Week Two Counseling-Based Personality Assessment Scenario
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
PSY615: Week Two Counseling-Based Personality Assessment Scenario
PSYCHOLOGICAL EVALUATION
Jane Smith
(Williamsburg Mental Health Center)
Date of Evaluation: 10/12/2013
Case No.: 12783A
Admission Date: 10/8/2013
PURPOSE FOR EVALUATION:
This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal education and is employed as an administrative assistant at a local community college. She was admitted due to signs of major depression with possible psychotic features.
The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of her need for clinical intervention.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
- Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
- Mental Status Examination
- Review of Prior Psychological Assessment
- Review of Prior Medical Records
- Clinical Interview
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior Medical Records, and Clinical Interview.
Adjustment Level
Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her dissatisfaction with her life situation and feelings of hopelessness and inadequacy.
Symptoms
Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80). These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal
PSY615: Week Two Counseling-Based Personality Assessment Scenario
tendencies. She may withdraw from personal relationships and struggle with separation, which links to her depression.
Perceptions of Environment and People
Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe or comfortable in most environments.
Reaction to Stress
Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating herself from the stressors.
Self-Concept
Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-concept.
Emotional Control
Jane seems to have a lack of emotional control with her depression. She appears to be struggling with feelings of hopelessness and despair. Elevations in level of depression should be monitored, particularly if the elevations extend over a long period of time.
Interpersonal Relationships
In addition to her depression, Jane’s score on Social Introversion (t = 79) indicates she is aloof, ruminative, and withdrawn. Other indicators include elevated scores on Familial Discord (T =
- and Family Problems (T = 83), which supports the evidence that she may have turmoil in the family.
Psychological Resources
Jane has attended college and appears intelligent. She has some satisfaction with work, so she knows that she is successful on some level. Her high score on Negative Treatment Indicators (TRT, T = 85) coupled with depression may indicate a negative attitude toward therapy.
Social Dynamics
Jane’s parents are divorced and her home life was likely filled with conflict and dissention. Her parents were highly critical, which may be the source of her isolated introversion, anxiety, and depression.
Diagnostic Impressions
Jane’s MMPI profile indicates that she suffers from major depressive disorder and she is at risk for suicidal tendencies. Jane may also have a bipolar personality and problems with mental processes, but she does not appear a danger to others at this time.
PSY615: Week Two Counseling-Based Personality Assessment Scenario
BACKGROUND INFORMATION:
The client is a 32-year-old, single white female who was previously admitted one year ago for possible suicidal ideation and major depression. She has an associate’s degree and is currently working for a local community college as the administrative assistant for the dean of the business school. She does not have a record of suicide attempts or long-term hospitalization in a mental health facility. She is a single female with no family history of mental illness.
MENTAL STATUS EXAMINATION:
Observational conclusions of the patient’s attitude were as follows:
Open and cooperative, and her mood was euthymic. Her affect was appropriate to verbal content and showed broad range. Her memory functions seemed grossly intact and she was able to recall events and factual information. Her thought process was intact, goal oriented, and well organized. The client indicated no evidence of delusions, paranoia, or suicidal/homicidal ideation. Her level of personal insight appeared to be good, as evidenced by ability to state her current diagnosis and by ability to identify specific stressors that precipitated the current exacerbation. Social judgment appeared good, as evidenced by appropriate interactions with staff and other patients in the center and by cooperative efforts to achieve treatment goals required for discharge.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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