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The Session Report Form (SRF): Are Clinicians Addressing Concerns Reported by Youth and Caregivers?

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Abstract

This study explores the relationship between clinician-reported content addressed in sessions, measured with the Session Report Form (SRF), and multi-informant problem alerts stemming from a larger battery of treatment process and progress measures. Multilevel Multinomial Logit Models were conducted with 133 clinicians and 299 youths receiving home-based treatment (N = 3,143 sessions). Results indicate a strong relationship between session content and problems related to youth symptoms and functioning as reported by clinicians in the same session. Session content was related to emotional, family, and friend/peer problems reported by youth and youth behavioral problems reported by caregivers. High-risk problems (alcohol/substance use, harm to self or others) were strongly related to session content regardless of informant. Session content was not related to problem alerts associated with the treatment process, caregiver strain, or client/caregiver strengths. The SRF appears to be a useful measure for assessing common themes addressed in routine mental health settings.

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Acknowledgment

This research was supported by NIMH Grants R01-MH068589 and 4264600201 awarded to Leonard Bickman.

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Authors and Affiliations

  1. Center for Evaluation and Program Improvement, Peabody College #151, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA

    Susan Douglas Kelley, Ana Regina Vides de Andrade & Leonard Bickman

  2. Department of Veterans Affairs, 810 Vermont Ave., NW, Washington, DC, 20420, USA

    Ashley V. Robin

Authors
  1. Susan Douglas Kelley
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  2. Ana Regina Vides de Andrade
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  3. Leonard Bickman
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  4. Ashley V. Robin
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Correspondence to Susan Douglas Kelley.

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Kelley, S.D., de Andrade, A.R.V., Bickman, L. et al. The Session Report Form (SRF): Are Clinicians Addressing Concerns Reported by Youth and Caregivers?. Adm Policy Ment Health 39, 133–145 (2012). https://doi.org/10.1007/s10488-012-0415-y

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