Reflection of Assessment I – Wechsler Adult Intelligence Scale IV (WAIS-IV) The word assessment now holds a completely new meaning to me. Although I had some idea of what to anticipate after the first WAIS-IV, I was still faced with notable challenges during my second assessment. Some of these challenges included the not asking the right follow-up questions during the interview, issues with the using multiple forms and redundancy during the interview portion, standardization throughout the testing process, errors made during particular subtests, infrequent and poor transitions, and managing my client’s lack of motivation during certain parts of the assessment. To begin with, I struggled to obtain detailed information from my client, in part because this was my first experience with a client reluctant, unmotivated patient. Specifically, it seemed as if he did want to provide much information regarding his person life. Furthermore, after I reviewed the interview, I realized the outcome of this interview was mainly because I failed to ask certain questions …show more content…
In doing so, I noticed that I probed for the same information just in different ways. For example, near the beginning of the interview, I asked my client to rate his current levels of depression, anxiety, and confusion. Then, later in the interview I asked my client again if any of the aforementioned psychological issues were chief complaints. In retrospect, I think some of information I obtained during the interview would have been more appropriate if I intended to pursue a therapeutic relationship with my client after the assessment. For the purpose of this interview, I should have used Dr. Northington’s Psychological Diagnostic interview Template. Going forward, I will definitely use her template to obtain the relevant
As a result, I am learning how to assist clients without labeling the client and developing a proper diagnosis. Assessing client problems should happen throughout the counseling process. In the beginning, counselors get background information on their clients to help the counselor develop a diagnosis in the Diagnostic and Statistical Manual of Mental Disorders. Correct diagnosis of clients is vital to receive reimbursement from insurance companies for counseling services. Assessments help the counselor determine an appropriate treatment for the client. Assessments can help clients realize their strengths and weaknesses (Whiston, 2017). Helping the client understand their strengths can assist the client in building confidence, reach the clients counseling goal, and implement healthy choices in the client’s
Assessment methods: the interviews show that there is not much assessment in PCT; the client just begins where they want to begin. Both clients in both cases told the therapist what the general problem was, instead of the therapist telling the
My experience an educational assistant has been both challenging and rewarding. For example, Some students were certainly challenging to work with as they gave off a hue of discomfort and disinterest. During one class period, I was tasked with helping a student finish his Algebra assignment that required him to solve for variables on a worksheet. The student did not understand the assignment and was clearly reluctant to complete it, despite already being late to turn it in. I was able to demonstrate patience by spending two whole block periods with the student while working on the assignment until he was able to grasp the concepts being taught. During this experience, I tried not to appear demanding or frustrated since I knew this would only discourage the student from trying. Instead, I
First, the therapist attempts to investigate the behaviours that the client presented on the first time that she experiences the problem. Second, the therapist tries to understand the way the client is managing her symptoms and problems (Dobson and Dobson, 2009) by identifying the safety behaviours that the client is adopting to reduce the level of anxiety (Papworth, Marrinan, and Martin, 2013). On the video session, the therapist showed concern about the behaviours that the client was engaging on (Marshall and Turnbull, 1996), however, she should have asked her more about specific behaviours that the client was probably engaging on, based on the information that the client provided (Kinsella and Garland, 2008). The therapist tries to detect behaviours such as avoiding specific situations, like for example leaving the house alone (Papworth, Marrinan, and Martin, 2013), yet she did not explore this enough. The therapist should have also inquired the client about reassurance seeking and safety seeking behaviours, as the client stated that she calls her husband when she is feeling anxious. The therapist should have discussed this in more detail, specifically emphasising the conection between these behaviours and the vicious circle (Kinsella and Garland,
John’s ability related to concentration, attention and exert mental control was assessed in the above average range and above approximately 87% of his peers (WMI=117; 95% confidence interval = 109-123). The Working Memory Index measures concentration and attention, short term memory functions, sequencing, facility with numbers and mental flexibility. John performed comparable on the two subtests contributing to the WMI, suggesting similar develop in both abilities. By calculating the difference between the highest and lowest subtest scaled scores for the WMI it was determined that these was no abnormal scatter (Scaled difference = 0).
I walked in my third and final mock session with a level of comfortability that I knew what I was dealing with and prepared for the client. Feed back form my classmate during my last case presentation was perfect a gave me an air of confidence for my last session. However, it was a grounding experience when the client brought up a current crisis she was dealing with at the moment. The client mentioned that she was was pregnant and was not able to make a decision of weather to keep the baby or have an abortion. The client came in with a very real level of anxiety that created a tension throughout the session that really tested my ability to stay present and support the client during this sensitive time.
221) it is the counselors obligation for determining what questions are asked and how the clues derived from the dialogue are used in the identification or a problem or not. During the interview counselors should take into account many factors in developing an environment and process to account for many salient factors that can be major contributors to creating a therapeutic intervention. Factors such as cultural, social conditions, gender identification, and biases may influence clinicians to misconstrue the asperity of a situation or commit a misguided diagnosis (American Psychiatric Association, 2013). Clinicians should be in tuned to the “data in DSM-5 criteria and text for specific disorders” (American Psychiatric Association, 2013, p. 759). If the clinicians instinct is “moderate or even strong he/she could use an investigative or “telescoping” (Alarcon, 2009, p. 137) this approach uses liberal-minded data to construct definitive or narrow topics of conversation that have a major impact on the issues at hand. Manderscheid, et al. (2010) have reserch clarifies that research has demonstrated that mental wellness is often associated with “physical and social conditions” (p.4).
Drawing on Padesky and Greenberger (1995, p.27-28), accurate diagnosis and case conceptualisation, here referred to as case formulation, are indispensable for outlining a successful treatment plan and establishing continuous treatment progress. The aim of case formulation is to outline the client’s problems in a coherent and logical manner, while providing shared guidelines for therapy, which can be as individualised as necessary depending on the client’s unique requirements (Westbrook, Kennerley and Kirk, 2011, p.63-97). Even though not all factors were addressed during this session, the case formulation used for this counselling session consists of cognitive, behavioural, emotional, environmental, socio-cultural, phys...
After watching the video tape, I realised that I was quite good at using questioning skill to help the client. The closed and open questions used in the interview were considered to be acceptable and appropriate. I believe that my personal experiences have shaped my ability to appropriately apply this skill in counselling. When I was younger, I used to listen to my grandmother talking about her past and the old tales that she had heard of. I...
Week one: Assessment session. Discuss concerns and expected / desired outcome. Discuss comment about his previous counselling experience and negative thinking about the outcome as clarification is important from the outset here. Explain that counselling is about helping the person to identify and address their own concerns and not about â€oefixing― things for them. Identify with the client that there are two issues here re: panic attacks and feeling jealous when his wife socialises.
I used rephrasing as a part of understanding the reason for the client’s visit and repeated the information in a way that we both could understand. The client was able to respond through the questions that I asked her in regards to her situation. I want to get a clear understanding without leaving out valuable information. In the three sessions my intentions were to make sure that what she gave me over the phone matches what she says in the interview. I made sure that when my client was speaking, I took notes on the new information or the information that was not covered in any of the previous sessions. Each session was based upon reflection because I had to make sure progress was being made or not. When my client began to discuss things in a way in which I could not understand, I was able to interpret the information in a way that she and I both understood and agreed upon. The moment an initial contact was made, I started giving my client information on informed consent forms, who I was and the number of years of my social work profession, policies and
Olivia as the client, was feeling overwhelmed due to having responsibilities in many separate aspects of her life. Including but not limited to her school, family, friends and new fitness goals. As the counsellor I aimed to help the client come up with a strategy that would not only incorporate all of her responsibilities but allow time to take for herself as well. Doing so, will greatly reduce Olivia’s stress. In order to implement a plan I used multiple techniques to acquire information and insight about the client, as well as her present situation. Throughout the phases of counselling I used the problem solving process, this will help the client manage and save her time. I also exhibited exploring and probing to gain insight about client. Various types of questions were also used including, open-ended questions, close-ended questions and coping questions. I also used the technique of empowering the client to make a change. I accomplished this by highlighting the client’s resources she already obtains. Completing this assignment allowed me to analyze my strengths, along with also allowing me to see the areas that need improvement including leading and advice giving. Overall this assignment allowed me to critically analyze my clinical practice and how far I have come since first beginning at Georgian
There were some steps where I need to work on for next time. For example, while providing peri-care, I need more practice while changing the diaper of the client because I was facing problems during doing this step during providing the peri-care. I think I also need to work on my proper body mechanics for my own good because when I was providing the personal care to the client.
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
The counseling session began with the introductions where I introduced myself as the counselor and later introduced my client. This stage is important in any counseling session since it is the time of exploration and focusing according to Gerard Egan as quoted by Wright (1998) in his essay on couselling skills. It is in this session that I was able to establish rapport and trust with my client in order to come up with a working and fruitful relationship with him. During this stage I made use of skills like questioning, where I would pose a question directly to my client, sometimes I would choose to just listen to what the client wanted to speak out while in some instances I would be forced to paraphrase the question if I felt the client did not understand the question I had asked previously. There were also other times when I would reflect through silence. During such a period, I got time to study the client and the information he had given. This being a difficult area, since some clients may not be able to volunteer information to you as the counselor, I decided to assure the client of confidentiality of any information he was willing to share with me with a few exceptions which I also told him about. Being open to him about the only times the information may not be confidential was part of my building rapport and establishing trust with him. I therefore, decided to ask the client what information he wanted to share with me and lucky enough he was ready to speak to me about different issues that he was going through.