Abstract
This paper describes some of the current problems with the assessment of children's anxiety. The main assessment methods - structured clinical interview and self-report - often have problems with validity and reliability while less frequently used measures such as physiological recording, behavioural observation, and thought-listing also have their attendant difficulties. Possible ways of reducing some of the problems using a developmental perspective are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 185-193 |
| Number of pages | 9 |
| Journal | Behaviour Change |
| Volume | 13 |
| Issue number | 3 |
| Publication status | Published - 1996 |