A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals.

A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.

Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:

The Reason for Referral and Background Information In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.

Assessment Procedures In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.

General Observations and Impressions In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.

Test Results and Interpretations In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.

Summary and Recommendations In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.

Pathbrite Portfolio The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychological Assessment Report, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide to create an account if you do not already have one. The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

Writing the Psychological Assessment Report The report:

Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include the required headings and content as listed above. Must address the topic of the paper with critical thought. Must utilize assessment manuals as necessary to support the inclusion and results of the assessments. Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

THE SCENARIO: PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario PSYCHOLOGICAL EVALUATION (Johnson Middle School) Jane Smith Date of Evaluation: 10/12/2013 Grade: 8 Age: 14 PURPOSE FOR EVALUATION: Jane was recommended for evaluation by the school psychologist due to recent behavior problems and declining academic performance. ASSESSMENT PROCEDURES: The clinical psychiatrist on duty recommended the following assessments: • Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) • Mental Status Examination • Review of School Records • Review of Prior Medical Records • Interview and Observation

ASSESSMENT RESULTS: Note: Typically, this section reports test results of all the recommended assessments. Here you are provided with the abbreviated results from the MMPI-A, the mental health examination, records review, and interview/observation. Interpretive results from the MMPI-A are presented below. Validity Considerations Jane’s approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A results appear valid and is probably a good indication of her present level of personality functioning. Her compliance is a good indicator of positive involvement with this evaluation. Symptomatic Behavior This student’s MMPI-A clinical profile indicates multiple serious behavior problems including explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody, resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack of good judgment may lead her to inappropriate behavior and get her into trouble. Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are clearly above the other scales in the measure, and occur at this high a level in less than 1% of the normative sample (by Pearson Assessments). An examination of her underlying personality factors on the PSY-5 scales could help explain any behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have increasing social alienation. She tends to see the world in a negative light, worries to excess, and may develop more belligerent behavior expressions. Interpersonal Relations Jane is an intelligent and likeable person. She seems to make a good initial impression on others, but seems unable to build deep and lasting relationships. She is empathetic and gets along with other children younger than her, but seems to have trouble with building positive connections in her peer group. The MMPI-A Content Scales profile offers some additional information about her interpersonal relationships. She reported some interpersonal suspiciousness, which indicates a distrust of others. She also shows high levels of antisocial attitudes and negative peer-group influences, which might help to explain her emotional outbursts and belligerent behaviors. Diagnostic Considerations More information will have to be collected about Jane’s emotional and behavioral problems before a complete diagnosis can be made. Her elevated scores on the Psychopathic Deviate Subscales (Pd) suggest that behavior problems should be considered. She has exhibited at-risk behaviors such as smoking. She acknowledges she had been criticized by her parents for her behavior and should be monitored for potential use of drugs and alcohol. PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario Treatment Considerations Jane’s behavior and emotional issues should be central in any treatment planning. Her clinical scales profile suggests she is a good candidate for a behavioral treatment strategy. Consistency will be important to reinforce appropriate behaviors. She has the potential for drug and alcohol abuse. She has acknowledged such inclinations and intervention strategies should be included in the treatment plan. She should be monitored and evaluated for potential suicidal thoughts and ideation, and possible suicidal behaviors. Appropriate cautions should be taken if such behaviors become evident. Jane has shown academic potential and positive interest in some activities. Her skill and abilities, as well as those positive aspects, should be reinforced. BACKGROUND INFORMATION: Jane was referred to the school psychologist for evaluation due to recent emotional outbursts in the classroom and lack of academic progress in the most recent 6-week period. She reports having recent troubles with bullying from peers, and often appears sad. Information regarding Jane’s developmental progress, family history, school history, and behavior at home was provided by her parents. Jane’s developmental milestones were reported to be within normal time ranges. Her parents indicated that she can be trusted, seems to get along well with other children and her younger brother, but often seems restless and is easily frustrated. School records indicate that Jane had five excused absences due to illness so far this year, and no unexcused tardies. She has been referred for in-school suspension three times for behavioral outbursts in the classroom. Jane’s grades consist of mostly C’s and she is failing two of her classes. Her writing and readings skills are well above the average for her age, and she seems to work better when working directly with teachers rather than peers. Records indicate Jane is up to date on required shots, has completed vision and hearing testing, and her physical well-being appears to be in the normal range for her age group. Her parents have indicated that Jane has been showing increasing signs of frustration and argumentative behavior. They also indicate that she has intentionally missed curfew several times. They also stated that PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario they have found her experimenting with smoking cigarettes. Jane’s parents seem concerned that her behavior will move beyond their control. MENTAL STATUS EXAMINATION: Observational conclusions of the patient’s attitude were as follows: Jane seems to be intelligent and aware of her surroundings and situation. She appears remorseful about her emotional outbursts, but she does not consider her actions to be severe. She was compliant with all parts of the evaluation and stated that she is willing to work with the student intervention team. Jane stated that her increasing frustration with peers was due to being bullied by some of her peers, and she indicated that she often feels sad and depressed. She stated that she had been experimenting with smoking. Jane stated that she has had thoughts of suicide recently, but she indicated no intention to act. Observation and further assessment is recommended.