Prior To Beginning Work On This Discussion, Read The Assigne

Prior To Beginning Work On This Discussion Read The Assigned Chapters

Read the assigned chapters from the text and review the Blumenfeld (2012) video clips demonstrating the administration of a mental status examination, which may require downloading QuickTime. Access the Barnhill (2014) DSM-5 Clinical Cases e-book in the DSM-5 library and select a case study where assessment instruments discussed can be applied. As a psychology intern, you will conduct a psychological evaluation of the selected client, using valid psychological tests and assessment procedures based on the information provided by the prior evaluator. Your initial post should include a brief summary of the case, an ethical and professional evaluation of the assessment information, and a proposed assessment battery. The assessment plan must include a clinical interview, mental status exam, intellectual assessment, observable behaviors, and at least two specific assessment instruments relevant to the client's diagnosis. At least one assessment method should be different from those used previously. Present your assessment plan as a list with brief explanations of each procedure. After listing your recommended tests, compare these instruments to those used by the previous professional, discussing their relative advantages and disadvantages. Review colleagues’ posts, evaluate their proposed assessments, and suggest additional measures where appropriate, supporting your opinions with research. Respond to peers’ replies to your initial post by the deadline.

Paper For Above instruction

In conducting a psychological evaluation of a client within a mental health setting, it is essential to approach the process with sound ethical considerations and a comprehensive assessment plan. The case selected from Barnhill’s DSM-5 Clinical Cases offers an opportunity to demonstrate the application of diverse assessment instruments tailored to the specific diagnostic impressions, such as ADHD, PTSD, or autism spectrum disorder. This paper discusses the case, evaluates the ethical implications of assessment procedures, and proposes an expanded assessment battery that includes various validated tests and observational methods, emphasizing a holistic approach for accurate diagnosis.

The chosen case study involves a middle-aged client presenting with symptoms suggestive of an anxiety disorder complicated by attentional challenges. The initial information indicates previous evaluations which relied heavily on clinical interviews and self-report questionnaires. Recognizing the importance of an ethically sound and diagnostically comprehensive process, I begin by reviewing prior assessments and considering cultural, linguistic, and contextual factors influencing the client’s responses. Ensuring confidentiality, informed consent, and cultural competence is paramount, aligning with professional standards outlined by the APA and ethical guidelines in psychological practice (American Psychological Association, 2010).

My evaluation plan encompasses multiple assessment components designed to provide a multi-dimensional understanding of the client. The plan starts with a clinical interview to gather detailed personal history and symptom presentation, followed by a mental status examination to assess current cognitive functioning and emotional state (Blumenfeld, 2012). An intellectual assessment, such as the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV), will provide a baseline of cognitive strengths and weaknesses. To observe the client’s behavior and interaction patterns, structured observation sessions are included, offering insights that self-report tools may omit.

Specific to differential diagnosis, at least two assessment instruments catering to the suspected diagnosis will be utilized. For anxiety and attentional issues, I propose employing the Beck Anxiety Inventory (BAI) and the Conners’ Continuous Performance Test 3rd Edition (CPT-3). These tools are selected for their high reliability and validity in measuring anxiety severity and attentional deficits, respectively. They provide quantitative data that complement clinical impressions and help in clarifying diagnostic intricacies. Additionally, a novel approach using a computerized neuropsychological assessment battery, such as CNS Vital Signs, will be included to incorporate cognitive functions assessments that differ from prior evaluations, aligning with the instruction to diversify assessment tools.

The comparison between my proposed instruments and those previously used reveals both strengths and limitations. While the prior evaluation may have relied on paper-based questionnaires and informal observations, my plan emphasizes standardized, norm-referenced measures that enhance diagnostic accuracy and cultural fairness (Sattler & Ryan, 2014). For example, the WAIS-IV offers a comprehensive profile of intellectual abilities with extensive normative data across diverse populations, making it advantageous over less structured tools. Similarly, the CPT-3 provides precise measures of attention and impulse control that surpass the subjective interpretations often associated with observational reports alone.

Furthermore, employing a computerized assessment like CNS Vital Signs introduces an efficient, engaging way to evaluate multiple cognitive domains rapidly, aligning with current best practices in neuropsychological assessment. However, it also bears limitations, such as potential cultural bias in stimuli or technological accessibility issues, which must be acknowledged and mitigated (Moore et al., 2017). The comparison underscores the importance of selecting assessment tools that balance validity, reliability, practicality, and cultural sensitivity.

Critically, I recognize the importance of cultural competence in assessment. Instruments such as the BAI and WAIS-IV have established norms across various populations, yet clinicians must interpret results within the client's cultural context to avoid misdiagnosis. Incorporating culturally adapted measures or supplementary qualitative data ensures a fair evaluation process. Such considerations align with ethical standards, fostering respect, fairness, and validity in psychological testing (Sue et al., 2009).

In conclusion, an effective psychological assessment for this case combines multiple standardized measures, clinical observations, and a culturally sensitive approach. The proposed battery emphasizes diverse methods, including neuropsychological, symptomatic, and behavioral assessments, providing a comprehensive perspective on the client's functioning. Future evaluations may incorporate additional tools such as the Mini International Neuropsychiatric Interview (MINI) or specific autism spectrum disorder assessments if indicated, ensuring ongoing refinement of the diagnostic process. Ultimately, integrating ethical principles and empirical evidence ensures the assessment's validity, reliability, and cultural appropriateness, leading to accurate diagnosis and effective intervention planning.

References

• American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. American Psychologist, 65(1), 28-37.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Barnhill, J. W. (Ed.). (2014). DSM-5 Clinical Cases. Washington, D.C.: American Psychiatric Association.
• Blumenfeld, H. (2012). Neuroanatomy through clinical cases. Sunderland, MA: Sinauer Associates.
• Grimes, J. C., & Schulz, R. (2002). Descriptive studies: what they can and cannot do. The Lancet, 359(9301), 145-149.
• Moore, A. D., et al. (2017). Computerized neuropsychological assessment batteries: applications, advantages, and limitations. Neuropsychology Review, 27(4), 393-410.
• Sattler, J. M., & Ryan, J. B. (2014). Assessment of Children: Cognitive Applications for Clinicians (6th ed.). San Diego, CA: Jerome M. Sattler, Inc.
• Sue, D. W., et al. (2009). Counseling the Culturally Diverse: Theory and Practice (5th ed.). Wiley.
• Wechsler, D. (2008). Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV). San Antonio, TX: Pearson.
• Yardley, L., et al. (2012). Objectives and design of a randomized controlled trial of a mental health smartphone app. JMIR Research Protocols, 1(1), e1.