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Henry, a 19-year-old college sophomore, was referred to the student…
Henry, a 19-year-old college sophomore, was referred to the student health center by a teaching assistant who noticed that he appeared odd, worried, and preoccupied and that his lab notebook was filled with bizarrely threatening drawings. Henry appeared on time for the psychiatric consultation. Although suspicious about the reason for the referral, he explained that he generally -followed orders? and would do what he was asked. He agreed that he had been suspicious of some of his classmates, believing they were undermining his abilities. He said they were telling his instructors that he was -a weird guy? and that they did not want him as a lab partner. The referral to the psychiatrist was, he said, confirmation of his perception. Henry described how he had seen two students -flip a coin? over whether he was gay or straight. Coins, he asserted, could often predict the future. He had once flipped a coin and -heads? had predicted his mother’s illness. He believed his thoughts often came true. Henry had transferred to this out-of-town university after an initial year at his local community college. The transfer was his parents’ idea, he said, and was part of their agenda to get him to be like everyone else and go to parties and hang out with girls. He said all such behavior was a waste of time. Although they had tried to push him into moving into the dorms, he had refused, and instead lived by himself in an off-campus apartment. With Henry’s permission, his mother was called for collateral information. She said Henry had been quiet, shy, and reserved since childhood. He had never had close friends, had never dated, and had denied wanting to have friends. He acknowledged feeling depressed and anxious at times, but these feelings did not improve when he was around other people. He was teased by other kids and would come home upset. His mother cried while explaining that she always felt bad for him because he never really -fit in,? and that she and her husband had tried to coach him for years without success. She wondered how a person could function without any social life. She added that ghosts, telepathy, and witchcraft had fascinated Henry since junior high school. He had long thought that he could change the outcome of events like earthquakes and hurricanes by thinking about them. He had consistently denied substance abuse, and two drug screens had been negative in the prior 2 years.
She mentioned that her grandfather had died in an -insane asylum? many years before Henry was born, but she did not know his diagnosis. On examination, Henry was tall, thin, and dressed in jeans and a T-shirt. He was alert and wary and, although nonspontaneous, he answered questions directly. He denied feeling depressed or confused. Henry denied having any suicidal thoughts, plans, or attempts. He denied having any auditory or visual hallucinations, panic attacks, obsessions, compulsions, or phobias. His intellectual skills seemed above average, and his Mini-Mental State Examination score was 30 out of 30.
Diagnoses ?
Schizotypal personality disorder ?
Paranoid personality disorder
Written Report:
Written report of bio-psycho-social-spiritual assessment and diagnostic interview findings, demonstrating understanding of various models and approaches to clinical evaluation and their appropriate uses.
Assessment Techniques: Instrument selection for pseudo client based on bio-psycho-social-spiritual assessment results, demonstrating understanding of basic concepts of standardized and non-standardized testing and other assessment techniques
Multicultural Considerations:
Write up of multicultural considerations of instrument, demonstrating understanding of social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations.
Literature Review:
Brief literature review of selected instrument, demonstrating understanding of ethical strategies for selecting, administering, and interpreting assessment instruments. The student will address the development stage of their “client” and should demonstrate their understanding of developmental considerations of the client as it pertains to assessment selection
Reflection:
Reflection of assessment/interview process.
