PSY640 Reply to Kourtney’s Post Week 4 Interactive Assignment Applications In Personality Testing (PL)
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Reply to Kourtney’s Post-Below
Assess the additional instruments suggested by your colleague. Did your colleague recommend the most current versions? How would these suggested measures provide reliable, valid, and culturally appropriate results for each of the given scenarios? Use scholarly and/or peer-reviewed resources to support your assertions. What other measure(s) would you suggest your colleague use in this situation?
Kourtney’s Post
Patient one is a 44-year-old male that has been assessed for intake after an attempted suicide through vehicular carbon monoxide poisoning. Analysis of the patient is as follows: the patient was oriented at the mental status exam with no signs of thought disturbances. He [patient] presents tearful and has a despondent withdrawn disposition. He is depressed with continued suicidal ideation, however, no present intent is expressed. The client spoke in a monotone dialogue, providing laconic responses to interview questions. The patient has been diagnosed with Major Depressive Disorder, Severe with Melancholic Features. He has accepted the treatment option of an intensive outpatient care program. Results of an intake personality interview assessment are as follows: less than 90 percent of questions were completed, therefore decreasing the validity and reliability of results. Many scales are not interpretable, as there are numerous unscorable responses. Completed scales indicate high levels of suicidal and death ideation (T=72), as well as high levels of helplessness or hopelessness (T=86) where T scores of 65 or higher are considered a critical scale. Demoralization (T=80), Low positive emotions (T=75), Self-doubt (T=78), Inefficacy (T=77), Stress (T=68), Worry (T=65), Shyness (T=69), and Negative Emotionality (T=68) are all of equal concern for the patient at this time. My clinical suggestion is that the patient is placed under a 24 hours suicide watch until the next session where further testing can be completed.
Script:
Ms. S, please keep in mind that for the purpose of this recording and providing you with confidentiality, I will be referring to you as “patient” rather than by your name.
The patient is a twenty-nine-year-old female referred to me by Dr. R.N for assessment on attentional functioning. The patient states she has been struggling with anxiety for a number of years but has recently experienced higher than normal levels of anxiety, as well as decreased attention and concentration, thus influencing her to seek treatment. The patient has completed testing assessments as well as a one-hour diagnostic interview: results have been scored and interpreted.
Report as follows: preliminary mental status exam seems normal; patient arrived on time, appeared to be casually dressed and well-groomed for initial appointment; she appeared anxious at the commencement of assessment.
Cognitive abilities results, based on Wechsler Adult Intelligence Scale: the majority of test results fell under average, however, some below-average scores were recorded.
Severe impairment present for mathematical computations. Areas of struggle include perceptual reasoning, working memory, arithmetic, vocabulary, inference memory trial, and visual reproduction memory. These low-average subtests are likely a result of anxiety, and should not be considered a true level of patient’s cognitive functioning
Nelson Denny Timed Reading Test results: patient demonstrated slightly improved results when granted extended time. Education background provided an ideal performance projection; reading comprehension levels were below the threshold, likely due to reduced attention brought on by anxiety.
Information Processing measured attention, language, visuospatial abilities, memory, and executive functions. Speed and accuracy information processing is consistent with ADHD patient levels.
Language and visuospatial abilities showed no evidence of impairment or deficits. Memory testing indicates no retentive memory disturbances, however, a mild impairment was indicated when provided with a list of words to recall.
Executive functioning identified mild impairment in problem-solving, likely due to high anxiety levels in the patient.
Beck Anxiety Inventory and Beck Depression Inventory measures show severe anxiety and mild to moderate depressive mood without criteria for depressive disorder. No risk of self-harm is present at this time.
At this time, I would recommend the following:
Educational suggestions: due to mathematical struggles, the patient must be granted extra time to complete mathematical examinations, and provided a calculator for standardized testing. The patient shall also be granted rest breaks during prolonged standardized testing.
Personal suggestions: patient will benefit from individual therapy sessions until follow-up testing can be conducted; the patient terminating treatment early is not suggested, despite possible decreases of anxiety or depressive mood symptoms.
Reduce distractions in work or educational environments, utilize written reminders to support memory recall as well as personal events or tasks, and finally, minimize multi-tasking; focus on one task until completed.
LINK TO VIDEO: unavailable at this time- Youtube is saying that there is still 16 hours before it is uploaded. I will keep trying to find other ways to get this uploaded and submitted.
References:
Ben-Porath, Y. S., & Tellegen, A. (2020). MMPI-3 Case Description Mr. J – Interpretive Report [PDF]. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/mmpi-3/mmpi-3-sample-interpretive-report.pdf
Kennedy, N., & Harper Y. (2020). PSY640 Week four psychological assessment report [PDF]. College of Health and Human Services, Ashford University, San Diego, CA
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