Hi Karin,

Because the population is high-risk but not clinical, there is no specific clinical focus.  MBT obviously targets improvements or enhancements in mentalization skills and social competence, so any measures that target mentalization and social competence in this age range would be welcome.  Similarly, we are expecting the psychodrama groups to experience enhancements in mentalization skills and social competence, so we would be looking for similar measures.  If I had to pick an endpoint outcome, it would be higher self-esteem and emotion regulation (what early adolescent doesn't need help in these areas?).

Geoff

Geoff Goodman, Ph.D., ABPP, FIPA, CST, CSAT-S, CMAT-S
Associate Professor
Clinical Psychology Doctoral Program
Long Island University
720 Northern Blvd.
Brookville, NY 11548
(516) 299-4277
http://myweb.cwpost.liu.edu/ggoodman/home.htm
________________________________________
From: list-manager@psychotherapyresearch.org [list-manager@psychotherapyresearch.org] on behalf of Karin Ensink [Karin.Ensink@psy.ulaval.ca]
Sent: Monday, March 30, 2015 9:13 AM
To: caftr@psychotherapyresearch.org
Cc: caftr@psychotherapyresearch.org
Subject: Re: CaFTR pre-post outcome measures; process measures

Dear Geoff

Does the intervention have a specific focus? I would strongly suggest a measure as close to the focus as possible, as that is where you are most likely to see change ie emotion regulation or self perception.

Warm regards
Karin

Sent from my iPhone

> On Mar 30, 2015, at 9:03 AM, "Geoffrey Goodman" <Geoffrey.Goodman@liu.edu> wrote:
>
> Hi All,
>
> I am planning to mount an intervention study of two group treatment models (group MBT and a psychodrama group) in two middle schools with students ages 12-13.  I would like suggestions of both outcome and process measures that would fit these parameters.  One caveat is that parents and teachers will not be available to complete any measures, so that leaves the therapists and the children themselves.  I've scanned the CORE system instruments, and the YP-CORE looks promising for the children to complete, but I'm wondering if there are other instruments with adequate validity/reliability that therapists or students could complete.  These students are high-risk but not on a clinical spectrum.  Also, if anyone can recommend weekly process measures, to be completed by either the therapist or student, that would also be great.  Then we could attempt a time-series analysis of the data.  Thank you all in advance for your help.
>
> Geoff Goodman
>
> Geoff Goodman, Ph.D., ABPP, FIPA, CST, CSAT-S, CMAT-S
> Associate Professor
> Clinical Psychology Doctoral Program
> Long Island University
> 720 Northern Blvd.
> Brookville, NY 11548
> (516) 299-4277
> http://myweb.cwpost.liu.edu/ggoodman/home.htm