Mastering Clinical Assessment: Learn to Conduct Intake

.docx

School

Yorkville University *

*We aren’t endorsed by this school

Course

6233

Subject

Health Science

Date

Jun 12, 2024

Type

docx

Pages

Uploaded by DeaconGerbilMaster433

Summary:  Value: 30% of the final grade.  Due: on or before 11:55 p.m. AT on Sunday of Unit 2. Learning Objectives  Critically examine initial intake assessment information and integration into practice.  Develop skills specific to interviewing a client to obtain initial intake information.  Develop a working understanding of the necessity of an initial intake assessment as it informs goals setting and treatment recommendations.  Select the results of a variety of formal and informal assessment tools based on client need, quality of the instrument, availability, and counsellor theoretical orientation and qualifications. Purpose  Students will learn how to conduct a clinical assessment with their client and gather pertinent information as well as present it clinically and professionally. Instructions In this assignment, you will be paired with a partner by your instructor. It is listed in the Course Bulletins in Week 1. You will conduct an intake assessment (i.e., the first session of counselling) with your partner using the tools and directions below. You will record the session and provide the link in your assignment submission. Tools and Resources to Prepare you for this Assignment: 1. Review the following videos in the MACP Skills Learning Lab listed on your course dashboard. § Module: Safe & Effective Use of Self: § Video: Guidance for self-disclosure in learning activities § Video: Right-sizing Expectations for Role Plays § Module: Assessment § Video: Session Rating Scale with Dr. Renee Schmidt § Video: Intake Session with Dr. Edwards 2. Clinical Intake Tool : This form is a tool that you will use in the session, but it will not be submitted in the assignment. It is what will guide the session’s direction and the information you will need. However, to be clear, this should not be used as a “question and answer” with the client. This form is to inform your direction, not dictate your therapeutic flow. You may also use one provided by your work (if you are working in mental health) or it is recommended that you scan the internet for an intake form. These are typically called ‘assessment, intake biopsychosocial’ forms. 3. Assignment 1 Template : This template is required for preparing your final submission and summarizing your collected data into a clinical presentation. All sections must be completed. 4. Learning Teams Agreement Form : This does not need to be submitted but we do encourage students to review it for considerations on how to work together and resolve any future conflicts of partner work)

5. Recording Session: § Your partner session will be recorded and students will submit a shareable link from their Yorkville OneDrive account into the template (bottom section) § Use tutorial resources for Microsoft Teams § Links that do not work will not be graded. See guidance for video below. 6. Zuckerman's text will guide your assignment. Zuckerman, E. L. (2019). Clinician's thesaurus: The guide to conducting interviews and writing psychological reports (8th ed.). The Guilford Press.  This textbook is available with unlimited access but moving forward has restricted downloadability to all students from https://search.ebscohost.com/login.aspx? direct=true&AuthType=sso&db=nlebk&AN=1920667&custid=s 7439054 Note: The role-play partner is allowed to indulge or “lean into” presented symptoms to make the reason for treatment clear for the counsellor. For example, the role-play partner may report more exaggerated symptoms of depressed mood or anxiety than subtle references. However, students are not allowed to present severe psychological issues for the intake session such as suicidal ideation, extreme chemical dependency, psychosis, alternative personalities, dissociative states, etc. Note to the counsellor: these elements must be included in your screening during the intake assessment even though you are aware that the client will not “have” them. Remember the goal of this learning opportunity is for each student to understand the process of collecting information from a client based on an initial intake session. a. Please go to the Course Bulletin to find your roleplay partner. Stay with the same partner throughout the entire course, do not change partners. b. With your partner, decide who will be the therapist and who will be the client for each scenario. Students are encouraged to exaggerate or embellish aspects of symptomatology that do not directly reveal their personal information. Students can also create a scenario of who they will play as the client. This should not be shared with the counsellor ahead of time. This should mimic a real intake session, which means the counsellor would not know details about the client before meeting them. c. Students can elect to meet in Microsoft Teams. Your client session must be recorded. Be aware to exercise appropriate caution based on jurisdictional pandemic precautions (i.e., face-to-face meetings may not be recommended in your region). d. Using the tool provided Clinical Intake Tool (Consider examples from our course text and readings, from an internet search and/or from your employment, choose an intake form that will cover the domains on the Intake Assignment Template. e. Remember to utilize the Session Rating Scale (SRS) at the end of your client session to assess your therapeutic alliance. f. Now switch roles and create the second client scenario. The client presentation must be different from the first client scenario (e.g., if the first client had anxiety, the second client may have depression). g. Each student uploads their Assignment as the therapist. The video's length/requirements are below.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help