By Stephen Scheidt, Jay A. Erlebacher, Frank H. Netter
Booklet via Stephen Scheidt, Jay A. Erlebacher
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Extra resources for Basic Electrocardiography
Given such respect, the child usually responds with trust and is gradually willing to reveal his or her thinking, including doubts and ignorance. As we shall see, children even find the clinical interview interesting and enjoyable. For one thing, the clinical interview is one of the few occasions in which an adult is genuinely interested in the child's thought. By contrast, in the method of standard administration, the ethic revolves around control and evaluation. Whatever the tester says about "having a good time" or "playing games," the child believes (for the most part quite accurately) that he or she is being evaluated, that right answers are better than wrong ones, that it is both possible and undesirable to fail the test, that the tester is firmly in control, and that, in this situation, guardedness is more adaptive than openness.
But then the question arises as to whether M sees "Douglas" as a real person or as a character portrayed by an actor. A question about the family "After the show is over . . " - reveals that M makes a very clear distinction between actors and the characters they portray. He is perhaps naive only in thinking that the actors are "friends" (although perhaps he really means only "acquaintances"). It is hard to see how standardized interview questions could reveal the same level of complexity in children's thinking.
I: You? But you have four and I have five. , spread it out]. So counting does not yet help Jimmy, because his judgment is still based on appearances. Things that look bigger are bigger. Note that in the last part of the interview there was a good deal of improvisation: The interviewer has the freedom to vary questions as seems necessary. There is room in the interview for unplanned, unstandardized questioning. Indeed, my very last remark was a challenge ("But you have four and I have five"), which had been unplanned but seemed to be useful in eliciting the child's thinking.