Abstract
The need for a multimethod approach to the study of emotion in children and adolescents is crucial, as is a multilevel analysis in which emotional experience is assessed at a variety of levels (Solomon, 2002). This review highlights the critical role of emotion theory when constructing and selecting appropriate assessment tools with a focus on Functionalist theory that emphasizes the importance of contextual variables (Barrett & Campos, 1987). The review begins with an examination of theoretical and pragmatic issues in emotion measurement followed by discussions of four basic methods of emotion assessment (i.e., self-report, other-report, observation, neurophysiology). Implications of emotion assessment for clinical practice and future directions for research conclude the review.
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