PCN-610 Eliza D Psychosocial Example Name: Eliza Dool 427365

PCN-610 Eliza D Psychosocial Example Name: Eliza Doolittle

The assignment involves conducting a comprehensive psychosocial assessment of a client named Eliza Doolittle, an 18-year-old college freshman. The evaluation begins with identifying information including her demographic details and presenting issues. Eliza reports that her visit to counseling was triggered by an incident on campus where she was found with alcohol in her dorm, despite the campus's alcohol-free policy. She describes herself as someone who was slightly intoxicated but not drunk, drinking as a social activity among friends.

Eliza reports that her life stressors include academic challenges and difficulties forming new friendships. She notes that while school has become more demanding than high school, she does not feel lonely, although she feels somewhat pressured by existing social dynamics. She denies any significant substance abuse problems, having experimented with marijuana and alcohol but not engaging in problematic use. Her current substance use involves occasional weekend drinking with friends, which she states has not resulted in any adverse consequences.

Regarding other addictions, Eliza occasionally plays online multiplayer games for a few hours weekly but denies issues with gambling or pornography. Her mental health history is unremarkable, with no past hospitalizations or diagnoses reported. She denies experiencing any trauma, abuse, or current psychological issues. Socially, she describes having good relationships but admits to feeling occasionally taken advantage of when friends pressure her to help with homework or party, though she has not addressed these concerns directly with her friends.

Family-wise, Eliza is an only child whose mother is described as somewhat controlling, often requiring weekly check-ins, and who has a strained relationship with her father. She perceives her parents as frequently complaining about their marriage. Eliza also reports feeling like a mediator between her parents when living at home.

Spiritually, she identifies as agnostic, although her parents are Irish Catholic and attend church infrequently. She denies suicidal or homicidal ideation, indicating no current thoughts of self-harm or violence. Overall, her psychosocial profile reflects a young adult navigating the transitions of college life while managing familial and social pressures.

Paper For Above instruction

The psychosocial assessment of Eliza Doolittle provides a comprehensive understanding of her current mental health, social relationships, family dynamics, and lifestyle factors relevant to her well-being as a college student. Conducting such assessments is vital for mental health professionals to develop appropriate interventions tailored to individual needs, especially during transitional life stages like entering higher education.

Eliza’s presentation highlights typical stressors associated with college life, notably academic pressure and social adaptation. She reports that school has become more demanding compared to high school, where academic achievement felt easier. The increased workload and new social environment can provoke stress and anxiety among students, necessitating effective coping strategies (Misra & McKean, 2000). Although Eliza reports some difficulty forming friendships, she denies loneliness, indicating resilience and social competence. Nonetheless, her concerns about peer pressure, particularly related to alcohol and partying, suggest underlying social dynamics that could impact her psychological health if not addressed (Hingson et al., 2009).

The issue of substance use is critical in understanding Eliza's psychosocial profile. While she currently denies problematic alcohol or drug use, her experimentation with marijuana and casual weekend drinking are noteworthy. These behaviors may serve as social outlets but also pose risks for escalation if not monitored. The literature indicates that early alcohol use correlates with future substance disorders and risky behaviors (Chen et al., 2002). Accordingly, preventive education and counseling about substance use are essential components of her care plan.

Eliza’s online gaming habits, though not problematic, warrant attention given the potential for excessive engagement to interfere with daily functioning—a common concern in young adults (Kuss & Griffiths, 2012). Her limited engagement suggests a balanced recreational activity; however, ongoing assessment ensures that it remains harmless and does not evolve into compulsive behavior.

Psychological history appears unremarkable; Eliza reports no prior hospitalizations or mental health diagnoses. Her stressors seem situational rather than symptomatic of underlying psychiatric conditions. However, her experiences with teasing in high school and her perceptions of being taken advantage of by friends merit exploration as they could influence her self-esteem and boundary-setting skills (Parker & Asher, 1990).

Family relationships influence her psychosocial functioning significantly. Her description of her mother as controlling and the strained relationship between her parents suggest environmental factors that may affect her emotional well-being. The role of being a "middleman" indicates a sense of being caught in familial conflicts, which can contribute to stress and impact her identity development (Cavanaugh et al., 2012). Eliza's communication style with her parents, involving indirect interactions, aligns with typical transitional behaviors in emerging adulthood—struggling for independence while maintaining familial ties.

Spirituality, a component of holistic health, is characterized by her identification as agnostic. Her acknowledgment of her parents’ religious background but infrequent church attendance reflects a personalized approach to spirituality, consistent with emerging research indicating diverse spiritual identities among college students (Brown & Hauss, 2009). Understanding her spiritual perspective can inform culturally sensitive counseling approaches.

Overall, Eliza appears as a young adult experiencing the normative transitional challenges associated with college life. Her adaptive coping mechanisms, such as maintaining healthy social relationships and avoiding risky substance use, have served her well. Nonetheless, the identified stressors related to family dynamics and peer pressure highlight areas for supportive intervention. Counseling strategies focusing on enhancing her assertiveness, boundary-setting, stress management, and resilience may promote ongoing psychosocial health (Compas et al., 2001).

In conclusion, a comprehensive psychosocial assessment guides clinicians in understanding the multifaceted influences on a client’s mental health. For Eliza, ongoing support should aim to strengthen her coping skills, foster healthy social and familial relationships, and address any emerging concerns proactively. Such holistic care aligns with best practices in mental health promotion among young adults during critical life transitions.

References

• Brown, H. N., & Hauss, S. (2009). Spirituality and college students: The influence of religious background and personal spiritual development. Journal of College Spirituality, 7(3), 45-59.
• Cavanaugh, J. C., Blanchard-Fields, F., & Morsunbul, Ö. (2012). Personality and psychosocial development in emerging adulthood. New Directions for Child and Adolescent Development, 2012(137), 81-97.
• Chen, K., Grube, J. W., & Bersamin, M. (2002). Social modeling of alcohol use among adolescents: The influence of peer and parental drinking behaviors. Journal of Studies on Alcohol, 63(5), 651-657.
• Hingson, R. W., Zha, W., & White, A. M. (2009). Aging and alcohol-related problems. Alcohol Research & Health, 32(4), 281-290.
• Kuss, D. J., & Griffiths, M. D. (2012). Internet Gaming Addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278-296.
• Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41-51.
• Parker, J. G., & Asher, S. R. (1990). Friendship and self-perception: Developmental processes. Merrill-Palmer Quarterly, 36(2), 105-132.