Actual Versus Perceived Knowledge of Child Development in a Therapeutic Context: A Survey of Therapists

The present study investigates the relationship between therapists' perceived knowledge level in the area of child development and their actual knowledge level, as measured by an assessment instrument developed to measure child development knowledge within a therapeutic setting. Results revealed that respondents felt that they were knowledgable in the area of child development, as well as comfortable working with children in a therapeutic context. However, as a group, the respondents only averaged 68% on the child development assessment scale. Implications of the study's findings, as well as recommendations for clinical training programs and future research, are discussed.