“Why Do I Get in Trouble So Much?”: A Family Therapeutic Assessment Case Study

Abstract

Recent case studies have demonstrated the potential benefits of Finn's Therapeutic Assessment (TA) model with families (e.g., Handler, 2007; Tharinger, Finn, Wilkinson, & Schaber, 2007). This case study of a 6-year-old girl and her family follows the Therapeutic Assessment (TA) model, focusing on the specified goals of each session and how those goals were accomplished. In this article, we illustrate the flexibility afforded by the TA model to tailor an appropriate intervention for a specific family and also show that extensive experience with the TA model is not necessary for this approach to yield clinically significant results.

Notes

¹All names have been changed to protect client confidentiality.

²The Early Memories Procedure was administered at the beginning of the Assessment Intervention Session but was not interpreted in this article due to space considerations.