SlideShare a Scribd company logo
1 of 14
Download to read offline
Kimberly Matthews
           11/14/11
   Assessment 621
Client Description
 23 year old, white female
 Court ordered to Treatment by 1st District Drug Court
 Completed the ninth grade
 Self-reports as victim of complex trauma
 Self-reports prior diagnosis of PTSD in 2008
 Completed detox at Behavioral Health in Tupelo
 Recent arrest for prostitution and possession of a
  controlled substance
Purpose of Assessment
 Intake/Assessment:
    Biopsychosocial conducted by assessment therapist
    Used by primary counselor for:
        Case-conceptualization
        Treatment planning
        Identifying potential strengths, stressors , and overall level of functioning
   SASSI–3:
     Assesses probability of client having Substance Dependence
      Disorder
     Provides useful clinical information in regard to potential
      underlying issues and client-specific Tx planning.
   Burns Anxiety Inventory:
     Track client’s level of anxiety throughout therapeutic process
     Provide client with insight into stressors
     Monitor effectiveness of anxiety reduction techniques
Assessment Procedures and Protocol
 Intake/Assessment
    Establish rapport while conducting a structured interview
 SASSI-3
    Brief, objectively scored
    Decisions rules for identification
    Face Valid Scores FVA and FVOD can assess specific time period either
      entire life, past six months, or a period the clinician determines. FVA and
      FVOD clients rank statements from 0-3 for accuracy.
    Remaining 8 scales determined from 62 true/false questions
    RAP score of 2 or more suggest results might not be meaningful
 Burn’s Anxiety Inventory
    Self-administered or clinician administered checklist
    Three categories: anxious feelings, anxious thoughts, physical symptoms
    Ranks 0-3 “not at all” – “a lot”
    Total score represents anxiety on a continuum from mild to extreme.
Medical/Developmental History
                     Client reported:
  No significant medical issues
  Potential learning disability
  Repeated sexual abuse from age 5 until 13
  Multiple sexual assaults related to drug use in teenage years
  Social isolation due to peer shaming during school
  Began using alcohol age 9, marijuana age
   11, methamphetamine age 14
Family Psychiatric History
                     Client Reported:
 Mother suffers from depression and a long history of
  alcohol consumption.

 Father is absent from life, but mother reports that he is a
  drug addict.

 History of addiction on both sides of family.
School/Academic History or Work history
                    Client Reported:
 Completed ninth grade


 Difficulty in reading comprehension and writing


 Limited work history, reports working in fast food for
  short periods

 Prostitution was her means to support her drug usage
Home Behavioral/Social
                     Client Reported:
 Basically homeless, sleeps in various locations usually
  “crack houses”
 Virtually no support system, because “mother is still
  drinking”
 Only friends are gang members
 Only child DHS put foster care in 2009
Assessments used and appropriate interpretations
 Intake/Assessment:
     Presenting problem
     Diagnosis
     Medical, psychological, family, social, occupational, educational, substance abuse, and personal history
     Interpretation potentially biased by clinician’s worldview and accuracy of client disclosure
 SASSI-3:
     “Test-retest stability coefficients ranged from .92 to 1.00, accuracy of the SASSI-3 was not significantly
       affected by gender, racial or ethnic group membership, occupational status, marital status, age, and
       educational level, the levels of accuracy for males and females were 96% and 97% respectively.”
       (Lazowski, Miller, Boye, and Miller, 1998).
     Identifying probability of substance dependence
     Identifying potential treatment barriers
     Treatment planning
     Clinical hypotheses

 Burn’s Anxiety Inventory:
    Determines level of current anxiety as: minimal/none, borderline, mild, moderate, severe, or extreme/panic
    Differentiates feelings, thoughts, and symptoms of anxiety
    Monitor anxiety levels, gain insight into stressors, and track effectiveness of reduction strategies.
    “The scores of 498 outpatients seeking treatment for mood disorders suggested excellent reliability and internal
      consistency with an alpha score of .94. The BAI scores correlated highly with the anxiety subscale of the
      Hopkins Symptom Checklist” (Marcus & Dubi, p. 224, 2011)
    Common and assessable instrument
Summary of Findings
 Intake/Assessment:
    Substance Dependence resulting in legal consequences
    No reported medical issues
    Family history of substance abuse and depression
    Survivor of chronic childhood trauma (sexual, emotional,
     and physical); traumatic occurrences continued into
     adulthood
    Reported prior PTSD diagnosis
    Deficient educational experience
    Only child is in DHS custody
    Lacks sufficient support and has limited work experience
Summary of Findings
 SASSI-3:
    FVA 30, FVOD 40 (High probability of having Substance Dependence Disorder)
    SYM 11 (Consider client’s world and environmental norms of substance use; encourage client
     feedback on SYM applicable items, mutually working toward insight about the negative effect of
     substance use on their life)
    OAT 7 (Suggests client is willing to consider the negative effects of continued substance use)
    SAT 5 (Suggest limited insight into presenting problem)
    DEF 1 (Suggests low self-esteem, negative self-talk, helplessness, and shame based thinking
     strategies)
    SAM 10
    FAM (Suggests need to explore codependency/ boundaries/emotional insight and modulation)
    COR 9

 Burn’s Anxiety Inventory:
    Scored 42 on initial scale indicating severe anxiety: Anxious Feelings 13, Anxious Thoughts
      23, Physical Symptoms 6
    Scored 21 prior to exiting program indicating moderate anxiety on the cusp of mild.
    Mindfulness techniques of meditation, grounding, and self-affirmations proved most effective to
      alleviate existing anxiety and recurring episodic anxiety.
    Cognitive reframing assisted in overall symptom reduction and prevention
DSM Diagnosis
 Axis I:
  304.4 Amphetamine Dependence
  303.9 Alcohol Dependence
  304.30 Cannabis Dependence
  309.81 Posttraumatic Stress Disorder, Chronic
 Axis II: V71.09; R/O Borderline Personality; Strong Cluster B Traits
 Axis III: None
 Axis IV: Long term Hx of Sexual, Physical, Emotional Abuse;
  Lacks Support System, Financial Means, Housing, Job Skills
 Axis V: GAF = 40 (on admission)
Treatment Plan and Recommendations
 Plan:
    Holistic, strength-based, collaborative treatment approach aimed at gaining insight into
      the consequences of continued substance use, reframing distorted cognitions, developing
      healthy boundaries, building emotional modulation skills, developing safety, improving
      relational skills, empowering her to build a cohesive sense of self, and changing her frame
      of reference from victim to survivor. (Clinician will utilize relational-empowerment
      model, Stage 1 trauma techniques, mindfulness practices, and cognitive reframing to
      increase choices and control over recovery)
 Recommendations:
    Long-term residential treatment
    Individual counseling (weekly)
    Women’s trauma group (2x per week)
    Group therapy (daily)
    Psychoeducational classes
    Aftercare
    12-step meetings
    Continued weekly individual session after discharge
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders:
          DSM-IVTR. Washington, DC: American Psychiatric Association.

Lazowski, L. E., Miller, F. G., Boye, M. W., & Miller, G. A. (1998). Efficacy of the Substance
          Abuse Subtle Screening Inventory-3 (SASSI-3) in Identifying Substance Dependence
          Disorders in Clinical Settings. Journal of Personality Assessment, 71(1), 114-128.

Marcus, S. & Dubi, M. (2011). The relationship between resilience and compassion fatigue in
           counselors. American Counseling Association, (50 )223-225, Retrieved from
           http://www.counseling.org/Resources/Library/VISTAS/vistas06/vistas06.50.pdf

Miller,G.A.(1985,1999). The Substance Abuse Subtle Screening Inventory (SASSI) Manual,
          Second Edition. Springville, IN: The SASSI Institute.

More Related Content

What's hot

Letter of Recommendation
Letter of RecommendationLetter of Recommendation
Letter of RecommendationKevin Flynn
 
Professors Reference Letter
Professors Reference LetterProfessors Reference Letter
Professors Reference LetterYolanda Lewis
 
Letter of recommendation
Letter of recommendationLetter of recommendation
Letter of recommendationadnanokdeh
 
Me, myself & i
Me, myself & iMe, myself & i
Me, myself & iMoses182
 
Keith Hudson Recommendation Letter
Keith Hudson Recommendation LetterKeith Hudson Recommendation Letter
Keith Hudson Recommendation LetterDarrel Davis
 
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDF
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDFERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDF
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDFjessika garcia lucas léon
 
Brian Boland Reference Letter - UVA Head Men's Tennis Coach
Brian Boland Reference Letter - UVA Head Men's Tennis CoachBrian Boland Reference Letter - UVA Head Men's Tennis Coach
Brian Boland Reference Letter - UVA Head Men's Tennis CoachBrian Gambill
 
Letter of recommendation Professor Harry Kaiser - Cornell University
Letter of recommendation Professor Harry Kaiser - Cornell UniversityLetter of recommendation Professor Harry Kaiser - Cornell University
Letter of recommendation Professor Harry Kaiser - Cornell UniversityBlagoja Mukanov
 
Letter Of Recommendation For S. Wronker
Letter Of Recommendation For S. WronkerLetter Of Recommendation For S. Wronker
Letter Of Recommendation For S. Wronkersfwronk
 
Visa covering letter example
Visa covering letter exampleVisa covering letter example
Visa covering letter exampleaiesecinmumbai
 

What's hot (12)

Letter of Recommendation
Letter of RecommendationLetter of Recommendation
Letter of Recommendation
 
Visa Support Letter
Visa Support Letter Visa Support Letter
Visa Support Letter
 
Professors Reference Letter
Professors Reference LetterProfessors Reference Letter
Professors Reference Letter
 
Letter of recommendation
Letter of recommendationLetter of recommendation
Letter of recommendation
 
Me, myself & i
Me, myself & iMe, myself & i
Me, myself & i
 
Keith Hudson Recommendation Letter
Keith Hudson Recommendation LetterKeith Hudson Recommendation Letter
Keith Hudson Recommendation Letter
 
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDF
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDFERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDF
ERASMUS LETTER OF REFERENCE JESSICA GARCIA LUCAS PDF
 
NEW CV nysc second format
NEW CV nysc second formatNEW CV nysc second format
NEW CV nysc second format
 
Brian Boland Reference Letter - UVA Head Men's Tennis Coach
Brian Boland Reference Letter - UVA Head Men's Tennis CoachBrian Boland Reference Letter - UVA Head Men's Tennis Coach
Brian Boland Reference Letter - UVA Head Men's Tennis Coach
 
Letter of recommendation Professor Harry Kaiser - Cornell University
Letter of recommendation Professor Harry Kaiser - Cornell UniversityLetter of recommendation Professor Harry Kaiser - Cornell University
Letter of recommendation Professor Harry Kaiser - Cornell University
 
Letter Of Recommendation For S. Wronker
Letter Of Recommendation For S. WronkerLetter Of Recommendation For S. Wronker
Letter Of Recommendation For S. Wronker
 
Visa covering letter example
Visa covering letter exampleVisa covering letter example
Visa covering letter example
 

Viewers also liked

Senior Leadership Development Case Study
Senior Leadership Development Case Study Senior Leadership Development Case Study
Senior Leadership Development Case Study Abhinandan Chatterjee
 
Assessment case study
Assessment case studyAssessment case study
Assessment case studyAbby Tucker
 
How To Take The Perfect Selfie
How To Take The Perfect SelfieHow To Take The Perfect Selfie
How To Take The Perfect SelfieInstant Checkmate
 
Case study: Assessment reveals $5.7 million revenue opportunity
Case study: Assessment reveals $5.7 million revenue opportunityCase study: Assessment reveals $5.7 million revenue opportunity
Case study: Assessment reveals $5.7 million revenue opportunityGrant Thornton LLP
 
Assessment Center - How to assess, select and develop the right TALENT
Assessment Center - How to assess, select and develop the right TALENTAssessment Center - How to assess, select and develop the right TALENT
Assessment Center - How to assess, select and develop the right TALENTHora Tjitra
 
500 poses for photographing women a visual sourcebook for portrait photographers
500 poses for photographing women a visual sourcebook for portrait photographers500 poses for photographing women a visual sourcebook for portrait photographers
500 poses for photographing women a visual sourcebook for portrait photographersVinh Nguyen
 
Assessment Centre Case Study - An Introduction by JobTestPrep
Assessment Centre Case Study - An Introduction by JobTestPrepAssessment Centre Case Study - An Introduction by JobTestPrep
Assessment Centre Case Study - An Introduction by JobTestPrepJobTestPrep
 
Corporate Strategy - Case Study - Google
Corporate Strategy - Case Study - GoogleCorporate Strategy - Case Study - Google
Corporate Strategy - Case Study - GoogleV. Castel
 

Viewers also liked (9)

Senior Leadership Development Case Study
Senior Leadership Development Case Study Senior Leadership Development Case Study
Senior Leadership Development Case Study
 
Assessment case study
Assessment case studyAssessment case study
Assessment case study
 
How To Take The Perfect Selfie
How To Take The Perfect SelfieHow To Take The Perfect Selfie
How To Take The Perfect Selfie
 
Case study: Assessment reveals $5.7 million revenue opportunity
Case study: Assessment reveals $5.7 million revenue opportunityCase study: Assessment reveals $5.7 million revenue opportunity
Case study: Assessment reveals $5.7 million revenue opportunity
 
Assessment Center
Assessment CenterAssessment Center
Assessment Center
 
Assessment Center - How to assess, select and develop the right TALENT
Assessment Center - How to assess, select and develop the right TALENTAssessment Center - How to assess, select and develop the right TALENT
Assessment Center - How to assess, select and develop the right TALENT
 
500 poses for photographing women a visual sourcebook for portrait photographers
500 poses for photographing women a visual sourcebook for portrait photographers500 poses for photographing women a visual sourcebook for portrait photographers
500 poses for photographing women a visual sourcebook for portrait photographers
 
Assessment Centre Case Study - An Introduction by JobTestPrep
Assessment Centre Case Study - An Introduction by JobTestPrepAssessment Centre Case Study - An Introduction by JobTestPrep
Assessment Centre Case Study - An Introduction by JobTestPrep
 
Corporate Strategy - Case Study - Google
Corporate Strategy - Case Study - GoogleCorporate Strategy - Case Study - Google
Corporate Strategy - Case Study - Google
 

Similar to Assessment case study

Capstone Thesis - Muskaan Soni, MSW
Capstone Thesis - Muskaan Soni, MSWCapstone Thesis - Muskaan Soni, MSW
Capstone Thesis - Muskaan Soni, MSWMuskaan Soni
 
AssignmentWrite a Respond to two of these #1&2 case studies.docx
AssignmentWrite a Respond to two of these #1&2 case studies.docxAssignmentWrite a Respond to two of these #1&2 case studies.docx
AssignmentWrite a Respond to two of these #1&2 case studies.docxnormanibarber20063
 
Ct assessing and treating violent youth
Ct assessing and treating violent youthCt assessing and treating violent youth
Ct assessing and treating violent youthKathryn Seifert
 
Chapter 11 Clinical and Counseling Assessment.pptx
Chapter 11 Clinical and Counseling Assessment.pptxChapter 11 Clinical and Counseling Assessment.pptx
Chapter 11 Clinical and Counseling Assessment.pptxDonnaMaeVAlejo
 
Respond to the post bellow  by comparing your assessment tool .docx
Respond to the post bellow  by comparing your assessment tool .docxRespond to the post bellow  by comparing your assessment tool .docx
Respond to the post bellow  by comparing your assessment tool .docxcwilliam4
 
The Clinical Implications for MICA Clients and their Co-Occurring Disorders
The Clinical Implications for MICA Clients and their Co-Occurring DisordersThe Clinical Implications for MICA Clients and their Co-Occurring Disorders
The Clinical Implications for MICA Clients and their Co-Occurring DisordersKristen Gruenfelder
 
Name Professor Course Date Sexual Harassment .docx
Name  Professor  Course  Date   Sexual Harassment .docxName  Professor  Course  Date   Sexual Harassment .docx
Name Professor Course Date Sexual Harassment .docxroushhsiu
 
Describe each client violating HIPAA.docx
Describe each client violating HIPAA.docxDescribe each client violating HIPAA.docx
Describe each client violating HIPAA.docxstudywriters
 
The AssignmentRespond to at least two of your colleag.docx
The AssignmentRespond to at least two of your colleag.docxThe AssignmentRespond to at least two of your colleag.docx
The AssignmentRespond to at least two of your colleag.docxtodd541
 
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docxCASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docxbartholomeocoombs
 
Generalist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice A Presentation on Steps of The Problem-SolvGeneralist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice A Presentation on Steps of The Problem-SolvMatthewTennant613
 
Region 8 Co-Occurring Disorders (Wk 1)
Region 8 Co-Occurring Disorders (Wk 1)Region 8 Co-Occurring Disorders (Wk 1)
Region 8 Co-Occurring Disorders (Wk 1)CASATmedia
 
Mental Health in PHC.ppt
Mental Health in PHC.pptMental Health in PHC.ppt
Mental Health in PHC.pptTiondifrancis
 
FINANCIAL ANALYSIS REPORT .docx
FINANCIAL ANALYSIS REPORT                                         .docxFINANCIAL ANALYSIS REPORT                                         .docx
FINANCIAL ANALYSIS REPORT .docxAKHIL969626
 
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...Christine Wekerle
 

Similar to Assessment case study (20)

Capstone Thesis - Muskaan Soni, MSW
Capstone Thesis - Muskaan Soni, MSWCapstone Thesis - Muskaan Soni, MSW
Capstone Thesis - Muskaan Soni, MSW
 
Relective case study
Relective case studyRelective case study
Relective case study
 
AssignmentWrite a Respond to two of these #1&2 case studies.docx
AssignmentWrite a Respond to two of these #1&2 case studies.docxAssignmentWrite a Respond to two of these #1&2 case studies.docx
AssignmentWrite a Respond to two of these #1&2 case studies.docx
 
Ct assessing and treating violent youth
Ct assessing and treating violent youthCt assessing and treating violent youth
Ct assessing and treating violent youth
 
Doctorate CV
Doctorate CVDoctorate CV
Doctorate CV
 
Chapter 11 Clinical and Counseling Assessment.pptx
Chapter 11 Clinical and Counseling Assessment.pptxChapter 11 Clinical and Counseling Assessment.pptx
Chapter 11 Clinical and Counseling Assessment.pptx
 
Respond to the post bellow  by comparing your assessment tool .docx
Respond to the post bellow  by comparing your assessment tool .docxRespond to the post bellow  by comparing your assessment tool .docx
Respond to the post bellow  by comparing your assessment tool .docx
 
The Clinical Implications for MICA Clients and their Co-Occurring Disorders
The Clinical Implications for MICA Clients and their Co-Occurring DisordersThe Clinical Implications for MICA Clients and their Co-Occurring Disorders
The Clinical Implications for MICA Clients and their Co-Occurring Disorders
 
Name Professor Course Date Sexual Harassment .docx
Name  Professor  Course  Date   Sexual Harassment .docxName  Professor  Course  Date   Sexual Harassment .docx
Name Professor Course Date Sexual Harassment .docx
 
Describe each client violating HIPAA.docx
Describe each client violating HIPAA.docxDescribe each client violating HIPAA.docx
Describe each client violating HIPAA.docx
 
The AssignmentRespond to at least two of your colleag.docx
The AssignmentRespond to at least two of your colleag.docxThe AssignmentRespond to at least two of your colleag.docx
The AssignmentRespond to at least two of your colleag.docx
 
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docxCASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
 
Generalist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice A Presentation on Steps of The Problem-SolvGeneralist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice A Presentation on Steps of The Problem-Solv
 
Region 8 Co-Occurring Disorders (Wk 1)
Region 8 Co-Occurring Disorders (Wk 1)Region 8 Co-Occurring Disorders (Wk 1)
Region 8 Co-Occurring Disorders (Wk 1)
 
Clinical evaluation of addiction
Clinical evaluation of addictionClinical evaluation of addiction
Clinical evaluation of addiction
 
Mental Health in PHC.ppt
Mental Health in PHC.pptMental Health in PHC.ppt
Mental Health in PHC.ppt
 
Summer Series Addiction
Summer Series AddictionSummer Series Addiction
Summer Series Addiction
 
FINANCIAL ANALYSIS REPORT .docx
FINANCIAL ANALYSIS REPORT                                         .docxFINANCIAL ANALYSIS REPORT                                         .docx
FINANCIAL ANALYSIS REPORT .docx
 
PBH.715 Week 12 Lecture
PBH.715 Week 12 LecturePBH.715 Week 12 Lecture
PBH.715 Week 12 Lecture
 
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...
ISPCAN Jamaica 2018 - Personality-targeted Interventions for Building Resilie...
 

Recently uploaded

Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...DhatriParmar
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Celine George
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDhatriParmar
 
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQ-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQuiz Club NITW
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptxmary850239
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptxmary850239
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...DhatriParmar
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17Celine George
 
Mythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWMythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWQuiz Club NITW
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvRicaMaeCastro1
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17Celine George
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Developmentchesterberbo7
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfChristalin Nelson
 

Recently uploaded (20)

Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdf
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
 
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQ-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17
 
Mythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWMythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITW
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
 
Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Development
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdf
 

Assessment case study

  • 1. Kimberly Matthews 11/14/11 Assessment 621
  • 2. Client Description  23 year old, white female  Court ordered to Treatment by 1st District Drug Court  Completed the ninth grade  Self-reports as victim of complex trauma  Self-reports prior diagnosis of PTSD in 2008  Completed detox at Behavioral Health in Tupelo  Recent arrest for prostitution and possession of a controlled substance
  • 3. Purpose of Assessment  Intake/Assessment:  Biopsychosocial conducted by assessment therapist  Used by primary counselor for:  Case-conceptualization  Treatment planning  Identifying potential strengths, stressors , and overall level of functioning  SASSI–3:  Assesses probability of client having Substance Dependence Disorder  Provides useful clinical information in regard to potential underlying issues and client-specific Tx planning.  Burns Anxiety Inventory:  Track client’s level of anxiety throughout therapeutic process  Provide client with insight into stressors  Monitor effectiveness of anxiety reduction techniques
  • 4. Assessment Procedures and Protocol  Intake/Assessment  Establish rapport while conducting a structured interview  SASSI-3  Brief, objectively scored  Decisions rules for identification  Face Valid Scores FVA and FVOD can assess specific time period either entire life, past six months, or a period the clinician determines. FVA and FVOD clients rank statements from 0-3 for accuracy.  Remaining 8 scales determined from 62 true/false questions  RAP score of 2 or more suggest results might not be meaningful  Burn’s Anxiety Inventory  Self-administered or clinician administered checklist  Three categories: anxious feelings, anxious thoughts, physical symptoms  Ranks 0-3 “not at all” – “a lot”  Total score represents anxiety on a continuum from mild to extreme.
  • 5. Medical/Developmental History Client reported:  No significant medical issues  Potential learning disability  Repeated sexual abuse from age 5 until 13  Multiple sexual assaults related to drug use in teenage years  Social isolation due to peer shaming during school  Began using alcohol age 9, marijuana age 11, methamphetamine age 14
  • 6. Family Psychiatric History Client Reported:  Mother suffers from depression and a long history of alcohol consumption.  Father is absent from life, but mother reports that he is a drug addict.  History of addiction on both sides of family.
  • 7. School/Academic History or Work history Client Reported:  Completed ninth grade  Difficulty in reading comprehension and writing  Limited work history, reports working in fast food for short periods  Prostitution was her means to support her drug usage
  • 8. Home Behavioral/Social Client Reported:  Basically homeless, sleeps in various locations usually “crack houses”  Virtually no support system, because “mother is still drinking”  Only friends are gang members  Only child DHS put foster care in 2009
  • 9. Assessments used and appropriate interpretations  Intake/Assessment:  Presenting problem  Diagnosis  Medical, psychological, family, social, occupational, educational, substance abuse, and personal history  Interpretation potentially biased by clinician’s worldview and accuracy of client disclosure  SASSI-3:  “Test-retest stability coefficients ranged from .92 to 1.00, accuracy of the SASSI-3 was not significantly affected by gender, racial or ethnic group membership, occupational status, marital status, age, and educational level, the levels of accuracy for males and females were 96% and 97% respectively.” (Lazowski, Miller, Boye, and Miller, 1998).  Identifying probability of substance dependence  Identifying potential treatment barriers  Treatment planning  Clinical hypotheses  Burn’s Anxiety Inventory:  Determines level of current anxiety as: minimal/none, borderline, mild, moderate, severe, or extreme/panic  Differentiates feelings, thoughts, and symptoms of anxiety  Monitor anxiety levels, gain insight into stressors, and track effectiveness of reduction strategies.  “The scores of 498 outpatients seeking treatment for mood disorders suggested excellent reliability and internal consistency with an alpha score of .94. The BAI scores correlated highly with the anxiety subscale of the Hopkins Symptom Checklist” (Marcus & Dubi, p. 224, 2011)  Common and assessable instrument
  • 10. Summary of Findings  Intake/Assessment:  Substance Dependence resulting in legal consequences  No reported medical issues  Family history of substance abuse and depression  Survivor of chronic childhood trauma (sexual, emotional, and physical); traumatic occurrences continued into adulthood  Reported prior PTSD diagnosis  Deficient educational experience  Only child is in DHS custody  Lacks sufficient support and has limited work experience
  • 11. Summary of Findings  SASSI-3:  FVA 30, FVOD 40 (High probability of having Substance Dependence Disorder)  SYM 11 (Consider client’s world and environmental norms of substance use; encourage client feedback on SYM applicable items, mutually working toward insight about the negative effect of substance use on their life)  OAT 7 (Suggests client is willing to consider the negative effects of continued substance use)  SAT 5 (Suggest limited insight into presenting problem)  DEF 1 (Suggests low self-esteem, negative self-talk, helplessness, and shame based thinking strategies)  SAM 10  FAM (Suggests need to explore codependency/ boundaries/emotional insight and modulation)  COR 9  Burn’s Anxiety Inventory:  Scored 42 on initial scale indicating severe anxiety: Anxious Feelings 13, Anxious Thoughts 23, Physical Symptoms 6  Scored 21 prior to exiting program indicating moderate anxiety on the cusp of mild.  Mindfulness techniques of meditation, grounding, and self-affirmations proved most effective to alleviate existing anxiety and recurring episodic anxiety.  Cognitive reframing assisted in overall symptom reduction and prevention
  • 12. DSM Diagnosis  Axis I: 304.4 Amphetamine Dependence 303.9 Alcohol Dependence 304.30 Cannabis Dependence 309.81 Posttraumatic Stress Disorder, Chronic  Axis II: V71.09; R/O Borderline Personality; Strong Cluster B Traits  Axis III: None  Axis IV: Long term Hx of Sexual, Physical, Emotional Abuse; Lacks Support System, Financial Means, Housing, Job Skills  Axis V: GAF = 40 (on admission)
  • 13. Treatment Plan and Recommendations  Plan:  Holistic, strength-based, collaborative treatment approach aimed at gaining insight into the consequences of continued substance use, reframing distorted cognitions, developing healthy boundaries, building emotional modulation skills, developing safety, improving relational skills, empowering her to build a cohesive sense of self, and changing her frame of reference from victim to survivor. (Clinician will utilize relational-empowerment model, Stage 1 trauma techniques, mindfulness practices, and cognitive reframing to increase choices and control over recovery)  Recommendations:  Long-term residential treatment  Individual counseling (weekly)  Women’s trauma group (2x per week)  Group therapy (daily)  Psychoeducational classes  Aftercare  12-step meetings  Continued weekly individual session after discharge
  • 14. References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IVTR. Washington, DC: American Psychiatric Association. Lazowski, L. E., Miller, F. G., Boye, M. W., & Miller, G. A. (1998). Efficacy of the Substance Abuse Subtle Screening Inventory-3 (SASSI-3) in Identifying Substance Dependence Disorders in Clinical Settings. Journal of Personality Assessment, 71(1), 114-128. Marcus, S. & Dubi, M. (2011). The relationship between resilience and compassion fatigue in counselors. American Counseling Association, (50 )223-225, Retrieved from http://www.counseling.org/Resources/Library/VISTAS/vistas06/vistas06.50.pdf Miller,G.A.(1985,1999). The Substance Abuse Subtle Screening Inventory (SASSI) Manual, Second Edition. Springville, IN: The SASSI Institute.