain, to both child and parent, what will be done during the examination
over time as they are important measures of well‑being and Child and parent should give verbal permission for the examination
optimal development in children and adolescents. It is crucial The parent/caregiver must be present in the room during the examination
Box 5: Physical examination in psychiatric assessment of characteristic of specific genetic disorders such as Fragile
children and adolescents X, Prader‑Willi, Angelman, Williams or Turner’s Syndrome
Height, weight, BMI must be noted. Examination of teeth, gums, and mouth
Head circumference is important to ascertain dental hygiene and signs of
Waist circumference self‑induced vomiting. If there are any concerns regarding
Pulse rate, blood pressure, temperature, respiratory rate vision or hearing, then a referral for a detailed assessment
Head‑to‑toe examination: Head, eyes, nose, mouth, ears, throat, skin, hair, nails
Systemic examination: Cardiovascular, respiratory, per abdomen, central
with an ophthalmologist and/or an audiologist must be done.
nervous system
BMI – Body mass index Neurological examination
This is of utmost importance in psychiatry and must include
Box 6: Laboratory investigations in psychiatric an examination of the cranial nerves, sensory and motor
assessment of children and adolescents ‑ some examples systems, balance, coordination, and reflexes. Mental status
guided by history and examination findings examinations must pay particular attention to changes in
the emotional state and cognitive functions. Asking the child
Complete blood count: History of fever at onset of behavioral symptoms
Liver function tests: Prior to starting medication and in follow‑up
to copy a geometrical figure or to draw something of their
Renal function tests and electrolytes: Prior to starting medication and in choice not only gives an insight into their fine motor functions
follow‑up but also their cognition, attention, and emotional state.
Lead levels: If there is suspicion of lead exposure
Fasting blood glucose: If on atypical antipsychotics or valproate Genital examination
Thyroid function test: Based on symptom profile, family history, use of
lithium, or in iodine deficiency endemic areas
A psychiatrist under most circumstances is not required to
Lipid profile: If on atypical antipsychotic medication or valproate perform a genital examination. In certain genetic disorders
Serum prolactin: if symptomatic such as Prader Willi Syndrome, Klinefelter’s Syndrome, or
Sexually‑transmitted disease panel: HIV, HbsAg, HCV; if there is suspicion other such conditions where an inspection of the genitalia
of abuse, unprotected sexual activity is required for making a diagnosis, it can be done, with
Urine pregnancy test: If there is history of abuse, unprotected sexual
activity
prior permission from the parent/guardian, in the presence
Drug screen: History of substance use, first episode psychosis of another health‑care provider and taking adequate care to
Tandem mass spectrometry, urine screening for metabolic disorders: keep the young person comfortable. Otherwise, referral to
Screening for genetic disorders a pediatrician for evaluation may be considered.
Neuroimaging: History of neurological symptoms or suspicion of genetic
syndrome with neurological involvement
Laboratory investigations
HCV – Hepatitis c virus
Laboratory investigations must be guided by history and
physical examination (Box 6). There is no standard battery
to measure the height, and weight in children who are on of investigations for psychiatric disorders. Under ideal
stimulants or selective serotonin reuptake inhibitors (SSRIs) at circumstances, a child will have a pediatrician involved in
every follow‑up. Calculating the child’s Body Mass Index (BMI) their regular care. All investigations must be done in the
and measuring waist circumference has also become important context of the child’s global health care. The psychiatrist
given the extensive use of atypical antipsychotic drugs. may do specific investigations pertaining to the child’s
mental health condition. For example, if a child is on
Examination of skin, hair, nails lithium then serum lithium level, renal function tests,
In child and adolescent psychiatry, apart from the presence of and thyroid function tests must be done. Similarly, an
systemic illnesses and neurocutaneous disorders, the clinician electrocardiogram (ECG) is sought at baseline prior to
must also look for signs of intentional self‑injury, abuse (scars, starting atypical antipsychotic agents such as quetiapine
bruising, and petechiae), abrasions, skin picking that may be or ziprasidone that could prolong the “QT interval.”
suggestive of compulsive behaviors; patterns of hair loss either Subsequent measurements during dose increments may
on the scalp or other parts of the body may be suggestive of also be needed. While a routine ECG is not required while
trichotillomania. The presence of acne must also be noted – it starting stimulant medication it may be required if the child
may be due to adolescence itself or due to the use of Lithium has symptoms suggestive of a cardiac illness or a family
or may be a sign of polycystic ovarian disease. As acne causes history of cardiac illness. An electroencephalogram is not
considerable distress in young people measures must be taken routinely required in psychiatric disorders but may be
to help the adolescent with this particular skin ailment. Signs ordered if one suspects seizures or in high‑risk groups such
of neglect and poor self‑care must also be noted, such as as children with intellectual disability and autism spectrum
unkempt general appearance, lice or other parasitic infections. disorders. Routine genetic evaluations must not be done.
The presence of dysmorphic features and intellectual
Examination of the head, eyes, nose, and throat disability in a child may prompt a genetic evaluation,
This examination must begin with the recording of the with the parents’ express consent. Conditions such as
head circumference. Signs of dysmorphic facial features early‑onset psychosis and autism spectrum disorders
Figure 5: The impact of medical illnesses in childhood Pregnancy, perinatal, early developmental history
Several associations are seen between pregnancy,
may have some differential diagnoses and the laboratory maternal health, early exposure related variables
investigations must be guided by these possibilities. and developmental and behavioral outcomes during
Laboratory investigations relevant to a particular disorder childhood and adulthood. At the clinical assessment
will be dealt with in guidelines pertaining to those clinical level, it may not be possible to always conclude
conditions. causal influences, however, the knowledge of these
variables can guide further evaluations, shed light
Pasthistory on psychosocial circumstances of the family, help the
A history of similar or other behavioral concerns and parents, and clinician gain some perspective on the
history of medical issues must be asked for. It may not “global risk” in a child. Systematic questionnaires
be easy to disentangle “past episodes” in a child’s clinical such as the Pregnancy History Instrument‑Revised[9]
history as developmental, emotional, behavioral issues could be used for a comprehensive coverage of various
most often run a continuous course. In developmental pregnancy related and early developmental stressors.
disorders, therefore, there is no history. The history must During clinical evaluation, the areas covered in Table 3
flow in a continuous manner from early developmental could be assessed.
illness, than a child who was developing normally. A detailed in a child’s activity levels, for example, a child restless
coverage of developmental milestones and elicitation in the first few days of starting school, or a child quickly
techniques is outside the scope of these guidelines. The moving from one toy to the next at a friend’s place before
clinician is referred to key resources,[10] and webpages (https:// settling on one. This “goodness of fit”[13] or the absence of
w w w. c d c . g o v / n c b d d d / a c t e a r l y / p d f / p a re n t s _ p d f s / it can have major influences on the parents perception and
milestonemomentseng508.pdf, http://ctsmed.blogspot.
reporting of behavioral concerns in a child.
com/2012/09/how‑to‑learn‑understand‑and‑memorize.
html) for further information. The developmental
Schooling history
assessment must also proceed with attention to parental
and child sensitivities. Parents are usually aware of even School is the primary occupational arena for children and
mild delays in their child’s development, and there is a adolescents. It is where elaboration of developmental
tendency to self‑blame. In fact, some parents have a eureka abilities, especially cognitive and socio‑emotional abilities,
moment when, say, the clinician points out how excessive occurs. Information about school should be collected from
screen time and insufficient contact with same age peers is the child, parents, and teachers at school. There is a large
playing a role in the child’s speech and social delay. Some amount of information that could be collected about the
questions to elicit information on different aspects of child schooling experience of a child. Some important areas
development[11] are given in Table 4. include – age at starting school, initial adjustment challenges,
academic learning, peer group interactions, participation in
Temperamental history
extra‑curricular activities, absenteeism, change of school (if
In addition to developmental milestones, the
temperamental characteristics of a child have to be elicited. ever, including reasons for the change) and troubles or
Temperament refers to patterns of emotional and behavioral challenges the child is currently experiencing in school, if
reactivity to environmental situations and capacity for any. Details about the school per se are also important in
self‑regulation.[12] It is essentially a reflection of social and order to completely understand the adjustment between
emotional development in a child. Temperamental traits a child and the school. These include – the academic
described by Thomas and Chess[11] are useful to generate board the school is affiliated to, if the school follows any
a comprehensive picture of a child’s temperament. Table 5 particular education philosophy (e.g., Waldorf education
gives the temperamental traits with questions on how to system), teacher‑student ratio, facilities for co‑curricular
elicit them. The parents may have to be reminded during and extra‑curricular activities, distance of the school
interview to give information on the child’s behavioral
from child’s home, methods of disciplining followed by
tendencies prior to the occurrence of current behavioral
the school, response of the school to bullying, etc. A lot
concerns. Parents’ information on different temperamental
traits in a child should be corroborated with examples of of children and adolescents attend tuitions postschool
the child’s behavior in different circumstances. This is hours. The duration, and nature of these tuitions including
important as sometimes parents judge a child’s behavior whether these tuitions are one‑on‑one or group should
based on their own personality characteristics. Parents who also be explored, in addition to the reasons for these extra
are passive and calm may over‑report normative increases tuitions, and the child’s inclination for them.
Box 7: Questions to explore child’s interests, skills and The clinician may find consanguineous parentage, other
talents first/second degree relatives with developmental delays
“What makes the child happy?” or dysmorphic features or neurological or psychiatric
“What activities does the child enjoy?” conditions. Family history could also impact treatment
“What are the activities the child is good at?” decisions. A family history of young onset cardiac illness or
“What does the child express curiosity in?” sudden death in young family members is especially relevant
for those children with ADHD in whom stimulant drugs are
Child’s interests, skills and talents being considered.[15] In such children, a detailed history
The child and the parents must be asked about the skills, related to cardiac symptoms such as dyspnoea, palpitations,
and interests of the child (Box 7). It is important to frame fainting spells brought on by exercise needs to be obtained
specific questions to get an accurate understanding about apart from a referral to a pediatrician for a more detailed
the child. Enquiring about the child’s interests, skills and cardiac assessment. A family history of diabetes mellitus,
talents, can be an ice‑breaker or a communication starter hypothyroidism or neurological disorders are relevant from
with the child. It makes the child aware that the interviewer a risk perspective, especially when psychotropics are being
sees the child as a “person” and not just a problem. The considered for management.
clinician must make a conscious effort to separate the
illness from the personhood of the child. More than just ascertaining the presence of a mentally/
medically ill parent, or significant family member, it is
Family history important to understand what this has meant for the
Family history is a vital component in the detailed assessment child(ren) in the family. Children as young as infants
of a child/adolescent. The occurrence, manifestation, and and preschoolers are able to “catch” the emotional
environment of the house and may respond with a variety
exacerbations of all kinds of mental health issues are
of behavioral, emotional changes ‑ irritability, feeding,
affected by the medical/psychiatric history in the family
and sleeping irregularities. The parent‑child relationship
and relational dynamics. Enquiry into various aspects
and the child’s relationship with significant others in the
of family history has to be sensitively carried forward as
family give further insights into how various behavioral
parents may not readily appreciate the need for details on
patterns may have established over a period of time.
this front. They may even be defensive, or nondisclosive.
These relationships are determined by the parent’s/family
Adequate understanding about family factors may happen
member’s own personality traits and relational dynamics
over a period of time. Parents need to be comfortable
within the family. These become particularly relevant in
talking about themselves, and sharing family details. Some
the context of internalizing and externalizing disorders.
questions for exploration about various aspects of the family Vulnerabilities to anxiety disorders are perpetuated where
are presented in Table 6. Responses to these questions can there is a combination of temperamental anxiety, behavioral
be supplemented by further clarifications. inhibition, and an anxious, over‑cautious parent. Disruptive
behavior problems worsen with both over‑authoritative, and
The presence of psychiatric and/or medical illnesses in the over‑permissive parenting, where limits and boundaries are
family can impact the child in several ways.[14] Factors that unclear. The “goodness of fit” model[12] is pertinent here ‑ “...
may directly impact the child include ‑ genetic endowment, it is the nature of the interaction between the temperament and
early life exposures including intrauterine environment, the individual’s other characteristics with specific features of the
postnatal exposure to parental mental illness and the environment which provides the basic dynamic influence for the
physical/emotional unavailability of the parent. Factors process of development…”.[16]
that may indirectly play a role include socioeconomic
disadvantages and parental conflict associated with mental Adoption – an experiential reality of its own
illness. Enquiry about mental illnesses in the family may When a child is adopted into the family, it affects
have to be done separately with each parent, and in the interpersonal dynamics at every level. Once the
absence of the child, as they may not have discussed this time‑consuming legalities and practicalities of adoption
with each other at all. At times parents may not even are done with, parent‑child adjustments take priority,
reveal the fact that they themselves are suffering from and may take a long time to settle down, especially in
mental illness. Parental mental illness affects attachment the case of older children. We are consciously refraining
dynamics, and cognitive, emotional, social, and behavioral from going into the details of enquiry in the context of
development of children. It also puts the offspring at risk of adoption. This merits independent practice guidelines.
developing a mental illness in childhood, adolescence and However, we would like to mention a few issues here that
later in adult life. the clinician must enquire – the events preceding parents’
decision to adopt, parents’ and child’s age at adoption,
Developmental disorders may be part of genetic syndromes whether the child knows about the adoption, how has the
that may be associated with a unique family history profile. parent‑child relationship been before and after disclosure,
child’s relationship with other extended family members. Box 8: General principles for mental status examinations
In addition, since currently the parents are bringing in of children and adolescents
the child for a mental health concern, has this raised any Observations have to be made throughout the interaction with the family
thoughts/concerns in their minds about adoption. Serial examinations help uncover psychopathology
Developmentally appropriate techniques must be used
Behavioral observation may be more informative than thought/perceptual
Past evaluation and interventions content
Details about past assessments, evaluations, treatments,
response to the treatment, and side effects must be
collected. This informs future direction of evaluation and adults. For instance, depressive disorders in young people
management. have preserved reactivity such that a depressed child
may appear reasonably excited when given a toy to play
Examination with during examination. Serial examinations are more
Interview of children and adolescents useful in getting a true picture about the mental state
History and examination (Table 7) are not watertight characteristics. Children and adolescents may also not be
compartments. Observation of the child/adolescent ready to immediately share their experiences, feelings, and
has to start soon as he/she first meets the clinician thoughts. This may happen because of unfamiliarity and
Box 8. Mental states in children and adolescents may intimidation by the clinical setting, or a developmental
have a higher intensity and frequency variation than unreadiness. The clinician must not make presumptions
about the capacity of children to give information/ report their experiences, but also draw interpretations and
participate in an interview. Children as young as 2–3 years hypotheses. It is important to interview the adolescent alone,
old can answer simple questions about what they like, since a developing self‑awareness and self‑consciousness
who they like, what makes them angry, etc. The clinician may make them feel inhibited in front of family. Adolescents
must make it a point address the child and ask questions are also very concerned about not being believed, or being
in an age appropriate language. considered weak or different. They often put a lot of time
and energy into “normalizing” their experiences, or denying
Use of developmentally appropriate techniques them. The clinician must therefore make all attempts to
Young children make the adolescent feel comfortable and acknowledge
Expressive channels evolve from play in very young children, their subjectivities. Confidentiality can be a big issue,
to art and other creative methods, and finally to verbal especially in the context of substance use or sexuality. The
dialogue in adolescents. The manner of exploration and clinician must avoid false promises of confidentiality just
engagement with children must follow this understanding. to get the adolescent to open up. Adolescents appreciate
Therefore, waiting for preschool children to cooperate across logical arguments and find comfort in predictability. It is,
an interview table may not be successful, whereas letting the therefore, advisable for the clinician to be honest about the
child sift through toys, or be in a play area may reveal his limits of confidentiality.
activity levels, attention span, ability to tolerate frustration,
and cognitive abilities. Use of colors, pens, paper, puzzles, peg Examination of infants and toddlers
boards, can all be used in the office to facilitate interaction Assessment of infants is especially challenging as the
with young children. Direct questions to a child should be clinician has no direct linguistic access to the problems
short, precise, in simple words, dealing with one concrete concerned. The assessment must rely on a three pronged
issue at a time. For example, if a child is being bullied at school, approach – parent interview, infant/toddler observation and
asking him/her “Does anyone trouble you at school?” would parent‑child interaction.[17]
be better than asking, “Can you tell me about any problems
you are facing at school?” Children are able to relate to, and Parent interview
identify with cartoon characters and animals better than they Given the proximity to and the evidence for influence
are able to talk about their own feelings and behaviors. Talking of birth and neonatal events on infant growth and
to them using these familiar themes may facilitate disclosure development, the parents’/caregivers’ must be asked to
about their emotions, and experiences. Children may be give an account of events starting from pregnancy, delivery
intimidated by the clinical setting, and uncomfortable with and subsequent developmental details, comprehensively.
direct questions. Use of paper and line diagrams, with both In addition, the psychological and emotional relationship
the clinician and the child looking at the paper and talking of the infant with parents and other family members
may be better than direct eye to eye contact. needs to be understood – “Was the pregnancy planned?
What were the parents’ expectations? How the infant
Adolescents fits into the family? What does the infant mean to each
The development of formal operational thinking in family member? What do caregivers like about the
adolescents puts them in a position to be able to not only infant? What is a typical day like in the life of the infant?”
Parents/caregivers may be overwhelmed with fears and Box 9: Temperamental characteristics of the
guilt about being responsible for the infant’s problems. infant/toddler
They may be scared of finding out that the infant is “How does the child cope with frustration, i.e., not being able to carry out
“damaged” or “defective.” Given these emotional an activity?”
overtones, the historical account may not be clear and “Does the child persist with the task despite failures?”
“What is the level of mental and physical engagement in an activity?”
coherent in the very first interaction. Parents may need
reassurance about the multi‑factorial influences on child
development so that they feel confident enough to share Box 10: Parent‑child interaction
more information. “Does the child approach the parent for help or reassurance?”
“Does the child show his/her “successes” to the parent?”
Infant and toddler observation “Is the parent intrusive and controlling, or comfortable and facilitatory?”
Observing infants and toddlers can uncover a range of
behavioral and developmental facets. Using play techniques, Parent‑child interaction
especially with toddlers, can clarify cognitive, linguistic, In toddlerhood, with their increasing motor and cognitive
social, and motor developmental achievements. The child capacities, children are quite exploratory. It is during this
has to be in a calm, alert state for the best estimation of time that attachment and parent‑child responsivities can
cognitive and socio‑emotional development. Therefore, if the play a significant role in facilitating/hampering growth.
child is irritable, from hunger or some physical discomfort, Some simple observations during consultation are listed
the parents may be asked to attend to the immediate needs in Box 10. Children with developmental problems may not
of the child and then resume assessment process. show these behaviors, and may stay engrossed in solitary
activities.
Physical health status of the child could give important
clues to possibility of underlying medical conditions as also Multidisciplinary referrals
under‑stimulation and parent‑child attachment. Height/ Child and adolescent psychiatry necessitates evaluations
length, weight, state of skin and hair, and the activity and interventions from a multidisciplinary team most
levels – curiosity, interest in the environment – can be easily often consisting of a clinical psychologist, pediatrician,
observed during the first few minutes of the assessment. psychiatric social worker, speech and language pathologist,
occupational therapist, and other health‑care professionals.
Sensory abilities – vision, hearing – mature rapidly during The psychiatrist needs to make appropriate referrals to
the 1st year of life. Up to 2–3 months of age, infants are these professionals to gain a holistic understanding of the
long‑sighted and can see clearly at about 12 inches away, child and family and plan interventions accordingly.
thereafter visual accommodation matures and the infant is
able to track near and far objects, and respond to parents’ Record keeping
faces. In a quiet, alert state even neonates can turn their Children, parents, and families who come in for a psychiatric
head to sound. The clinician should note if the child appears consultation are often loaded with historical details, and
sensitive to sounds and visual stimulation. Some children are distressed by the referral and evaluation process. It
with premature birth, and developmental disorders could is understandably tedious for them to have to repeat
have very low or very high sensory thresholds. Sensory information over consultations. Reviewing clinical notes
stimulation may need to be accordingly adjusted to from previous consultations puts the clinician in a clearer
effectively engage the child. frame of mind in terms of future course of enquiry and future
planning. It is good practice to have a recording format for
Domains of growth and development to be observed during recording history, examination, and clinical discussion details.
consultation are given in Table 8. The child can be made to The information gathered can be fed back to the family so
do these activities with encouragement from the parents. that they have an understanding about the future course of
Variations could arise from developmental deviations. action ‑ one child may need to be scheduled for an IQ test,
Temperamental differences may affect how easy/difficult it another child may need to come in for a more elaborate
is to engage the child. Thus, a single assessment may not consultation with additional members of the family, and so
give an indication of the child’s “highest” developmental on. Evaluation in child and adolescent psychiatry is layered
achievements. A combination of historical information and complex. Clinical impressions may change from the
from the parents and a series of observations are more first contact to the next. It is useful to go over in detail the
informative. clinical history at least a few times. The “detailed work‑up
pro forma” systematically records information on all aspects
While attempting simple activities to observe above of a child’s life. As parents answer questions pertaining to
mentioned developmental abilities, the clinician could also different domains they too get clarity on the multi‑factorial
gain an idea about the child’s temperament (Box 9). contributors to the child’s difficulties.