PSYCHOEDUCATIONAL ASSESSMENT REPORT



PSYCHOEDUCATIONAL ASSESSMENT REPORT(Confidential)(Do Not Copy Without Written Permission)NAME: Mary KentD.O.E: 5/1/2015SCHOOL:Saint Xavier Catholic School D.O.B: 9/28/2007GRADE:1st grade C.A.: 7 years 7 monthsCITY: Junction City, KSEXAMINER: Rebecca Cronander, StudentASSESSMENTS ADMINISTEREDBehavior and PersonalityChild Behavior Checklist-Home Version (CBC-Home))Parenting and FamilyParent Stress Index Fourth Edition (PSI-4)Screening Revised Children’s Manifest Anxiety Scale II (RCMAS-II)Children's Depression Inventory II (CDI-II)Self-Concept Piers-Harris Children's Self-Concept Scale II (PHCSCS-II) REASON FOR REFERRALHer foster mother, Nicole Berry, referred Mary to me. Mary has been having emotional outbursts at home and her foster mother describes her as inconsolable during this time. Her foster mother also has concerns with Mary’s frequent lying and stealing at school and at home.RELEVANT HISTORYFamily HistoryMary is a 7-year-old girl living with her foster mother, Nicole Berry, foster father, Dwight Berry, her biological brother, Andrew Kent and her foster siblings Jacob and Megan Berry. Mary’s oldest biological brother, Bobby, lives in a separate foster home in the Kansas City area. Her biological parents have had their parental rights revoked. Nicole Berry is a stay at home mother who is also involved in volunteering on Fort Riley and at Saint Xavier. Dwight Berry is active duty in the U.S. Army and was deployed at the end of April 2015. This deployment along with the removal of Mary’s biological brother Bobby, have been significant changes for her this year.Mrs. Berry reported that she is the primary disciplinarian at home and her discipline strategies include placing Mary on home restriction and limiting her access to her electronics and friends. Regarding Mary’s reaction to discipline, Mrs. Berry reported that Mary does not respond well and often has tantrums when being disciplined. According to Mrs. Berry, Mary and her brother Andrew have quite a bit of conflict when playing together at home and when playing with other neighborhood children. Due to this conflict, both Mary and Andrew are not allowed to play with the neighborhood children any more and they are often made to play alone at home due to the bickering. Developmental and Medical HistoryFrom Mary’s medical records, Mrs. Berry reported that there were no issues with Mary’s birth. From school and medical records that were available, she further reported that Mary made or surpassed all her developmental milestones with no issues. Mrs. Berry reported that Mary has never been diagnosed with any learning or physical disability. Mary was recently diagnosed with Oppositional Defiant Disorder by a neuropsychologist. Academic and Social HistoryMary currently attends Saint Xavier Catholic School as a first grade student. Mrs. Berry had no concerns about Mary academically speaking.Mary earns good grades at school and is average to above average academically for her age. Mrs. Berry did report that Mary has difficulties maintaining friendships at school and at home due to her abrasive and bossy nature. She indicated that Mary prefers to be with children who are older than her and behaves better around older children than she does around peers equal or younger in age.Child’s StrengthsMrs. Berry described Mary as a child with a good heart. She is helpful around the house and has the ability and willingness to complete chores assigned to her at home and in school. Mrs. Berry stated that Mary is always willing to help other people and animals too.Behavioral ObservationsA 40-minute classroom Behavioral Observation was conducted on Mary. Mary was very interested in my presence in her classroom. She often glanced over to see what I was doing. During the observation administration, Mary worked diligently through each individual task assigned by the teacher. She was engaged throughout the classroom lesson, and answered questions when afforded the opportunity by the teacher. After the individual activities were complete, the students were assigned reading partners. Mary had difficulties throughout this task. She interrupted her partner 4 times in a span of 10 minutes to correct him or complain that he was not doing something correctly. She also got up and went to the teacher 3 times during this 10-minute period to ask questions or make sure she and her partner were doing things correctly. Her activities did not disrupt the classmates sitting around her, but they did take away from and disrupt her partner. Kinetic Family Drawing (KFD)/Kinetic School Drawing (KSD)The KFD and KSD are diagnostic techniques in which an individual is instructed to draw a person, an object or a situation, so that cognitive, interpersonal, or psychological functioning can be assessed. A KFD was conducted with Mary. Mary appeared calm when I approached her prior to sitting down with her to conduct the drawing. Mary also showed no signs of stress when I initiated the introduction and explained the activity. Mary drew Mrs. Berry, Mr. Berry, Jacob Berry, Megan Berry and Andrew Kent. She did not draw her biological brother Bobby Kent, who is no longer at her home. All of the people were holding hands and smiling. Mary stated this was because they all love each other, get along and are a happy family. I asked Mary to provide her feelings on each of the people in the picture. Mary stated that she loved her foster mom and foster dad as well as her foster siblings. She stated that she loved her brother Andrew, but he really annoys her and can be mean to her. I asked Mary to tell me about things her family likes to do together. She stated that they like to do things outside like take walks and go to the park, this was the reason she drew her family outside. ASSESSMENT RESULTSBehavior AssessmentsThe Child Behavior Checklist (CBC) provides a measure of the parents' views of the child's school and social competencies, behavior functioning, and problem behavior. Borderline scores on the CBC indicate concern, and Clinical scores indicate high level of concern with need for immediate professional intervention. Mary’s foster mother, Mrs. Berry completed the CBC-Home self report.The CBC-Home completed by Mrs. Berry, revealed that her ratings of Mary’s School Competence fell in the Normal range, which indicates Mary's ability to concentrate and engage in academic activities. Mary’s ratings in Social Competence fell in the borderline range, which indicates her ability in social relationships with her peers. Similar to the School ratings, the CBC-Home indicated that her rating of Activities Competence fell in the Normal range, which indicates her observation of Mary's success in school and in engaging in activities and hobbies. Among the problem behavior subscales, Mrs. Berry’s ratings of Mary’s behavior fell in the Normal range on Affective Problems, Anxiety Problems, Somatic Problems, and Attention Deficit/Hyperactivity Problems. However, her ratings on the Oppositional Defiant Problems and Conduct Problems subscales are in the Clinical Range. Mrs. Berry’s highest rating score of Mary’s problem behaviors fell under the Conduct Problems subscale. This is an indication of her observation of Mary's tantrums, lying and stealing. Mrs. Berry’s scores on the Internalizing subscales fell in the Normal range suggesting that Mary doesn’t have difficulties with any of the internal behaviors listed, thereby not exhibiting anxious or depressive symptoms, thought problems or attention problems. Mrs. Berry’s scores on the Externalizing subscales are clinical in both Rule-Breaking Behavior and Aggressive Behavior. This agrees with Mrs. Berry’s observations of Mary’s disputes and aggression towards her brother and other children in the neighborhood.Mrs. Berry’s scores on Sluggish Cognitive Tempo and Obsessive-Compulsive Problems fall in the Normal Range. Her ratings on Post-traumatic Stress Problems also fall in the normal range, but are higher than the other two subscales.Parenting and Family AssessmentThe Parenting Stress Index (PSI-4) looks at characteristics of the child and parent that may be contributing to stress in the parent-child relationship. Stressful parent-child systems may be at risk for developing problematic parent or child behaviors. The PSI was administered to Mary’s foster mother, Mrs. Berry. Mrs. Berry’s rating on the Defensive Responding scale fell in the Normal Range, which indicates that this test protocol is valid.Mrs. Berry’s responses on the PSI fell in the Normal Range for all of the Parent Domain subscales. Normal scores on the Parent Domain suggest the source of dysfunction of the parent-child system is not related to dimensions of the parent's functioning. Mrs. Berry’s responses on the PSI fell in the Normal Range for all of the Child Domain subscales. These scores were all in the high end of the normal range, suggesting that Mary may exhibit problems in adjusting to certain routines, but for the most part, she is reasonably adaptable; Mary may behave toward her parents in such a way that the parent feels reinforced and a sense of closeness is fostered in the relationship; Mary may present a number of demands for the parent’s attention, including crying, whining, and/or misbehaving; Mrs. Berry must sometimes cope with negative emotionality in Mary. Screening AssessmentsThe Revised Children’s Manifest Anxiety Scale II (RCMAS II) is a self-report instrument designed to assess the level and nature of anxiety in children. The RCMAS-II scores the following scales, Total Anxiety, Physiological Anxiety, Worry, Social Anxiety, Inconsistent Responding, and Defensiveness. All of Abby's T-scores fell between 46-57, which is an indication that Mary’s anxiety is no more problematic than it is for most students. Mary scored in the Moderately Problematic range on all subscales. This indicates that Mary exhibits anxiety symptoms more than the average person. Although Mrs. Berry did not indicate that Mary has anxious tendencies or behaviors, Mary’s responses on this test may be due to her life in the foster care system, with it’s constant changes. The Children's Depression Inventory II (CDI-II) is designed to assess depressive symptoms in children and adolescents. The CDI-II provides a Total Score and scores in the areas of Emotional Problems, Negative Mood/Physical Symptoms, Negative Self-Esteem, Functional Problems, Ineffectiveness, and Interpersonal Problems. Mary's responses on the CDI-II fall within the Average or Lower range on Total CDI-II scale, Negative Self-Esteem subscale, Functional Problems subscale, Ineffectiveness subscale, and Interpersonal Problems subscale. Mary's scores suggest no significant indication of depression. However, Mary's Elevated ratings on Emotional Problems and the Negative Mood/Physical Symptoms may suggest she is suffering from issues that may manifest themselves in some form of physical symptoms related to problems with sleep, appetite, fatigue, and aches/pains, as well as her emotional outbursts. Self-Concept AssessmentThe Piers-Harris Self-Concept Scale II (PHCSCS-II) reflects Mary’s perception of herself in six different self-concept domains including: Behavioral Adjustment, Intellectual and School Status, Physical Appearance and Attributes, Freedom from Anxiety, Popularity, and Happiness and Satisfaction domains. Mary's scores on the PHCHSCS-II fell in the Average range on Behavioral Adjustment, Intellectual and School Status, Physical Appearance and Attributes, Freedom from Anxiety, and Popularity, which indicates her adequate confidence regarding her appearance, her behavioral functioning and her social functioning and relationships with peers. Mary scored in the low-average range on the Happiness and Satisfaction subscale. This may coincide with her scores regarding anxiety in previous tests and due to her place in the foster care system.SUMMARYThe assessments administered to Mary indicate her overall cognitive ability falls in the Normal range. Mary’s scores on several assessments fell in the Average to Low or Normal range, there were some scores that were elevated regarding anxiety. This indicates that Mary may struggle with depression and anxiety.Mrs. Berry’s scores on the PSI-4 indicate she perceives her relationship with Mary as satisfactory. It also suggests that there are relatively few life stressors interfering or causing stress on their relationship. Mrs. Berry’s responses indicate that she is capable of managing her own internal stress and avoids projecting her stress onto Mary. Mrs. Berry revealed concerns regarding Mary’s emotional outbursts and defiant behaviors such as lying and stealing. Mary's self-reported scores do not indicate that there are significant issues in these areas. Mary’s self-reported responses do indicate that Mary struggles with anxiety and may have mild depressive symptoms as well.As a result of these assessments, it is recommended that Mary and Mrs. Berry learn anxiety relief techniques to help lessen the effects of Mary’s anxiety. Doing this together would also help strengthen the bond between them.______________________________Rebecca Cronander, StudentHOME AND SCHOOL RECOMMENDATIONS1) Help Mary become aware of what triggers her anxiety, which also potentially causes her emotional outbursts.2) Begin relaxation techniques to help Mary calm down before her emotional outbursts occur.Examples of these are:a. Deep Breathingb. Meditationc. Visualizationd. Progressive Muscle Techniques3) Small group and/or one on one sessions with the school counselor. (Mary currently sees a counselor, which is mandated by the state due to Mary being in foster care.)4) Recognize and encourage Mary's strengths and competencies.5) Maintain a structured routine at home, so that there are few surprises for Mary. 6) Mrs. Berry should consider purchasing:Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Childrenby:?Lynn Lyons,?Reid Wilson, PhD. TABLESTable 1: Mary’s scores on the RCMAS-II Indexes Scales and Factor ScoresRangeT-ScorePercentileDEFLess Problematic<3<2TOTModerately Problematic6695PHYModerately Problematic6186WORModerately Problematic6390SOCModerately Problematic6896Table 2: Mary’s scores on the PHCSCS-II IndexesScales and Factor ScoresRangeT-ScorePercentileRESLow334INCLow-Average4324TOTAverage5154BEHAverage5466INTAverage5466PHYAverage4842FREAverage5154POPAverage5466HAPLow- Average4324Table 3: Mary’s scores on the CDI-II IndexesScales and Factor ScoresRangeT-ScoreTotalAverage or Lower58Emotional ProblemsElevated66Negative Mood/Physical SymptomsElevated67Negative Self-EsteemAverage or Lower44Functional ProblemsAverage or Lower47IneffectivenessAverage or Lower49Interpersonal ProblemsAverage or Lower42Table 4: Mary’s scores on the CBC/6-18 completed by Mrs. BerrySYNDROME SCALEScoreT-ScorePERCENTILERANGEAnxious/Depressed150<50NormalWithdrawn/Depressed3 6084NormalSomatic Complaints25776NormalSocial Problems66289NormalThought Problems35879NormalAttention Problems65981NormalRule-Breaking Behavior1073-C>97ClinicalAggressive Behavior1873-C>97ClinicalCOMPETENCE SCORESScoreT-ScorePERCENTILERANGEActivities10.54531NormalSocial4.032-B4BorderlineSchool5.04634NormalTotal Competence19.536-C8ClinicalPROBLEMSScoreT-ScorePERCENTILERANGEInternalizing Problems658NormalExternalizing Problems28>98ClinicalTotal Problems5293ClinicalTable 5: Mary’s scores on the PSI-4 completed by Mrs. BerryDOMAINS/SUBSCALESSCOREPERCENTILERANGECHILD DOMAIN131>85Normal LimitsDI28>85Normal LimitsAD28>85Normal LimitsRE9>85Normal LimitsDE32>85Normal LimitsMO15>85Normal LimitsAC19>85Normal LimitsPARENT DOMAIN99>85Normal LimitsCO26>85Normal LimitsIS12>85Normal LimitsAT 15>85Normal LimitsHE13>85Normal LimitsRO15>85Normal LimitsDP18>85Normal LimitsSP18>85Normal LimitsLIFE STRESS2>85Normal LimitsTOTAL SCORE230>85Normal LimitsSELF-REFLECTIONI believe my strength when discussing Mary’s assessment outcomes with Mrs. Berry was my ability to provide the assessment information in a way that Mrs. Berry could understand. I also have a good relationship with Mrs. Berry. We both want Mary to be successful and we have a good working relationship. I feel that I was able to explain the information in a way that Mrs. Berry could understand, “in layman’s terms”. At this time, my biggest weakness is the time that it took me to interpret the scores. This is not something that I have a lot of experience in and therefore it was a time consuming task. In the future, I hope to gain more experience in this area. ................
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