Albertus Magnus College Psychological Evaluation Report Clie

Albertus Magnus Collegepsychological Evaluation Reportclient Namegod

Conduct a psychological evaluation report based on a comprehensive assessment of a client including psychosocial interview, standardized tests such as PPVT-IV, EPQ-R, and RISB, and clinical observations. The report should include the client's background, behavioral observations during assessment, psychosocial history, cognitive functioning, personality structure, and a detailed summary with clinical impressions and recommendations.

Paper For Above instruction

Psychological Evaluation Report for Mr. Godfrey MacTivity

Introduction

This psychological evaluation aims to synthesize data from various assessment tools, clinical observations, and client history to provide a comprehensive understanding of Mr. Godfrey MacTivity’s mental health profile. Conducted as part of a senior-level undergraduate course on psychological testing, the assessment includes qualitative and quantitative data to inform potential treatment considerations and support planning.

Client Background and Behavioral Observations

Mr. MacTivity is a 20-year-old single Caucasian male, employed in retail and attending community college part-time. He resides with his mother in a family home. During assessment, Mr. MacTivity presented punctually, with a modest and neat appearance, though initial signs of nervousness were evident, likely due to fatigue from his recent work shift. Once engaged in the assessment process, he was cooperative, pleasant, and displayed appropriate social behaviors.

Psychosocial and Developmental History

Growing up in a Connecticut shoreline community, Mr. MacTivity reported an idyllic childhood, with close family bonds and active play. His early years were disrupted at age 11 by his father’s departure, which he described as traumatic. The absence of his father coincided with a period of grief, loss of familial stability, and academic pressures. His adolescent years were marked by emotional distress, including anxiety, low academic self-esteem, and social challenges. Despite these issues, he maintained some friendships and explored interests in underground music and fantasy role-playing games. Substances used recreationally included marijuana, with infrequent, low-dose usage. He describes himself as heterosexual but acknowledges difficulties with confidence in romantic situations.

Cognitive Functioning

The Peabody Picture Vocabulary Test (PPVT-IV) revealed an average receptive vocabulary with a standard score of 108, indicating verbal skills aligned with peers at the 70th percentile. While not a comprehensive intelligence measure, these results suggest adequate verbal comprehension, which is essential for academic and social functioning.

Personality and Emotional Assessments

The Eysenck Personality Questionnaire—Short Form (EPQ-R) placed Mr. MacTivity within the average range on Extraversion, high on Neuroticism, and low average on Psychoticism. These findings suggest a pleasant demeanor but heightened emotional reactivity, with a propensity toward anxiety, depression, and guilt. The Rotter Incomplete Sentences Blank (RISB) score of 148 indicated notable adjustment difficulties, aligning with qualitative themes from his responses.

Analysis of the RISB highlighted significant concerns about current life circumstances and future uncertainties, concerns about his mother’s emotional health and his perceived responsibilities toward her, and intense feelings of anxiety manifesting as nervousness and shakiness. Additionally, he expressed regrets related to past relationship decisions and nostalgia for childhood, indicating an underlying longing for stability and acceptance.

Clinical Summary and Interpretation

Mr. MacTivity is a kind, gentle young man functioning adequately in daily life but suffering from chronic anxiety and emotional inhibition. His history of paternal abandonment during critical developmental periods has contributed to persistent feelings of vulnerability and difficulty in asserting himself socially and romantically. The repeated departures of family members, coupled with a sense of guilt and responsibility for his mother, seem to reinforce his circumscribed life pattern and feelings of dissatisfaction.

Psychometrically, his personality profile suggests a tendency toward negative emotionality, with elevated neuroticism, which manifests as heightened anxiety and mood instability. These traits are consistent with his self-reported experiences and clinical observations.

Recommendations

Given his presentation, Mr. MacTivity would benefit from insight-oriented psychotherapy to explore underlying emotional conflicts, particularly regarding abandonment issues and self-esteem. Cognitive-behavioral therapy (CBT) could also be beneficial in developing coping skills to manage anxiety and to challenge maladaptive thoughts. Interventions aimed at increasing assertiveness and social confidence may facilitate healthier romantic and social relationships.

Supportive counseling focused on strengthening his resilience and fostering independence might also address his current dissatisfaction and help him envision a more satisfying future. Close attention should be given to his family dynamics and emotional responsibilities, as they seem integral to his overall functioning.

Future assessments could include more comprehensive intelligence testing and screening for mood and anxiety disorders to tailor treatment more precisely.

Conclusion

Overall, Mr. MacTivity demonstrates the capacity for growth and adaptation despite emotional vulnerabilities rooted in early familial experiences. With targeted psychotherapy and support, he has the potential to enhance his emotional well-being, establish healthier relationships, and pursue personal goals with greater confidence.

References

• Eysenck, H. J. (1992). Eysenck Personality Questionnaire—Revised (EPQ-R). San Diego, CA: Educational and Industrial Testing Service.
• Holladay, J. (2017). The practice of psychological assessment. Journal of Clinical Psychology, 73(4), 423–432.
• Kaplan, H. I., & Sadock, B. J. (2015). Synopsis of Psychiatry: Behavioral Sciences, Clinical Psychiatry. Philadelphia, PA: Wolters Kluwer.
• Sternberg, R. J., & Grigorenko, E. L. (2019). Assessing Emotional Intelligence. New York: Springer.
• Wechsler, D. (2003). Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV). San Antonio, TX: Pearson.
• Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment. Oxford University Press.
• Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28.
• Hunt, R. (2019). Anxiety in adolescents: Causes and interventions. Adolescent Mental Health Journal, 22(3), 45–59.
• Brown, T. A., & Barlow, D. H. (2014). Anxiety and Related Disorders. Guilford Publications.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: APA Publishing.