School Psychologist-Based Personality and Behavior Assessment Scenario

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Prior to beginning work on this discussion, read the Splett, Fowler, Weist, McDaniel, & Dvorsky (2013), Stinnett, Bui, & Capaccioli, (2013), and Kosher, Jiang, Ben-Arieh, & Huebner, (2014) articles, and review Chapters 10 through 13 in your textbook.
For this discussion, you will be taking on the role of the school psychologist in a public middle school. In this role, you will facilitate the evaluation of a student based on psychoeducational personality assessments, mental status exam, and observations of the student to make recommendations to the education team consisting of yourself, school counselors, and teachers who work with the student. Carefully review the PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
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In your initial post:
Examine the personality assessment instrument used in the scenario and research a peer-reviewed article in the University of Arizona Global Campus Library on this personality assessment.
Using the required articles as well as your researched article to support your statements, describe the standard use of this personality assessment.
Based on the scenario, evaluate the reliability, validity, and cultural considerations inherent to the personality assessment used and comment on the relevance of these elements within the scenario.
Analyze and describe some of the potential ethical issues which might arise from the use of this personality assessment in the given scenario.
Provide information from your research regarding the use of the personality measure, and assess the value of other possible instruments that could be added to create a more complete assessment of the student in the scenario.PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario PSYCHOLOGICAL EVALUATION
Jane Smith
PURPOSE FOR EVALUATION:
(Johnson Middle School)
Grade: 8 Age: 14
Date of Evaluation: 10/12/2013
Jane was recommended for evaluation by the school psychologist due to recent behavior problems and declining academic performance.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
Mental Status Examination
Review of School Records
Review of Prior Medical Records
Interview and Observation ASSESSMENT RESULTS:
Interpretive results from the MMPI-A are presented below.
Validity Considerations
Janes approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A results appear valid and is probably a good indication of her present level of personality functioning. Her compliance is a good indicator of positive involvement with this evaluation.
Symptomatic Behavior
This students MMPI-A clinical profile indicates multiple serious behavior problems including explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody, resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low
Note: Typically, this section reports test results of all the recommended assessments. Here you are provided with the abbreviated results from the MMPI-A, the mental health examination, records review, and interview/observation.
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack of good judgment may lead her to inappropriate behavior and get her into trouble.
Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are clearly above the other scales in the measure, and occur at this high a level in less than 1% of the normative sample (by Pearson Assessments).
An examination of her underlying personality factors on the PSY-5 scales could help explain any behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have increasing social alienation. She tends to see the world in a negative light, worries to excess, and may develop more belligerent behavior expressions.
Interpersonal Relations
Jane is an intelligent and likeable person. She seems to make a good initial impression on others, but seems unable to build deep and lasting relationships. She is empathetic and gets along with other children younger than her, but seems to have trouble with building positive connections in her peer group.
The MMPI-A Content Scales profile offers some additional information about her interpersonal relationships. She reported some interpersonal suspiciousness, which indicates a distrust of others. She also shows high levels of antisocial attitudes and negative peer-group influences, which might help to explain her emotional outbursts and belligerent behaviors.
Diagnostic Considerations
More information will have to be collected about Janes emotional and behavioral problems before a complete diagnosis can be made. Her elevated scores on the Psychopathic Deviate Subscales (Pd) suggest that behavior problems should be considered.
She has exhibited at-risk behaviors such as smoking. She acknowledges she had been criticized by her parents for her behavior and should be monitored for potential use of drugs and alcohol.
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
Treatment Considerations
Janes behavior and emotional issues should be central in any treatment planning. Her clinical scales profile suggests she is a good candidate for a behavioral treatment strategy. Consistency will be important to reinforce appropriate behaviors.
She has the potential for drug and alcohol abuse. She has acknowledged such inclinations and intervention strategies should be included in the treatment plan.
She should be monitored and evaluated for potential suicidal thoughts and ideation, and possible suicidal behaviors. Appropriate cautions should be taken if such behaviors become evident.
Jane has shown academic potential and positive interest in some activities. Her skill and abilities, as well as those positive aspects, should be reinforced.
BACKGROUND INFORMATION:
Jane was referred to the school psychologist for evaluation due to recent emotional outbursts in the classroom and lack of academic progress in the most recent 6-week period. She reports having recent troubles with bullying from peers, and often appears sad. Information regarding Janes developmental progress, family history, school history, and behavior at home was provided by her parents. Janes developmental milestones were reported to be within normal time ranges. Her parents indicated that she can be trusted, seems to get along well with other children and her younger brother, but often seems restless and is easily frustrated.
School records indicate that Jane had five excused absences due to illness so far this year, and no unexcused tardies. She has been referred for in-school suspension three times for behavioral outbursts in the classroom. Janes grades consist of mostly Cs and she is failing two of her classes. Her writing and readings skills are well above the average for her age, and she seems to work better when working directly with teachers rather than peers.
Records indicate Jane is up to date on required shots, has completed vision and hearing testing, and her physical well-being appears to be in the normal range for her age group.
Her parents have indicated that Jane has been showing increasing signs of frustration and argumentative behavior. They also indicate that she has intentionally missed curfew several times. They also stated that
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
they have found her experimenting with smoking cigarettes. Janes parents seem concerned that her behavior will move beyond their control.
MENTAL STATUS EXAMINATION:
Observational conclusions of the patient’s attitude were as follows:
Jane seems to be intelligent and aware of her surroundings and situation. She appears remorseful about her emotional outbursts, but she does not consider her actions to be severe. She was compliant with all parts of the evaluation and stated that she is willing to work with the student intervention team.
Jane stated that her increasing frustration with peers was due to being bullied by some of her peers, and she indicated that she often feels sad and depressed. She stated that she had been experimenting with smoking. Jane stated that she has had thoughts of suicide recently, but she indicated no intention to act. Observation and further assessment is recommended.