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date: 04 March 2021

Abstract and Keywords

Using a relational approach to assessment integrates the theoretical application of developmental, psychological and psychiatric disciplines (Clark, Tluczek, & Gallagher, 2004; Sameroff & Emde, 1989; Sameroff, McDonough, & Rosenblum, 2004). Clark, Tluczek, Moore, and Evenson (2019, Chapter 2) presents a review of these perspectives. This chapter introduces best practices in the assessment of parent–child relationships and provides an in-depth description and illustration of the Parent–Child Early Relational Assessment, composed of both objective ratings and a subjective video replay interview used to engage the parent in assessing his or her relationship with his or her child. In addition, reliability, validity, research findings, and the clinical utility of a wide range of parent–child relationship assessment tools and procedures are provided. The importance of considering the individual contributions of the parent, the infant or young child, the family, and the cultural context in the assessment process is highlighted. Guidelines are also included on the use of relational assessments in research and to inform clinical practice.

Keywords: Parent-infant observation, parent–child observation, parent–child interaction, parent–child early relational assessment, relationship assessment, parent–child relationship assessment tools

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