Sample Resume : Counseling Interview Skills

A psychologist or psychiatrist carries out interviews with the child and family and a review of the child’s past records, behavioural interventions, and developmental history are taken.

31 y/o AA male patient seen today for psychiatric-mental health assessment. He is awake, alert and oriented x4. He is calm, cooperative and follows commands during assessment. The patient reports he is depressed, difficulty sleeping and nightmares at night. The patient explained his depression is as a result of deep thinking from a news he received two days ago from his elder brother that his mother is ill. Stressors identified by the patient include losing his job a week ago before the news about his mother; his wife is 6-months pregnant with their first child, who currently works part-time at her present job; patient relates difficulty paying monthly bills and inability to provide adequately for his family as a man. The patient denies mood swings, suicidal/homicidal thoughts and ideation. Patient reports his spouse is at work at the moment and he does not want to put stress on his wife due to her current condition. Patient denies been hospitalized for depression or psychiatric illness; and denies family history of mental illness. Patient reports he is seeking help because he does not like feeling this way using terms of “helpless and loss of worth from his spouse”. Patient reports he needs help with his depression and nightmares before his current condition get out of hands and ruined his marriage.

The next year and a half he suffered from severe depression and attempted suicide twice by drug overdose. For the past six months he had been seeing a therapist at the university’s psychological services center regularly. Upon coming to see another therapist there was previous diagnoses made on Steven by a private therapist a little while back. Mr. and Mrs. V. felt the need that their son need to continue seeing a private therapist but he had stopped the therapy his junior year for unknown reasons. He had been seeing a psychotherapist since he attended kindergarten. He was very quiet, did not speak much and was unresponsive at times to the environment. His kindergarten school psychologist noted his actions and conditions to be autistic like. Mr. and Mrs. V. immediately hired a prominent child psychiatrist to work with him regularly and whom later denied him being autistic in any way but stated he would need intensive treatment for many years. Steven was

The assessment holistic approach to understanding what has occurred and currently occurring in the clients life as well as understanding what is considered a priority of treatment for them and their guardian. The assessment begins with the presenting issues asking what brought the client in. The section also covers when the problem started, how long it has been going on, what is the level of intensity of the problems, and how frequently do they occur. In the family and social history section examples of questions asked are current household member, how does the client get along with others, client's strengths, and who do they go to when they need help. The next section is the abuse and sexual risk behavior where the client is asked if they feel safe inside and or outside there home and if they have or know of anyone that has been abused or neglected. Developmental history is then taken, which includes history of pregnancy, any disorder or disabilities the client has been diagnosed with, and delays in any motor

The B A.T. clinical team met Mikey’s mother, Susy on September 22nd , 2016. On this date the B.A.T. clinical team conducted an indirect functional assessment, which consisted of a parent interview and review of ABA services in relation to Mikey. The clinical team gathered information regarding Mikey’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Mikey was also present in the home during this visit.

Parents reported a number of concerns with Lukas behaviors. To illustrate, parents reported that Lukas is verbal and he can talk in full sentences. Despite Lukas’s ability to talk, Lukas has difficulty with greeting unfamiliar people. To illustrate, when initially greeted by the clinical team Lukas made eye-contact with the clinical team and then walked away. Dad told Lukas to respond but, Lukas did not comply. According to dad, Lukas can comply, however his compliance is inconsistent. To illustrate, Lukas can comply with two-step instructions. Dad also reports

Tracy was the only child for the first 2.5 years of her life, and then a baby brother, Anthony (not his real name) was introduced to the family. Per Tracy’s mother’s report, Tracy was on track psychologically until her baby brother became sick and then she appeared to regress somewhat. Tracy’s response to her brother’s illness will be discussed in greater details in a subsequent section of the case assessment. Examples of Tracy’s regression include development of sleeping problems, and also a backslide in toilet training. Tracy has also exhibited some emotional changes during the months since her brother became sick which may be the result of ineffective coping and changing parenting styles.

Client reports episodes of sleepless nights upon waking up in a pool of sweat, while also finding him to be easily startled, upset, and/or irritable. Client claims to lose focus at current tasks.

I declare that this assessment is my own work, based on my own personal research/study . I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP

General: he is alert and oriented x4, happy, cooperative, a bit distracted while answering question. He is not making good eye contact during the interview; he looks back and forth to me and his parents. A.E. states he is in no pain, fever, weight changes or sleeping problems. C.E. states that he does have

Client reports episodes of sleepless nights upon waking up in a pool of sweat, while also finding him to be easily startled, upset, and/or irritable. Client claims to lose focus at current tasks.

Mark and Paula Smith were referred to me by a friend who knew the Smith’s family for ten years. The Smiths have two sons, the oldest is Thomas, age 10, and the youngest is Tim, age six. Tim has dyslexia, dysgraphia, and Attention deficit hyperactivity disorder (ADHD). Tim is a very happy little guy. He loves music and loves to snuggle. He doesn’t talk much, but he is very intelligent.

Pt. was very chatty and happy during group. Pt. showed some evidence of willingness and ability to share own feelings and drug hx - sometimes in inappropriate way. Pt. appears to be in need to learn how to cultivate effective habits and to counter each negative thought with positive ones. Pt. seems to being comfortable talking about his goals during AMS tx. Pt. seems to be extensive talking to make it seems that he is a role model and engaged in program. Pt. seems to recognize the areas of his life that he needs to change but he is at the contemplation

First to assess John’s progress, I would find out what standardized test was used during his evaluation and re-administer that test to show concrete numerical data. Because the standardized test will not give me a complete idea of John’s communication skills, I would utilize some forms of informal testing as well, specifically criterion-referenced procedures and functional assessment. Criterion-referenced procedures can be used to see if the child can reach a certain level of performance in order to show progress toward the intervention goals that have been put in place. These procedures do not need to follow strict rules while being administered, which allows the clinician “wiggle” room while giving the assessment, as opposed to a more formal

The two diagnosis I considered after my first session with Caleb were Autism Spectrum Disorder and Schizophreniform Disorder. Caleb clearly displayed deficits in both social communication and social interaction during our session. Caleb was so socially withdrawn, that his mother, Nina, was the person I communicated with throughout the entirety of our session. Caleb occasionally mumbled responses to some of the questions; his answers ranged from “yes”, “no” to “I don’t know”, although he mumbled thank you to one of my compliments, Caleb definitely displayed deficits in social-emotional reciprocity. Caleb also exhibited deficits in nonverbal communication, avoiding eye contact throughout our entire session, he even avoided eye contact with his