{"title":"儿童精神障碍评估","authors":"","doi":"10.1016/j.mpmed.2024.05.009","DOIUrl":null,"url":null,"abstract":"<div><p>The aim of this article is to draw attention to how the process of assessment, diagnosis, and formulation of children with suspected psychiatric disorder differs from that of adults. Development and the importance of context are two key concepts. These influence each stage of assessment: the gathering of clinical information, identification of symptoms, making of a diagnosis and development of a formulation.</p></div>","PeriodicalId":74157,"journal":{"name":"Medicine (Abingdon, England : UK ed.)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessment of psychiatric disorders in children\",\"authors\":\"\",\"doi\":\"10.1016/j.mpmed.2024.05.009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The aim of this article is to draw attention to how the process of assessment, diagnosis, and formulation of children with suspected psychiatric disorder differs from that of adults. Development and the importance of context are two key concepts. These influence each stage of assessment: the gathering of clinical information, identification of symptoms, making of a diagnosis and development of a formulation.</p></div>\",\"PeriodicalId\":74157,\"journal\":{\"name\":\"Medicine (Abingdon, England : UK ed.)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medicine (Abingdon, England : UK ed.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1357303924001270\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medicine (Abingdon, England : UK ed.)","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1357303924001270","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The aim of this article is to draw attention to how the process of assessment, diagnosis, and formulation of children with suspected psychiatric disorder differs from that of adults. Development and the importance of context are two key concepts. These influence each stage of assessment: the gathering of clinical information, identification of symptoms, making of a diagnosis and development of a formulation.
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