INITIAL INTERVIEW 1 Intake Report for George Wesley David Evans School of Behavioral Sciences, Liberty University Identifying Information · George Wesley · 1234 Fair Oaks Boulevard, Sacramento, CA 95825 · 1 (252) 867-3294 · January 10, 1977 · Male · Divorced · Firefighter/Pastor · California Department of Fire Emergency Services · No work phone recorded · Esther Nadene Wesley (daughter) · August 30, 2022 Reason for Referral George W. Wesley was referred by Bishop Boyd. Bishop Boyd presides over the Northern Virginia Baptist Convention. Bishop Boyd is considering Pastor George for a position leading a large city congregation. Bishop Boyd believes this evaluation will aid in determining whether George is a good fit for the Senior Pastor job of a large city church. George has never presided over a congregation of more than 200 persons. All of his pastoral roles were in smaller congregations with congregants over age fifty. These villages were mostly in rural areas. George reported having no prior experience with millennials. Current Situation and Functioning George is well-dressed and groomed, and has a lean, athletic build. Throughout the interview, he kept eye contact and articulated ideas well. However, he had moments where he appeared fearful about his lack of experience to lead an assembly of that magnitude. He admitted to being concerned about the interview because it could jeopardize his opportunity to move into the new role. In other moments during the interview, George spoke candidly with confidence the interview. He considered himself an experienced pastor and had the knowledge and training to back it up. George was attentive to all interview questions and responded astutely. He denies having any difficulties in his daily life. He constantly tapped his leg and asked if he could switch on the ceiling fan. Although he frequently devotes his free time to church activities, his long working hours allow him to hide his anxieties and avoid church concerns. George sees this as a major weakness and knows he needs to “work on it.” When he gets stressed, he talks to his mother. He considers being able to quickly recognize his stress triggers a strength. He loves reading, which helps him when he cannot sleep on holiday nights. Relevant Medical History George appears to be in good health with the exception to the discoloration of the eyes. His doctor recommended that he take a multivitamin, during his most recent check-up. The doctor reported that George’s Prostate-specific Antigen, cholesterol, glycated hemoglobin, kidney, and liver all show healthy functionality or fell within healthy limits. George was nervous about the stress test, but it also yielded favorable results. George was hospitalized in 2017 after going unconscious and falling from a ladder during training. During this incident, he tore his meniscus (left knee). He denies losing consciousness and being hospitalized. He has no other medical issues. He has a sister who suffe ...

1. INITIAL INTERVIEW 1
Intake Report for George Wesley
David Evans
School of Behavioral Sciences, Liberty University
Identifying Information
· George Wesley
· 1234 Fair Oaks Boulevard, Sacramento, CA 95825
· 1 (252) 867-3294
· January 10, 1977
· Male
· Divorced
· Firefighter/Pastor
· California Department of Fire Emergency Services
· No work phone recorded
· Esther Nadene Wesley (daughter)
· August 30, 2022
Reason for Referral
George W. Wesley was referred by Bishop Boyd. Bishop Boyd
presides over the Northern Virginia Baptist Convention. Bishop
Boyd is considering Pastor George for a position leading a large
city congregation. Bishop Boyd believes this evaluation will aid
in determining whether George is a good fit for the Senior
Pastor job of a large city church. George has never presided
over a congregation of more than 200 persons. All of his
pastoral roles were in smaller congregations with congregants
over age fifty. These villages were mostly in rural areas. George
reported having no prior experience with millennials.

2. Current Situation and Functioning
George is well-dressed and groomed, and has a lean, athletic
build. Throughout the interview, he kept eye contact and
articulated ideas well. However, he had moments where he
appeared fearful about his lack of experience to lead an
assembly of that magnitude. He admitted to being concerned
about the interview because it could jeopardize his opportunity
to move into the new role. In other moments during the
interview, George spoke candidly with confidence the
interview. He considered himself an experienced pastor and had
the knowledge and training to back it up. George was attentive
to all interview questions and responded astutely.
He denies having any difficulties in his daily life. He constantly
tapped his leg and asked if he could switch on the ceiling fan.
Although he frequently devotes his free time to church
activities, his long working hours allow him to hide his
anxieties and avoid church concerns. George sees this as a
major weakness and knows he needs to “work on it.” When he
gets stressed, he talks to his mother. He considers being able to
quickly recognize his stress triggers a strength. He loves
reading, which helps him when he cannot sleep on holiday
nights.
Relevant Medical History
George appears to be in good health with the exception to the
discoloration of the eyes. His doctor recommended that he take
a multivitamin, during his most recent check-up. The doctor
reported that George’s Prostate-specific Antigen, cholesterol,
glycated hemoglobin, kidney, and liver all show healthy
functionality or fell within healthy limits. George was nervous
about the stress test, but it also yielded favorable results.
George was hospitalized in 2017 after going unconscious and
falling from a ladder during training. During this incident, he
tore his meniscus (left knee). He denies losing consciousness
and being hospitalized. He has no other medical issues. He has a

3. sister who suffers with diabetes, which he believes is due to
obesity. All other siblings are otherwise healthy.
Psychiatric Treatment History
George denies that his family has a history of mental illness. He
has been diagnosed with Acute Stress Disorder (ASD) twice.
Both instances were tied to traumatic work experiences. He
believed he could have saved the children if he had driven faster
or busted down the door. He has completed all employer
mandated individual and group treatments. George also received
30 days of paid leave for each event. He underwent treatment
for six months, the most recent being two years ago. George
was prescribed lorazepam (Ativan) for anxiety and zolpidem
(Ambien) to help him sleep two years ago. He is faithful taking
his multivitamin but refuses to take any prescribed medication.
George reported no psychiatric or substance abuse challenges
with any of his siblings or immediate relatives.
Family History
George's mother lives in Central California near his brothers.
George's mother was a nurse. His father was murdered when he
was 11 years old. His father was a police officer killed in
action. George’s mother is 78 years old. His maternal
grandparents are alive and well. They are 98 (grandfather) and
94 (grandmother) years of age respectively. At 99 years old,
George’s paternal grandfather is still alive as well. His maternal
grandmother has previously passed away. He has three sisters
who are 50, 53 and 55 years old. Brothers aged 58 and 56.
George is the youngest.
Both of his grandfathers were ministers. His mother's father was
the pastor of the largest church in Youngsville, LA. As a child,
he remembers how kind and loving they were and how they
never lost their cool. His grandmother was very patient and a
good cook. For as long as George can remember, his Sunday
lunch was at his grandparents' house. His mother's family
reunites twice a year, and his father's family once. He never
misses his family events. George’s most memorable childhood

4. experience was helping on a farm. He liked to pick green beans
and tomatoes. George hated it when his grandmother sent him to
get eggs.
Social Development and History
George sees himself as an introvert who adapts to the needs of
those around him. He prefers to stay home alone. George
attributes this to the fact that he is always among people. He
shared his bedroom with his brother until he went off to college.
He loves the Lord and finds refuge through salvation in Christ.
He finds peace reading the Bible and listening to Christian
music. He lacks a social life and feels that this affects him a lot;
he often works extra shifts as a distraction. George’s work as a
Fire Chief requires him to be on shift for 24-hours a day for
several consecutive days. George’s last relationship was
mentally draining, and he currently has no desire to date. He
dated a selfish woman, and he feels God revealed to him the
woman's selfish character over time. George believes she did
not understand her role as a First Lady and was unwilling to
take on the virtue of being a Christian woman. George still co-
parents with his ex-wife raising their daughter who is currently
a junior in college.
Education and Occupational History
George graduated from high school at the age of 16. He was a
Junior Reserve Officer Training Corps (JROTC), United States
Army. Although he participated and competed in the JROCT All
3 years of high school, George decided not to join the military.
George discovered a sudden interest in becoming a Firefighter
instead. George’s mom encouraged him to attend college before
applying for firefighting jobs. George decided to attend a junior
firefighting program offered by the county during his junior
year of college. He received all the training necessary to
become a volunteer firefighter. He holds a BA in Fire Science

5. with a minor in Biblical Studies from Central North Carolina
University. He earned a master's degree in fire protection
engineering from the University of Maryland. He earned a
doctoral degree in theology from the Baptist Bible College.
After being hired in 2003, he received additional training from
his current job. His on-the-job training included training as a
paramedic. George passed his paramedic certification exam in
2007. That license is current. During his 19 years, he served
with the District of Columbia's Fire and Emergency Services.
As Fire Chief, George oversees and directs the duties of the 32
men and women assigned to their assigned fire department. He
is responsible for the safety of all assigned employees during
his shift. George is a highly decorated firefighter and an
excellent fire captain and always gets good performa nce
reviews. The only occupational injuries he claims are the case
of his torn meniscus and the acute stress injury, resulting in two
separate medical leave statuses.
Cultural Influences
George’s Haitian heritage could cause a grading challenge. To
establish which culture he most closely identifies with, an
acculturation test maybe necessary. George was raised with a
heavy cultural influence that was not indicative of his own. His
parents were Haitian, but he was raised in a rural African
American community. His primary language is French Creole.
However, he also speaks English fluently. These facts may need
further consideration and possible testing for validation, as
client behavior is a crucial part of determining if any further
assessments/testing is necessary.
Mental Status Exam
Appearance and Behavior/Psychomotor Activity
George showed up on time and looked well put together.
Although Mr. Wesley spoke strongly about his Haitian
background, he presented himself with more of a western
culture, wearing ironed khaki pants and a button-down shirt. His
hair was methodically combed, as if this is where his confidence

6. lies. Although you could sense that the physicality associated
with Mr. Wesley’s firefighting background maybe the culprit
behind his slow movement, he did not move quite as slowly as
the other men his age (45). He did not exhibit any signs of
agitation or enthusiasm. Mr. Wesley seemed even keel mostly.
During the interview, George expressed himself frankly and
with self-assurance regarding the interview. He believed that his
years of experience, along with his education and training,
qualified him to serve as a pastor. When responding to the
interview questions, George demonstrated attentiveness and
perceptiveness. Mr. Wesley revealed his tension by tapping his
left thigh with his right hand, but other than that, he lacked any
peculiar habits or tics.
Attitude toward Examiner
Mr. Wesley visited the workplace and acted in a manner that
was not just supportive but also courteous and attentive. He did
not make any excuses or attempt to deflect responsibility as he
answered each question.
Affect and Mood
George disclosed that he was experiencing anxiety in response
to the query; he apologized before proceeding to transparently
admit that he was feeling a little nervous, but he did not exhibit
any signs of melancholy, rage, or grief. The affects that Wesley
had mirrored his disposition.
Speech
The volume of Mr. Wesley's voice fell within the typical range
for when he was answering inquiries. The content of his speech
was moderate, and his delivery was somewhat clear and
succinct. George provided an explanation for his response by
indicating whether he agreed or disagreed with the question. It
did not appear as though Mr. Wesley was under any kind of
pressure to respond to the question, which he volunteered.

7. Perceptual Disturbances
There were no hallucinations or other alarming experiences
reported by Mr. Wesley. Aside from the darkening in his eyes,
he appeared to be in good health.
Thought
George did not appear to have any difficulty forming thoughts.
His pace, flow, and connections between thinking processes all
seemed congruent with what might be considered typical. Mr.
Wesley did not suffer from any mental blocks, such as
obsessions, delusions, or preconceived conceptions, which
would have prevented him from thinking clearly. George denied
having suicidal/homicidal intentions during the time of the
interview.
Orientation
Mr. Wesley was aware of the day and time of the appointment,
as well as the location he was in and the people in the
immediate vicinity. George did not show any deficiencies
connecting time to relative events taking place.
Memory
Mr. Wesley’s memory seemed to be sharp, he knew what he had
for lunch and for breakfast and his remote memory seemed good
as well as he recalled situations from his childhood. He again
highlighted his childhood memories of working on the farm and
other family interactions. Mr. Wesley seems to have a high
regard for his closest kinships.
Concentration and Attention
During the meeting, Wesley's ability to concentrate or pay
attention was not hindered, and he seemed to be present without
any preoccupations or distractions. George seemed to be
prepared mentally to be present and engaged in what was being
discussed during the interview.

8. Information and Intelligence
It is fully within Mr. George's capabilities to deal with the
mental hurdles that come with having the background and
education level that he possesses. His well thought out
responses, articulation, and value added, directly reflect his
intellect.
Judgement and Insight
George embodies social justice skills. He is aware that he
experiences anxiety over things that may have an impact on his
life. He is aware that his anxiety is what hinders complete
fulfillment in certain areas of his life, while it also compels him
to try finding solutions to those challenges. George recognizes
the impact that this dynamic is having on him. Mr. Wesley is
motivated to finding solutions for the challenges that he faces.
Reliability
Mr. George was able to present his circumstance in a very clear
and concise manner; in addition, his talk was extremely well
thought out, and he spoke with full assurance regarding the
subject matter.
Learning objectives
Participants will be able to:
Understand different ways of summarizing data
Choose the right table/graph for the right data and audience
Ensure that graphics are self-explanatory
Create graphs and tables that are attractive
Speaker notes

9. By the end of this session, participants should be able to:
[READ BULLETS]
*
Data Presentation, Interpretation and Use
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Do you present yourself like this?
Speaker notes
Do you present yourself like this? [HAVE AUDIENCE
ANSWER QUESTION.]
Why would you not present yourself like this? Do you think
this man is taken seriously? What do you think would happen if
he tried to speak to someone in the Ministry of Health about
some information related to a BCC campaign? Would he even
be let in?
So, if you know that you would not be taken seriously if you
presented yourself like this, then . . .
*
So why would you present your data like this?

10. Speaker notes
Why would you present your data like this? Would most people
be able to get the message from this data if it was presented in
this STATA output? [ALLOW COMMENTS]
No, it is too busy and it is difficult to interpret.
The way you present your data can greatly affect how usable the
data will be.
*
Or this?
Speaker notes
And why would you present your data like this? Can anyone
tell me what some problems may be with this chart?
POSSIBLE ANSWERS
No title
No axis labels
The colors are difficult to read. (You should never put a dark
color on a dark background.)
The green color is too bright.
*
This is Better!
*
Use of ITNs in Zambia

11. Speaker notes
What is improved in this slide compared to the last one? (other
than the data points themselves)
POSSIBLE ANSWERS
Title
Axis labels
Data labels
The colors are easy to read.
*
Chart1% of children under 5 who slept under an ITN last
night% of children under 5 who slept under an ITN last night%
of children under 5 who slept under an ITN last night% of
women 15-49 who slept under an ITN last night% of women 15-
49 who slept under an ITN last night% of women 15-49 who
slept under an ITN last night
2001-02 DHS
2007 DHS
Column1
7.3
28.5
8
28.2
Sheet12001-02 DHS2007 DHSColumn1% of children under 5
who slept under an ITN last night7.328.5% of women 15-49
who slept under an ITN last night828.2To resize chart data
range, drag lower right corner of range.
Effective presentation
Clear
Concise

12. Actionable
Attractive
Speaker notes
Regardless what communication formats you use, the
information should be presented in a clear, concise way with
key findings and recommendation that are actionable.
*
Effective presentation
For all communication formats it is important to ensure that
there is:
Consistency
Font, Colors, Punctuation, Terminology, Line/ Paragraph
Spacing
An appropriate amount of information
Less is more
Appropriate content and format for audience
Scientific community, Journalist, Politicians
Speaker notes
An appropriate amount of information will be determined by
your audience and format.
Policymakers may do better with direct and concise summaries
of key points, whereas the scientific community will want more
detail.
On a PowerPoint slide, try to limit to six lines with no more

13. than six words per line, balance text with graphics, and make
sure that there are not too many slides.
One way to ensure that you create consistent materials is to
decide on a template for the document/presentation/graph, etc.,
before you produce it. You can then give these guidelines to
the different people involved in the process, and then only have
to do minor formatting at the end.
*
Summarizing data
Tables
Simplest way to summarize data
Data is presented as absolute numbers or percentages
Charts and graphs
Visual representation of data
Usually data is presented using percentages
Speaker notes
The two main ways of summarizing data are by using tables and
charts or graphs.
A table is the simplest way of summarizing a set of
observations. A table has rows and columns containing data
which can be in the form of absolute numbers or percentages, or
both.
Graphs are pictorial representations of numerical data and
should be designed so that they convey at a single look the
general patterns of the data. Generally, the data in a table is in
the form of percentages. Although they are easier to read than
tables, they provide less detail. The loss of detail may be
replaced by a better understanding of the data.

14. Tables and graphs are used to
Convey a message;
Stimulate thinking; and
Portray trends, relationships, and comparisons.
The most informative graphs are simple and self-explanatory.
Tables can be good for side-by-side comparisons, but can lack
visual impact when used on a slide in a presentation.
*
Points to remember
Ensure graphic has a title
Label the components of your graphic
Indicate source of data with date
Provide number of observations (n=xx) as a reference point
Add footnote if more information is needed
Speaker notes
To make the graphic as self explanatory as possible there are
several things to include:Every table or graph should have a
title or headingThe x- and y-axes of a graph should be labeled,
include value labels such as a percentage sign, include a
legendCite the source of your data and put the date when the
data was collected or publishedProvide the sample size or the
number of people to which the graph is referringInclude a
footnote if the graphic isn’t self-explanatory
These points will pre-empt questions and explain the data. In
the next several slides, we’ll see examples of these points.

15. *
Tips for Presenting Data in PowerPoint
All text should be readable
Use sans serif fonts
Gill Sans (sans serif)
Times New Roman (serif)
Use graphs or charts, not tables
Keep slides simple
Limit animations and special effects
Use high contrast text and backgrounds
*
Rikki Welch (RSW) - edit
Speaker notes
All text should be readable. Try to avoid having text in less
than 25 point font. There are exceptions, of course (especially
when creating and using graphs and charts), but try to make
sure that everything is readable from the back of the room.
Use no more than 2 typefaces per presentation. In PowerPoint
slides, a sans serif typeface can be more readable than a serif
typeface.
Nothing in your slides should be superfluous (no extra doodads
for decoration).
Limit the use of animations and other special effects. Use them
sparingly, if at all.
Ideally, there should be no more than 6 lines per slide, with six

16. words per line.
Resist the urge to add too many slides.
A light background with dark text (such as this one) will show
up better a light-filled room than a slide with a dark background
and light text.
*
Choosing a Title
A title should express
Who
What
When
Where
Speaker notes
A title should most of the time express who, what, when, and
where.
*
Tables: Frequency distribution
YearNumber of cases20004 216 53120013 262 93120023 319
33920035 338 00820047 545 54120059 181 22420068 926
05820079 610 691

17. Speaker notes
Frequency distribution is a set of classes or categories along
with numerical counts that correspond to each one such as
number cases in a given year.
What should be added to this table to provide the reader with
more information?
POSSIBLE ANSWERS
Better labels-What type of cases? Malaria cases
Title
reference
Source of text on tables and graphs: Pagano M and Gavreau K.
Principles of Biostatistics. 1993.
*
Percent contribution of reported malaria cases by year between
2000 and 2007, Kenya
Source: WHO, World Malaria Report 2009
Tables: Relative frequencyYearNumber of malaria cases
(n)Relative frequency (%)20004 216 531820013 262
931620023 319 339720035 338 0081020047 545 5411520059

18. 181 2241820068 926 0581720079 610 69119Total51 400
323100.0
Speaker notes
In this table, we already had the total number of observations
(or n) in the second column but we added a title and the source
of the data. Note that this table includes both a title and a
reference. The citation is one area where it is acceptable to have
typeface that is fairly small in relation to the rest of the text.
You do want to have the citation on the slide so that people can
know where the data is from if they want that information, but
the citation is not the most important part of the slide. You want
to draw attention to the data, not the citation itself.
We also added relative frequencies to this table. Relative
frequency is the percentage of the total number of observations
that appear in that interval. It is computed by dividing the
number of values within an interval by the total number of
values in the table then multiplying by 100. It is the same as

19. computing a percentage for the interval.
To analyze this table, we should look at the relative
frequencies. What do they tell us? There is an increasing trend
in the number of reported malaria cases and in the relative
frequency of cases.
Does this mean that there is an increase in malaria cases? What
would this say about our programs?
It is important to take into account what we already know when
interpreting these data. We know that since 2000 there has been
an increased effort towards malaria control. During this time
period, the quality of treatment has improved and the quality of
routine information systems has improved.
When taking this knowledge into account how would we
interpret these data?
From 2000-2007, the number of reported malaria cases
increased. This may not reflect an actual increase in cases, but
an increase in care seeking and reporting. Due to improved case
outcomes seen after the introduction of ACTs in Kenya in 2004,
individuals with fever began to seek care at formal medical
facilities at higher rates. Furthermore, the routine information
system improved during this period of time and thus reported
more complete information.
Source of text on tables and graphs: Pagano M and Gavreau K.
Principles of Biostatistics. 1993.
*

20. Use the right type of graphic
Charts and graphs
Bar chart: comparisons, categories of data
Histogram: represents relative frequency of continuo us data
Line graph: display trends over time, continuous data (ex. cases
per month)
Pie chart: show percentages or proportional share
Speaker notes
We’re going to review the most commonly used charts and
graphs in Excel/PowerPoint. Later we’ll have you use data to
create your own graphics which may go beyond those presented
here.
Bar charts are used to compare data across categories.
A histogram looks similar to a bar chart but is a statistical graph
that represents the frequency of values of a quantity by vertical
rectangles of varying heights and widths. The width of the
rectangles is in proportion to the class interval under
consideration, and their areas represent the relative frequency of
the phenomenon in question A histogram is a histogram,
not just because the bars touch. In the bar graph bars in a bar
graph can touch if you want them to ... but they don't have to.
Touching bars in a bar graph doesn't mean anything.
In a histogram, however, the bars must touch. This is because
the data elements we are recording are numbers that
are grouped, and form a continuous range from left to right.
There are no gaps in the numbers along the bottom axis. This is
what makes a histogram.

21. Line graphs display trends over time, continuous data (ex. cases
per month)
Pie charts show percentages or the contribution of each value to
a total. When there are more than 4 categories it is best to go to
a bar chart so that it is readible
*
Bar chart
Speaker notes
In this bar chart we’re comparing the categories of data which
are any net or ITN.
What should be added to this chart to provide the reader with
more information?
Add a title and data labels. You could also add the source of the
data but it isn’t necessary if all of your tables and graphs are
derived from the same source/dataset.
On the next slide we see how the graph has been improved and
is now self-explanatory.
*
Bar Chart
Source: Quarterly Country Summaries, 2008
Speaker notes
Note that this chart has a title, axis labels , data labels, and a
source. It is best if you limit the bars to 4-8 to keep it readable,

22. especially if it is to be used in a PowerPoint presentation.
*
Stacked bar chart
% Children <5 with Fever who Took Specific Antimalarial,
2007-2008
Speaker notes
A stacked bar chart is often used to compare multiple values
when the values on the chart represent durations or portions of
an incomplete whole, such as the percentage of children taking
each type of medication for fever when not all children received
medication at all.
*
Histogram
Speaker notes
This is a histogram. At first glance, histograms look a lot like
bar charts. Both are made up of columns and plotted on a graph.
However, there are some key differences. The major difference
is in the type of data presented on the x (horizontal) axis. With
bar charts, each column represents a group defined by a
categorical variable. This variable could be types of sports,
different football teams, health facilities, or provinces. These
are all categories.

23. A histogram presents quantitative variables; the groups on the
chart are always made up of numbers or something that could be
turned into numbers. This could be age, height, weight, the
number of minutes women wait in a queue, years, or months of
the year. These groupings are sometimes called “bins.” The bin
label can be a single value or a range of values. For example,
you could split out the time spent waiting in line by the minute
(5 minutes, 6 minutes, 7 minutes) or you could split it into
chunks (less than 5 minutes, 6-10 minutes, 11-15 minutes).
*
Bar Chart v. Histogram
*
Data fabricated for illustration
Speaker notes
The columns in a typical bar chart can be arranged however you
want to arrange them, alphabetically, by height, or the order in
which you received the data—it doesn’t really matter. No matter
which column comes first in this presentation, the idea
presented does not change.
*
Chart1221529
Northwestern
Copperbelt
Central
Average Clinic Wait Time in Minutes, by Province, 2012

24. Sheet1NorthwesternCopperbeltCentral221529To resize chart
data range, drag lower right corner of range.
Bar Chart v. Histogram (cont.)
*
Data fabricated for illustration
Rikki Welch (RSW) - edit
Speaker notes
The order of the columns in a histogram is very specific, and
the columns cannot be rearranged. The columns are arranged
from low to high. A bar chart does not have a “high” end and a
“low” end. A histogram does. You can see on this chart that the
data is “skewed” toward the high end. It would NOT make sense
to rearrange the columns on this chart.
*
Chart10-1011-2021-3031-40Over 40
Series 1
Average Waiting Time, in Minutes
Percent of Total
Clinic Waiting time in Eastern Province, 2012
2
3
10
30
55
Sheet1Series 10-10211-20321-301031-4030Over 4055To resize
chart data range, drag lower right corner of range.

25. Population Pyramid: Country Z, 2008
Speaker notes
This is a population pyramid. It is basically two histograms
presented side by side. On the right you can see males and on
the left you see females. The bins shown are five-year age
categories. Population pyramids are useful for presenting
descriptive data about your population of interest or study
population. On your disc, you will find a template for producing
a population pyramid. All that you need is the data on age and
sex and this excel worksheet will automatically produce a
pyramid.
*
Line graph
*Includes doctors and nurses.
Number of Clinicians* Working in Each Clinic During Years 1-
4, Country Y
Speaker notes
A line graph should be used to display trends over time and is
particularly useful when there are many datapoints. In this case
we have 4 datapoints for each clinic.
By adding a label to the y-axis, a title and a footnote. In some
settings, clinicians may only mean doctors but to be clear the
footnote let’s the reader know that in this case we are referring
to both doctors and nurses.
*
Chart1Year 1Year 1Year 1Year 2Year 2Year 2Year 3Year 3Year

26. 3Year 4Year 4Year 4
Clinic 1
Clinic 2
Clinic 3
Number of clinicians
4.3
2.4
2
2.5
4.4
2
3.5
1.8
3
4.5
2.8
5
Sheet1Clinic 1Clinic 2Clinic 3Year 14.32.42Year 22.54.42Year
33.51.83Year 44.52.85To resize chart data range, drag lower
right corner of range.
Caution: Line Graph
Number of Clinicians* Working in Each Clinic During Years 1-
4, Country Y
*Includes doctors and nurses.
Speaker notes
What is wrong with this line graph? If you look closely you can
see that the X axis should be years, but instead it is clinics.
Make sure that the right data is always charted on the axes, or
else you may end up with a graph that cannot be interpreted like
this one.
*

27. Chart1Clinic 1Clinic 1Clinic 1Clinic 1Clinic 2Clinic 2Clinic
2Clinic 2Clinic 3Clinic 3Clinic 3Clinic 3
Year 1
Year 2
Year 3
Year 4
Number of clinicians
4.3
2.5
3.5
4.5
2.4
4.4
1.8
2.8
2
2
3
5
Sheet1Clinic 1Clinic 2Clinic 3Year 14.32.42Year 22.54.42Year
33.51.83Year 44.52.85To resize chart data range, drag lower
right corner of range.
Pie chart
Speaker notes
A pie chart displays the contribution of each value to a total. In
this chart, the values always add up to 100.
What should be added to this chart to provide the reader with
more information?
What should be changed about this chart to make it more

28. readible?
POSSIBLE ANSWERS
The color scheme, which is currently too bright
The title should be more specific and indicate whether these are
numbers or percentages.
If these are percentages, that should be listed on the data and
the n, or number of cases should be indicated to provide
context.
*
Chart11st Qtr2nd Qtr3rd Qtr4th Qtr
Females
Malaria Cases
59
23
10
8
Sheet1Females1st Qtr592nd Qtr233rd Qtr104th Qtr8To resize
chart data range, drag lower right corner of range.
Pie chart
N=257
Percentage of all confirmed malaria cases treated by quarter,
Country X, 2011
Speaker notes
A pie chart displays the contribution of each value to a total. In
this case we used the chart to show contribution of each quarter
to the entire year. For example, the first quarter contributed the
largest the percentage of enrolled patients.

29. To improve the understanding of the pie chart, we’ve added a
more descriptive title and added value labels. On the previous
chart, we couldn’t tell if the values are numbers or percentages.
Adding the sample size let’s us know the total number of
observations. For example
It is also important to have charts that are attractive, easy to
look at and easy to read. The chart on the previous page was so
colorful that it was distracting, the colors were so bright that it
was hard to look at the chart, let alone read it. While these
colors are not the most interesting, they let the reader focus on
the chart. The last chart was an exaggeration, but be sure to
make sure that you do not make the same mistake on a smaller
level.
Limit the slices to 4-6. For extra pizzazz, contrast the most
important slice either with color or by exploding the slice.
*
Chart11st Qtr2nd Qtr3rd Qtr4th Qtr
Females
0.59
0.23
0.1
0.08
Sheet1Females1st Qtr59%2nd Qtr23%3rd Qtr10%4th Qtr8%To
resize chart data range, drag lower right corner of range.
How should you present…
Prevalence of malaria in 3 countries over a 30 year period?
Data comparing prevalence of malaria in 10 different countries?
Data on reasons why individuals not using ITNs (out of all
individuals surveyed who own an ITN and are not using it)?

30. Distribution of patients tested for malaria by parasite density
Speaker notes
How should you present the following data?
1. Line graph
2. Bar Chart
3. Pie Chart
4. Histogram
*
Summary
Make sure that you present your data in a consistent format
Use the right graph for the right data and the right audience
Label the components of your graphic (title, axis)
Indicate source of data and number of observations (n=xx)
Add footnote for more explanation
Speaker notes
In summary, [READ BULLETS]
*
Creating Graphs
Speaker notes
Now that we know a little bit about the main types of graphs,
we are going to try our hand at making some in Excel. We are

31. including a few helpful hints in this section on more advanced
graphing. If you are already very good at making graphs in
Excel, please help your neighbors complete the task after you
are finished with your work.
*
Learning objectives
Understand basic chart terminology
Create charts in PowerPoint using data in Excel
Give a description of the data presented in each chart
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Pie Chart
Source: MEASURE Evaluation, Retention, Use and
Achievement of “Universal Access” Following the Distribution
of Long Lasting Insecticide Treated Nets in Kano State,
Nigeria, 2009
Speaker notes
Please open the file called graphs from the data presentation
folder on your cd. We are going to use the data there to create
this and the other charts and graphs in this session. For all of
these charts, I want you to try to duplicate the chart shown in
the PPT slide exactly. This is not to say that this chart is
perfect; however, trying to copy this exactly will allow you to
explore some of the chart making functionality in Excel.

32. Go over making this chart with the participants. Show them how
to do it using the standard chart layouts in Excel (this is
layout 6 in Excel 2007) and also how to adjust aspects such as
the legend, data labels and colors of the chart using the layout
tab.
*
Individual Work: Bar Chart
Source: Tanzania HIV and Malaria Indicator Survey, 2008
Speaker notes
Please now try to create this chart on your own. You may not
know how to add the confidence intervals. If that is the case,
please finish the other aspects of the chart and I will then give
you a demonstration of how to add the CI.
They will need to create this chart in excel and export it to PPT.
It should look almost exactly like this chart and include the
error bars which they will need to be instructed on. Each
participant has the data needed to create this chart in an excel
file in the folder for this module.
*
Secondary Axis
Speaker notes
Please now try to create this chart on your own. If you do not
know how to create a secondary Y-axis, please finish the other

33. aspects of the chart and I will then give you a demonstration of
how to add the CI. You use secondary axes to be able to chart
numbers that have very different scales on the same graph. In
this case, there are a lot more malaria cases than deaths. If you
charted them on the same axis, you would see a flat line at the
bottom for the deaths.
They will need to create this chart in excel and export it to PPT.
It should look almost exactly like this chart. Each participant
has the data needed to create this chart in an excel file in the
folder for this module.
*
Data Interpretation
Speaker notes
Now that we know how to present our data, we need to be sure
that we are interpreting our findings properly.
*
Analysis vs. Interpretation
Analysis: describing data with tables, graphs, or narrative;
transforming data into information
Interpretation: adding meaning to information by making
connections and comparisons and by exploring causes and
consequences

34. Speaker notes
Analysis is summarizing the data and turning it into
information. Data on its own is generally not useful for the
decision-making process. Analysis will vary in complexity.
Most data analysis is quite simple, but some is much more
complicated and requires a great deal of expertise.
Interpretation is the process of making sense of the information.
What does it mean for your program?
*
Has the Program Met its Goal?
Speaker notes
In many cases we need to interpret data to assess the
performance of our programs and identify areas that are doing
well and others which are underperforming. In this case, our
target is to have 80% of children under five sleep under an ITN
every night.
Have we met our goal? How can you tell?
Answer
No, the goal has not been met. Country 3 is doing the best but
has only reached a little more than half of the goal for ITN.
*
Interpreting Data
Does the indicator meet the target?
What is the programmatic relevance of the finding?

35. What are the potential reasons for the finding?
How does it compare? (trends, group differences)
What other data should be reviewed to understand the finding
(triangulation)?
Conduct further analysis
Speaker notes
When interpreting data we may ask these questions: What is the
relevance of the unmet target for the program? Is it because we
are not meeting our coverage or efficiency goals? Is our quality
of care poor? What could be causing this? How are we doing in
comparison with other clinics? Districts?
What are the potential reasons for the finding? Do data quality
issues play a role in what we are observing? What other data
should be reviewed to understand the finding (triangulation)? Is
there a need to donduct further analysis?
*
Practical
Question:
Are ANC clinics in country X reaching their coverage targets
for IPTp?
Data Source:
Routine health information
*
Speaker notes
Now we are going to consider how we could answer the
following question:

36. Are ANC clinics reaching their coverage targets for IPTp? We
will answer this question using routine health information.
Data Source
General ANC RegistersWhich of these variables are relevant to
answer your question?
Which elements will be included in your numerator and which
in your denominator?
Answers:
1) New ANC clients, IPTp-1
2) New ANC clients =Denominator,
IPTp-1 and IPTp-2= Numerator
CodeVariables1.New ANC clients2.Group pre-test
counseled3.Individual pre-test counseled4.Accepted HIV
test5A.HIV test result - Positive5B.HIV test result –
Negative5C.HIV test result - Indeterminate6 A.Post-test
counseled - Positive6 B.Post-test counseled – Negative8A.ARV
therapy received – Current NVP9. IPTp-110.IPTp-2

37. *
Speaker notes
Which of these variables are relevant to answer your question?
We’re going to focus on elements 1, 9 and 10. Which elements
will be included in your numerator and which in your
denominator?
IPTp Coverage-Facility Performance
Number of ANC clients receiving IPTpQuestion:
Among the five facilities, which one performed better?Answer:
Cannot tell because we don’t know the denominators
CodeVariablesFacility 1Facility 2Facility 3Facility 4Facility
59.IPTp-153614353996986210.IPTp-237254238452780
Speaker notes
Here we have the data on IPTp-1 and 2 to assess facility
performance. Among the five facilities, which one performed
better?
*

38. IPTp Coverage-Facility Performance
Number of ANC clients receiving IPTp
Question: Now, you have the denominators, which of these
facility performed better?
Response: Facility 5CodeVariablesFacility 1Facility 2Facility
3Facility 4Facility 51New ANC
Clients744270810510779089.IPTp-153614353996986210.IPTp-
237254238452780IndicatorFacility 1Facility 2Facility 3Facility
4Facility 5% of new ANC clients who receive IPTp-1 in the past
year72%53%37%90%95%% of new ANC clients who receive
IPTp-2 in the past year50%20%36%42%86%
Speaker notes
Now, you have the denominators, which of these facility
performed better? We can see that it was actually facility 5.
*
Are facilities reaching coverage targets?
Target-80%
* National coverage target for pregnant women receiving IPTp-
2 is 80%.
*
Speaker notes
Here is the same information presented as a chart. We need to

39. use this information to determine, or interpret, whether or not
facilites are reaching their coverage targets. Let’s assume that
the national coverage target for pregnant women receiving IPTp
is 80%. Are the facilities reaching the coverage target? What
else can we interpret from this information?
Possible answers
Facility 1 needs to do a better job following up and increase
IPTp coverage a bit.
Facility 2 does a better job with IPTp-1 coverage than IPTp-2,
but needs to increase coverage of both.
Facility 3 does a good job administering IPTp-2 to patients that
receive the first round, but they need to increase initial
coverage and maintain follow-up.
Facility 4 does a good job with IPTp-1 coverage, but this falls
of with IPTp-2. Is this loss to follow-up, or are they not
administering IPTp-2 when patients return?
Facility 5 can be seen as a model and we could investigate their
best practices for use in other programs
This information does not tell you why coverage is at these
levels. You would have to investigate further, but you can see
which facilities you need to work with.
Chart11122334455
IPTp-1
IPTp-2
Facility
Percent
Percent of ANC Clients Receiving IPTp in Select Facilities
72
50
53
20

40. 37
36
90
42
95
86
Sheet1 (2)Figure 2. Household Ownership of at Least 1 Net or
ITN, 2008Country 1Country 2Country 3Country 4Country
5CIAny
net56637766706475THMISNIMRPSINMCPIHI/LSLLIN382945
574640528080808080Total466556Use of Nets or ITN by
Children <5 yrs of Age, 2008Country 1Country 2Country
3Country 4Country 5CIAny
net35547448484156THMISNIMRPSINMCPIHI/LSITN25324829
292236Total466556Use of Nets or ITNs by Pregnant Women,
2008THMISNMCPIHI/LSCIAny
net3652393147ITN2630191327Total46Use of IPTp by Pregnant
Women, 2008Use of IPTp by Pregnant Women,
2008THMISIHI/LS12345IPTp-157504754IPTp-
17253379095IPTp-230262329IPTp-25020364286Total4656%
Children <5 with Fever who Took Specific Antimalarial,
200820082007Sulfadoxine-
Pyrimethamine22Chloroquine0.50.5Amodiaquine1120Quinine99
ACT3626Other30.5% Children <5 with Fever Who Took
Specific Antimalarial within Same or Next Day,
2008THMISNMCPSulfadoxine-
Pyrimethamine0.51Chloroquine00Amodiaquine124Quinine65AC
T1313Other30.5Percent Overall malaria prevalence and overall
anemia prevalenceTHMISNMCPIHI/LSCITHMIS
CIParasitemia1814118141620Anemia (HB <8
g/dL)8633479MonthsParasitaemiaHB <8 g/dl6-11901112-
231401224-35200836-47200548-
592203Mainland1808Zanzibar1052001200320052008Artemisini
n
Mono0ACT357Quinine16191618Chloroquine54310Amodiaquin
e2223220Sulfadoxine-Pyrimethamine2857485Net was sold1Net

41. was given away to relatives68Net was given away to
others9Material used for other purpose1
Sheet1 (2)
Parasitemia
Percent
Figure 10. Percent Overall Malaria Prevalence and
ACT
Quinine
Amodiaquine
Sulfadoxine-Pyrimethamine
Chloroquine
Other
Percent
ACT
Quinine
Amodiaquine
Sulfadoxine-Pyrimethamine
Chloroquine
Other
Percent
Target >80%
IPTp-1
IPTp-2
Percent
Figure 6. Use of IPTp by Pregnant Women, 2008
Target >80%
Any net
ITN
Percent
Figure 5. Use of Nets or ITNs by Pregnant Women, 2008
Target >80%

42. Any net
ITN
Use of Nets or ITN by Children <5 yrs of Age, 2008
Target >80%
Any net
LLIN
Percent
Household Ownership of at Least 1 Net or ITN, 2008
Target >80%
Any net
Percent
Figure 2. Household Ownership of at Least 1 Net, 2008
Target >80%
LLIN
Percent
Figure 3. Household Ownership of at Least 1 ITN, 2008
Target >80%
Any net
Percent
Use of Nets by Children <5 yrs of Age, 2008
Target >80%
ITN
Percent
Use of ITNs by Children <5 yrs of Age, 2008
Target >80%
ITN
Percent
Figure 4. Use of ITNs by Pregnant Women, 2008
Target >80%

43. Any net
Percent
Figure 4. Use of Nets by Pregnant Women, 2008
Target>80%
Any net
Percent
Figure 2. Household Ownership of at Least 1 Net or ITN, 2008
Anemia (HB <8 g/dL)
Percent
Figure 11. Percent Overall Anemia Prevalence
Parasitaemia
HB <8 g/dl
Age in Months
Percent
Parasitemia and Anemia among Children under Five in
Tanzania, 2008
Net was soldNet was given away to relativesNet was given away
to othersMaterial used for other purpose
Status of Lost Nets among Households that Lost Any Nets
1
68
9
1
IPTp-1
IPTp-2
Facility
Percent
Percent of Pregnant Women Receiving IPTp-2 in Facility
Catchment Area

44. Additional Questions
Which facility is performing better/worse than expected?
What is the trend over time for these facilities?
How would you assess each facility’s performance based on the
data?
What other data or information should you consider in
providing recommendations or guidance to the facilities?
Speaker notes
Here are some other questions that we might want to ask to help
interpret this information and identify how to improve
performance.
*
Data Dissemination
Speaker notes
It is not enough to know how to collect, present and interpret
your data. These data will not help to improve programs if your
keep it to yourself. The next step that you need to take is
dissemination.
*
Learning Objectives
By the end of this session, participants will be able to identify:
The purpose of dissemination
Dissemination issues and concerns
Strengths and weaknesses of different communication formats
The main components of a dissemination plan

45. Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Dissemination Framework
Source: MEASURE DHS
Speaker notes
Effective dissemination should create informed users (the center
block in the decision framework), who can then make informed
decisions that ultimately lead to improved health.
The goal of dissemination is to provide accurate and up-to-date
information for evidence-based decision-making. Evidence-
based decisions lead to better programs and, ideally, better
health outcomes.
Discussion
ASK participants to define evidence-based decision-making.
Answer: There are many definitions, but essentially it means
that decisions are based on scientific evidence or data, not
personal opinions or observations.
Evidence-based decision-making has several advantages. It
is easy to justify, since decisions can be explained and backed
up with data. It can protect decision-makers from accusations of
fraud and bias. It leads to transparency in decision-making,
which is important for buy-in from other people involved.

46. TELL participants that problems can occur at different stages in
the dissemination process.
The first major problem arises early in the process, during the
dissemination step. Simply getting information to potential
users can be challenging.
The second major problem arises later, when users try to make
informed decisions. Users may find it difficult to understand
and apply the survey results to their decisions.
*
Purpose of Dissemination
Disseminating data can help potential users:
Understand current health status
Reach decisions based on quality data
Make changes to existing health programs and policies
Take other actions to improve health outcomes
Speaker notes
Disseminating data can help potential users by providing them
with information to understand current health status, reach
decisions based on quality data, make changes to existing health
programs and policies, and take other actions to improve health
outcomes.
*
Plan Materials Carefully
Use different formats if possible, including:
Print materials
HIS Reports, Success story, Posters, Key findings, Fact Sheet,

47. Press Report
PowerPoint presentations
CD-ROMS with datasets
Videos
Online media
Speaker notes
TELL participants that print materials are the most common
way to disseminate results. If funding permits, however, it is
helpful to use other kinds of materials in addition. For example,
some projects prepare PowerPoint presentations of findings and
maks those presentations available in the country. OCDs can be
distributed to a wide audience. The more ways in which
information is made available, the more likely that information
is to reach a wide audience and be used.
Videos are an effective way to disseminate survey findings
because they can include visuals of the country and interviews
with women and men. This helps give survey data a human face
and makes the information more compelling. However, video
production can be expensive and time-consuming.
As online technologies become more widely available in Africa,
new ways are emerging to disseminate information
electronically.
*
Focus on a Specific Audience
Create different materials for different users:
Meet the audience’s needs
Translate materials into local languages
Produce reports on specific topics

48. Impact
LLINs
Case Management
IPTp
Match the medium to the audience
Speaker notes
TELL participants that whenever possible, dissemination
products should be tailored to a specific audience and its needs.
Policymakers, for example, do not have time to read long
documents. For this audience, policy briefs that frame the data
in the context of policy are a highly effective dissemination
tool.
Translating materials into local languages improves
comprehension of the information, indicates respect for the
culture, and reaches additional audiences.
Even if your project collects data on a large number of topics,
not every publication needs to address every topic. Focusing on
just one area, such as coverage or impact, can make materials
more useful for people working in those fields.
Matching the media to the audience makes it more likely that
the intended audience will have access to the message. For
example, CD-ROMs are good for technical experts with access
to computers, but print materials and videos are a better way to
reach religious leaders.
*
Make Sense of the Data
Help users make sense of the data:
Add policy recommendations and conclusions

49. Highlight key points
Break down findings by categories of interest
Province
Education
Wealth
Use maps and graphics to convey information
Speaker notes
EXPLAIN that dissemination materials are most useful if they
draw conclusions, summarize major points, and highlight key
ideas. This lets the materials do most of the work for the user. It
may also be better to leave out some of the results in order to
make sure that the major points stand out. This is better than
flooding people with so much information that they feel
overwhelmed and cannot absorb it.
A good way to present information is to categorize it by
characteristics, such as wealth, education, province, and region.
Maps are particularly persuasive and easy to understand. They
are more compelling than words because they present
geographic differences so clearly.
Other graphics—including bar graphs, line graphs, and pie
charts—allow the eye to grasp large amounts of information and
to see trends more easily than in written text or tables.
*
Put Findings in Context
Put survey findings in context:
Show trends over time
Make comparisons with other countries in the region
Link findings with national or regional programs and policies

50. Speaker notes
EXPLAIN that people want to see data presented in context. For
example, a policymaker who is not familiar with malaria will
have trouble making sense of the bare fact that Zambia’s
malaria parasite prevalence is 10.2%. This number will be much
more meaningful if it is placed in a larger context—for
example, if a policy brief shows how the rate has changed over
time or whether it is higher or lower than Zambia’s neighbors.
Linking a finding to a specific program or policy also makes
survey results more understandable and more applicable.
*
Appropriate and Attractive Presentation
Provide an appropriate amount of information
Less is more
Try to identify the most important pieces of information and
avoid overwhelming the user with too much data
Make materials appealing to look at whenever possible
Balance text and graphics
Use pictures and graphs
Speaker notes
When presenting your information in both text and graphical
format, it is important to provide an appropriate amount of
information. While we may be tempted to present all of our
findings, this may result in the loss of our core message due to
information overload. Remember that less is more. Focus on 3-5
key points depending on the length of your presentation or
document.
You should also make sure that materials are appealing to look

51. at whenever possible and to balance text and graphics by
including pictures and graphs.
*
How much is enough information?
In Tanzania, P. falciparum malaria, which is spread by the
anopheles mosquito, is the leading cause of death among
children under the age of five years. Young children have
increased susceptibility to symptomatic malaria as they have not
yet acquired immunity to the malaria parasite.
Pregnant women are also especially vulnerable because their
immunity to the parasite is suppressed during pregnancy and the
parasite often sequesters itself in the placenta – leading to both
maternal morbidity due to anemia and low birth weight
deliveries.
Mosquitoes need standing water to breed. Therefore, there are
more mosquitoes in the environment (and thus higher malaria
transmission) during the rainy season than during the dry
season. There are two rainy seasons in Tanzania: from October
through January and from March through May (Figure 2).
Malaria control efforts in Tanzania focus on the following
three interventions to prevent malaria among women and
children under five years of age including:
Bednets
Used correctly, bednets offer protection from mosquito bites
and thereby reduce the transmission of malaria. While all
bednets can protect the people sleeping under them, insecticide-
treated nets (ITN) are especially effective because they both
block the mosquito bite and kill any mosquitoes that land on the
net. Pilot studies promoting ITNs have shown increased child
survival and reduced anemia among children under five years of
age, as well as reduced maternal morbidity and low birth weight
deliveries.
Intermittent Preventive Treatment in Pregnancy

52. Intermittent preventive treatment in pregnancy (IPTp) reduces
placental malaria and anemia in pregnant women as well as the
incidence of low birth weight deliveries. The regimen for IPTp
recommended by the World Health Organization (WHO) is two
to three doses of sulfadoxine-pyrimethamine (SP) given to
pregnant women after quickening (the first fetal movements felt
by the mother) in the second and third trimesters during routine
antenatal care visits. As resistance to SP is growing in much of
sub-Saharan Africa, researchers are investigating the efficacy of
this drug for IPTp and exploring the safety of other more
effective medications for this purpose.
Prompt and Effective Treatment
To reduce morbidity and mortality from malaria, young children
should be treated as soon as symptoms (usually fever) appear.
Moreover, it is important that they receive the correct
medication. In much of sub-Saharan Africa, the malaria
parasite has developed resistance to older medications such as
chloroquine, amodiaquine and sulfadoxine-pyrimethamine.
Consequently, Tanzania has changed its treatment guidelines to
recommend treatment with artemisinin-based combination
therapies (ACTs).
President’s Malaria Initiative. 2008. Malaria in Tanzania.
Available online at:
http://www.fightingmalaria.gov/countries/profiles/tanzania.html
D’Alessandro, U. et al. 1995. Mortality and morbidity from
Malaria in Gambian children after introduction of an
impregnated bednet program. Lancet, 345(8948), 479-483.
Schulman, C.E., and E.K. Dorman. 2003. Importance and
prevention of malaria during pregnancy. Transactions of the
Royal Society of Tropical Medicine and Hygiene, 97.
Schellenberg, J.R. et al. 2001. Effect of large-scale social
marketing of insecticide-treated nets on child survival in rural
Tanzania. Lancet, 357 (9264), 1241-1247.
Ter Kuile, F.O., et al. 2003. Reduction of malaria during
pregnancy by permethrin-treated bed nets in an area of intense
perennial malaria transmission in western Kenya. American

53. Journal of Tropical Medicine and Hygiene, 68 (Suppl. 4) 50-60.
Roll Back Malaria, World Health Organization. 2003. Reducing
the burden of malaria in pregnancy. Available online at:
http://www.who.int/malaria/rbm/Attachment/20040713/MeraJan
2003.pdf
World Health Organization. 2008. The World Malaria Report,
2008. Available online at:
http://malaria.who.int/wmr2008/malaria2008.pdf
Speaker notes
So how much is enough information? Is this enough. Clearly too
much is presented here to exaggerate the point; however, many
presentations and documents may feel this crowded with
information and overwhelming to us when we are faced with
compelittle time.
*
Components of a Dissemination Plan
Project overview
Dissemination goals and objectives
Target audiences
Key messages
Sources/messengers
Dissemination activities, tools, timing, and responsibilities
Budget
Evaluation Plan
Source: Canadian Health Services Research Foundation
Speaker notes
Developing a dissemination plan is a key part of the
collaborative research planning process. Although
the decision makers and researchers working together won’t

54. know the results of the research until it’s
completed, working through an initial dissemination plan can
help your team focus the project and
identify key audiences. When the research results come in,
you’ll be ready to flesh out key messages,
review and finalize the plan, and then implement it.
Following is a list of some of the key elements that should be
included in a dissemination plan. While
this is not a detailed guide to developing a dissemination plan,
it provides a good overview of some of
the most critical things that should be considered.
1. Project overview
Describe the current environment or context that provides the
impetus for the research being
undertaken — what is your research aiming to clarify or
change? Who is or should be interested in
the results?
Briefly sketch out the research project and its objectives. How
will it address the context or
challenges you have identified?
2. Dissemination goals
What are you hoping to achieve by disseminating this research?
You may have a single long-term
goal, such as a change in a policy, practice, or even culture, but
make sure to also include any
supporting or shorter-term goals.
3. Target audiences
These are the groups you want to reach with your research
results — and who you will target in
your dissemination activities. Be as specific as you can — who
are the people who can use this
research?
You may want to divide your list into primary audiences (more
important) and secondary
audiences (less important) and allocate dissemination efforts
according to audience importance.

55. 4. Key messages
In your first stab at a dissemination plan, you won’t be able to
develop specific key messages
because you won’t know the results of your research project.
However, you can plan broadly
around what you anticipate the content will be.
Effective messages explain what your research results mean,
why they are important, and what
action should be taken as a result. They are not simply a
summary of the results. Note the wider
context if applicable — how the results fit with the body of
related research on the topic.
Make messages clear, simple, and action-oriented. The style
and content should be tailored for
each audience. Messages should be based on what that audience
wants to know, rather than on
what you think it should hear.
5. Sources/messengers
Since using influential spokespersons to spread your messages
can help ensure uptake of your
research results, identify the people or organizations that are
viewed as credible with each of your
target audiences.
Then think about how you can get those people and
organizations “on board” — maybe you can
partner with them in a workshop, or ask them to include an
article about your research results on
their web site or in their newsletter.
6. Dissemination activities, tools, timing, and responsibilities
This is the meat of your dissemination plan. Here you describe
the activities (such as briefings or
presentations) you will undertake to reach each target audience,
and the tools (such as printed
materials or web sites) that will support these activities. You
also set out timing (what you will do
first and when you will do it) and assign responsibilities to team

56. members.
Successful dissemination activities go beyond traditional
vehicles such as publication in scholarly
journals — look for activities that promote a two-way dialogue,
not a one-way flow of information.
Face-to-face meetings or briefings are a very effective way to
reach decision makers.
Make each member of your collaborative research team
responsible for carrying out at least one
dissemination activity, and schedule meetings to report back
and ensure commitments are being
met.
A good dissemination plan will have activities that reach each
of your target audiences, taking into
account their attitudes, habits, and preferences.
7. Budget
Time and budget requirements for dissemination are frequently
underestimated. Effective
dissemination involves resources and planning — think about
travel, layout and printing,
translation, equipment, and space rental costs when allocating a
budget for dissemination
activities. Don’t forget to include resources the individual(s)
will need to do the future planning
and co-ordination of the activities you have identified!
8. Evaluation
Evaluation is most effective when it is built in from the start.
Decide how you will evaluate the
success of your team’s dissemination efforts, selecting
measurable criteria for each dissemination
activity. Focus less on efforts (how much you did) and more on
outcomes (what was the result).
Please be clear on the difference between messages and
survey/research findings
Findings= objective results

57. Message =results with commentary/interpretation
*
Dissemination Planning MatrixActivityTarget
AudienceToolsPerson ResponsibleTimingPresent results at
partner meetingsPartner organizationsPowerpoint Presentation,
Full report (Printed, electronic)JaneSeptember 2014Present
results at health conferencesScientific
CommunityPosterJohnNovember 2014Publish results in peer-
reviewed journalsScientific CommunityArticleJohnDecember
2013Alert media about the above activitiesGeneral
populationInterview, news segmentAliceDecember 2013Present
results to community membersCommunity membersOral
presentation with interactive exercisesAliceJune 2013
Speaker notes
Here is an example of a dissemination planning matrix that can
help you to think about how you will do your dissemination.
Dissemination should not be an aftertho ught. When data
collection is planned, it is important to start thinking about how
the information will be disseminated in order to maximize its

58. use.
In this matrix, you can see that there are sections on activities,
target audiences, tools, person responsible and timing. This is
just one example of a dissemination planning matrix. You could
adapt it to fit your own needs for dissemination.
*
Engage in Capacity-building
Combine dissemination with capacity-building:
Help users understand context and terminology
Train users to read tables and charts
Provide exercises on using data
Always ask users to consider implications of the information for
programs and policy
Speaker notes
One way to make sure that the information that you are
disseminating is understood and therefore more likely to be
used is to engage in capacity-building. Dissemination can be
combined with capacity-building in many ways. Some examples
of how this can be done include: helping users understand
context and terminology; training users to read tables and
charts; and providing exercises on using data. It is important to
always ask users to consider implications of the information for
programs and policy. This way they can leave your
dissemination event with ideas on how they plan to use the
information.
*
Dissemination Issues/Concerns

59. Data Literacy
Understanding terminology
Understanding concepts of sampling errors, confidence intervals
Reading tables
Comparing multiple data sources
National and regional data vs district planning
Timing of dissemination vs national planning cycle
Speaker notes
When planning for our dissemination, we should consider
several issues. Depending upon our audience, data literacy may
be a concern. Our target audience may not understand the
terminology; there may be issues in understanding concepts of
sampling errors, confidence intervals, reading tables or
comparing multiple data sources. This is why it is important for
us to match the materials to the audience. Community members
may have a difficult time understanding sampling errors, but
then again, this is probably not the most important information
for them. Data literacy can also be improved through capacity
building, but you must recognize when and where to invest
these resources. Improving the data literacy of program
managers may be a bigger priority than teaching your study
population which may not have great use for these skills.
Often times data is not available for the administrative level
that concerns use. For example, large-scale national surveys
generally only collect data down to the regional level. This data
will not be extremely helpful for individuals conducting district
planning.
It is helpful, when possible, to have data dissemination events
precede the national planning cycle. This is often not possible,
but doing so will increase the ability of those setting program
priorities to make evidence-based decisions.
*

60. Dissemination Issues/Concerns
Getting information out of the capital city
Extending dissemination beyond the immediate post-release
period
Difficulty tracking and monitoring use
Speaker notes
Another issue that we often face when disseminating
information is the difficulty in getting information out of the
capital city. In many cases, the information we are
disseminating is more useful in the regions and districts than it
is to those in the capital, yet the people in these areas may
never receive the information. One way of dealing with this is
to plan dissemination events in the multiple places.
While we can be capable of getting some attention with our
information at the time that we release and initially disseminate
it, extending dissemination beyond the immediate post-release
period can be challenging.
Finally, it can be extremely difficult to track and monitor use of
our information. This is partially because individuals who use
data often do not publicize this fact, even when the information
is used to make important evidence-based decision.
*
Tracking Information Use

61. Speaker notes
In this session we will focus on tracking information use.
*
Learning objectives
By the end of this session, participants will be able to identify:
Methods of tracking data and information use
Opportunities for improving data production and use
Opportunities for feedback mechanis ms
Points where analysis & data could support programmatic
decision making
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Methods of Tracking Information Use
Assessing coverage targets
Key information interviews
Meetings with staff
Speaker notes
There are several ways to know if data and information are
being used. For example, are facilities or districts using the data
to assess their coverage targets? Are interventions being
developed to address problem areas identified by service
statistics? Do you see a resulting improvement in service
statistics (upward trend) as a result of these interventions? Are

62. communication products regularly developed, shared with
decision-makers and reviewed?
Tracking information use is not easy or cheap.
You can also interview stakeholders such as community-based
groups and staff to find out if and how they have used the
information and what impact it may have had.
*
Information Flow
Service Delivery Point
Feedback
Program
Higher levels: district, province, national
Analysts, evaluators
Managers, Government, Donors
Compiled data, some analysis
Clinical histories, service statistics
Reports
*

63. Speaker notes
This flowchart shows how data can effectively flow from the
service delivery level to the higher levels responsible for
supervision of programs (LGA, state, IP, Global Fund CCM,
USG, etc.)
The service delivery points – whether a facility or community
organization – are responsible for generating the primary data
through clinical histories and service statistics – i.e. data based
on the individual client. This individual client data is then
compiled and ideally is presented to program managers,
directors, and service providers within the facility or
organization for their own use in programmatic decision-making
as well as to review before sending the data on to higher levels.
The compiled data is sent on to higher levels where it is
analyzed and compiled with data from other facilities and other
organizations. Reports produced by this higher level should
also be shared with service delivery points and organizations to
ensure that they are familiar with how other service providers
are performing. In addition, the higher level can provide
guidance and advice to facilities on an individual level based on
the data that they receive.
Each of these levels mentioned can make decisions based upon
the primary and aggregated data from the service delivery point.
This is the ideal. In practice, the flow breaks down all the time,
especially in the feedback from higher levels to program.
Information Use in Country X
Local health centers and hospitals report up through system
However, local facilities never received full reports
Identified opportunities for feedback through Information Use

64. Map
*
Speaker notes
In Country X, local health centers and hospitals sent
information about the number of people they tested for Malaria,
while labs sent test results. A statistician in the Health
Information Unit aggregated the data and sent a quarterly report
to the Ministry of Health, which in turn sent a quarterly report
to the Epidemiology Center (EC) and an annual report to the
Prime Minister. Trouble was, local facilities never got these
reports. They could not know how they compared to other
facilities, or to national trends and goals. Were they on track or
not? These information gaps quickly became apparent when
processes were visualized in an Information Use Map. Data
were reported, but not used. Reports did not get back to the
providers of source data. The mapping exercise identified ways
the Health Information Unit could share its insights down the
line, which would lead to mid-course improvements and an
increase in malaria testing.
Reasons to Assess Informati on Flow
Local data not used locally
Higher-level information does not return back to local level
Local data not assessed in broad context
Little incentive to produce high-quality data
*
Speaker notes
The scenarios below are typical:
Local data are not being used locally. Oftentimes, data are

65. tallied and reported up the levels, but are rarely analyzed and
used to support mid-course corrections at the level at which
they were generated. In many situations, data could be used to
investigate trends over time, compare different areas, set
priorities and goals for future years, compare progress against
defined goals, and advocate for funding or policies.
Higher-level information does not return back to the local level.
Consider the example of a family planning clinic, where data
reveal a declining trend in use of oral contraception.The
providers knew that women complained about the side effects,
but they did not know how much the overall contraception rates
were being affected.The district and regional officers knew
contraception rates were declining, but could not know why.
There was a need to bring these information sources and
stakeholders together.
Local data are not assessed in broad context. For example,
suppose 10 percent of the population in the region is expected
to receive a service, and one district is only reaching 2 percent.
Obviously, there is a large service coverage gap in this
district—but the facilities and district office would not
necessarily know it, because they may not be aware of how their
service delivery rates compare to national objectives.
There is little incentive to produce high-quality data. People
involved in local-level data collection efforts often do not see
the purpose in collecting the data. They have a difficult time
appreciating their role in the larger context of the health
information chain, and as a result, spend less energy in
collecting the data and in paying attention to detail.
Since there is such a large amount of money and effort being
devoted to collecting data and reporting in health information
systems, it only makes sense to maximize the impact of that
data for real-world benefit. This is where the Information Use
Mapping tool is so valuable.

66. Information Use Mapping
Purpose
Describe existing flow of health information to identify
opportunities for improving its use
Description
Identifies gaps and opportunities for using information
Identifies opportunities for additional feedback mechanisms
Identifies points where analysis & data could support
programmatic decision making
*
Speaker notes
The Information Use Map is a flowchart framework that allows
the user to:
Create a schematic representation of the existing state of a
health information system or subsystem. Through this visual
representation, quickly identify gaps and deficiencies in that
information flow. Identify opportunities for new feedback
mechanisms to share high-level analysis and reports with lower
levels of the information hierarchy. Identify points in the
process where additional analysis and use of data could lead to
improved programs. Prioritize recommendations and formulate
an action plan to implement them.
The Information Use Map can be developed and applied at the
international, regional, national, or local levels. The map can be
an ongoing guideline to assess progress toward the “expected”
future vision of the map. The Information Use Map can also
become a standard part of an M&E system—revisited and
revised at regular intervals or whenever a new survey or special
study is being designed.

67. Key Messages
Actual flow of data and information can reveal barriers to
improving data quality and use
Information Use Map can highlight intervention points
Speaker notes
We are going to move on to a small group activity. Before we
do, let’s review the key messages of this session.
NOTE to facilitator: Read slide and solicit questions on the
material covered.
*
How does information flow through your organization?
Speaker notes
Can anyone give me an example of how information flows
through your organization. Base don the example of the
information use map we just saw, can you identify areas for
improvement in information flow in your program?
*
References
Canadian Health Services Research Foundation. Developing a
Dissemination Plan. Available at:
http://www.chsrf.ca/knowledge_transfer/pdf/dissemination_plan
_f.pdf
Laurie Liskin. “Dissemination and Data Use Tools”. MEASURE

68. DHS. PowerPoint Presentation. 17 June 2009
MEASURE DHS. “Module 7: Disseminating and Using Data for
Change”. PowerPoint Presentation. Kenya, June 2010
*
COUC 521
Psychological Report — Diagnostic Report Example
DIAGNOSTIC REPORT
(
Example)
Client’s Name: Ann Generic
Date of Report: 01/16/2013
REFERRAL QUESTION/REASON FOR TESTING:
Mrs. Generic was referred by The Mission Group for evaluation
concerning the appropriateness of her participation in a mission
trip to rural India. The summer trip will consist of a 3-week
excursion into remote villages with a team of 10 others. Living
accommodations for the team will likely be primitive and
possibly changing with little notice.
ASSESSMENTS ADMINISTERED:
Examinee Biography
IPIP-NEO
Symptom Questionnaire (SQ)
Depression, Anxiety, and Stress Scales (DASS)
Clinical Anxiety Scale (CAS)

69. EXAMINEE BACKGROUND:
Mrs. Generic, a 45-year-old, married Caucasian female, works
as a secretary in a medical office. She lives with her husband
and 3 children. She is of normal height, slightly overweight, and
looks younger than her age. She dresses neatly and maintains a
well-groomed appearance. Mrs. Generic is very outgoing and
friendly. She has a warm smile and remained attentive during
the initial interview. She enjoys and values performing her work
to the best of her abilities. She gains a sense of pride i n
accomplishing her tasks well. Her family relationships appear to
have little conflict. She reports that she, her husband, and
children generally get along well. Her outside friendships are
limited, mainly consisting of her co-workers. Mrs. Generic
reports that these friendships are not very close. Mrs. Generic
reports that she suffers from diabetes, which is successfully
managed by medication. Her obesity mildly affects her mobility
and energy levels. She recently began taking an antidepressant
under her physician’s direction. This is reportedly in response
to circumstantial mood disruptions related to her menstrual
cycle.
SUMMARY OF TEST RESULTS:IPIP-NEO
The IPIP-NEO is an assessment used to estimate a person’s
level on each of the 5 broad personality trait domains, and 30
sub-domains of the Five-Factor Model. It consists of 300 items.
Answers are provided according to a 5 point Likert-type scale.
The numerical scores represent a percentile estimate above
other subjects of the same sex and age. Scores lower than 30 for
a trait or sub-domain are characterized as “low;” scores between
30 and 70 are identified as “average;” and scores above 70 are
labeled “high.”
The following chart reports Mrs. Generic’s IPIP-NEO scores.

70. Extraversion
90Agreeableness
87Conscientiousness
98Neuroticism
16
Openness to Experience
7
Friendliness
98
Trust
33
Self-Efficacy
93
Anxiety
5
Imagination
1
Gregariousness
91
Morality
93
Orderliness
94
Anger
34
Artistic Interest
10
Assertiveness
87
Altruism
93
Dutifulness
83
Depression
6
Emotionality

71. 64
Activity Level
49
Cooperation
67
Achievement-Striving
97
Self-Consciousness
8
Adventurousness
34
Excitement-Seeking
38
Modesty
79
Self-Discipline
96
Immoderation
99
Intellect
22
Cheerfulness
91
Sympathy
84
Cautiousness
76
Vulnerability
5
Liberalism
8
Symptom Questionnaire (SQ)
The SQ is a 92-item instrument for measuring four aspects of
psychopathology: depression, anxiety, somatization, and anger -
hostility. Subjects respond to a descriptive word or phrase with
true/false and yes/no answers. Mrs. Generic’s score was 6 on

72. the relaxation component of the anxiety/relaxed sub-scale,
which was above average compared with the non-clinical
sample. Her score was 5 for the depression/contented sub-scale,
reflecting that she compared with the average of the non-
clinical sample. Mrs. Generic’s score of 7 for the
somatic/somatic well-being sub-scale was slightly above
average for the clinical sample. Her score of 7 on the
hostility/friendly sub-scale was slightly above the non-clinical
sample mean for the friendly component.
Depression, Anxiety, and Stress Scales (DASS)
The DASS is a 42-item instrument that measures depression,
anxiety, and stress within the past week prior to its
administration. Each scale is composed of 14 primary
symptoms. Subjects respond to statements on a 4 point Likert-
type scale according to the degree to which that statement was
experienced. Mrs. Generic’s depression and anxiety scores
were well below the mean for the non-clinical samples, 2 and 1
respectively. Her score of 13 for the stress sub-scale was
elevated for the non-clinical sample, but compared far below
the average of the clinical sample.
Clinical Anxiety Scale (CAS)
The CAS is a 25-item instrument that measures the degree of
clinical anxiety. Higher scores indicate increased anxiety. This
instrument has a clinical cutoff score of 30 (
+5). Mrs. Generic’s score was 18.
PSYCHOLOGICAL IMPRESSIONS:
Mrs. Generic is a friendly, outgoing person. She is verbally
expressive, and has a rich vocabulary. She is open, cooperative,

73. and capable of interacting with others in a socially appropriate
manner. She views herself as genuinely caring, responsible, and
friendly.
Mrs. Generic is internally motivated and guided by her
Christian faith. External motivation stems from her extraverted
personality. She prefers to be in the company of others and
finds extended time alone emotionally difficult. She values
actions of service toward others. She enjoys helping others and
offering support to those with physical needs. This should make
her an asset to the mission team.
Results of the IPIP-NEO (Extraversion, Agreeableness, and
Neuroticism domains), the SQ (Depression, Anxiety, and Anger-
Hostility sub-scales), the DASS (Depression and Anxiety sub-
scales), and the CAS (Anxiety scale) support that Mrs. Generic
is generally extraverted, suggests that she enjoys new social
settings, and that her life is not greatly hindered by depression
or anxiety.
She is likely to express a positive mood and enthusiasm that is
encouraging to those around her. She seems to be an agreeable
individual who is considerate of others and values group
harmony. She finds interpersonal conflict more difficult to
manage than environmental stressors. She may also easily feel
intimidated by others and adopt a passive stance when faced
with conflictual situations.
She is relatively free of depression and anxiety and is likely to
maintain a sense of emotional stability and calmness even in
challenging environments. This is supported by the results of
the SQ (Anxiety/Relaxed and Depression/Contented sub-scales),
the DASS (Depression and Anxiety sub-scales), and the CAS
(Depression and Anxiety scales).
Her level of emotional reactivity is low indicating that she may
possess personal resources that allow her to effectively cope

74. with stressful situations. Mrs. Generic tends to be calm and able
to regulate her emotions. She is not adverse to adventurous
activities, which indicates that Mrs. Generic may be reasonably
comfortable with the unfamiliar conditions involved in an
environment as might be expected on the mission trip.
Her unusually high score on the Neuroticism (Immoderation
sub-domain) of the IPIP-NEO suggests that Mrs. Generic has
difficulty resisting some cravings and urges. This was
consistent with information gathered during the initial
interview, wherein Mrs. Generic reported she has difficulty
controlling her eating habits. This appears to be constrained to
that aspect of her life; otherwise, she reports an organized and
disciplined existence.
Mrs. Generic scored slightly above the average of the clinical
sample on the SQ (Somatic/Somatic Well-Being sub-scale). This
may be explained as Mrs. Generic reported experiencing
numerous and chronic physical complaints related to obesity,
hypothyroidism, and diabetes. She indicated that her physical
complaints have basis in medically verified physical conditions.
The elevated score on the DASS (Stress sub-scale) is indicative
of situational stressors of the past week. Affecting this score
may be that Mrs. Generic reports she has experienced
menstruation during the past week and typically notes increased
irritability and feelings of being stressed associated with this
event.
CONCLUSIONS AND RECOMMENDATIONS:
Mrs. Generic is a 45-year-old female who was referred for
evaluation concerning her appropriateness for participation in a
mission trip to a challenging environment. She is married with 3
children and is employed as a secretary at a medical office.

75. Mrs. Generic was provided with a battery of psychological
assessments, which included the Examinee Biography, IPIP-
NEO, Symptom Questionnaire (SQ), Depression, Anxiety, and
Stress Scales (DASS), and the Clinical Anxiety Scale (CAS).
Based on the results of the assessments, it is the conclusion of
this examiner that Mrs. Generic is an acceptable candidate for
participation in the mission trip for the following reasons:
a) Mrs. Generic possesses personal qualities that will support
her adaptation to the challenging mission environment and
participation on the mission team.
b) Mrs. Generic is not unduly encumbered by anxious or
depressive conditions that would be heightened by the
challenging mission environment.
c) Mrs. Generic is likely to engage positively with the mission
team in a mutually beneficial relationship.
Page 4 of 4
COUN 521
COUC 521
Psychological Report Assignment Instructions
Overview
You will write a
Psychological Report Assignment based upon four (4)
psychological evaluations and information reported in the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment.
Counselors are commonly required to write a psychological
report that presents assessed and observation information about
a client. This
Psychological Report Assignment will require students
to synthesize and report information about the character
depicted in the
Initial Interview Assignment and

76. Mental Status Examination (MSE) Assignment.
Instructions
·
Length of
Psychological Report Assignment: 2100-2400 words
(not including the title page)
·
Format of
Psychological Report Assignment: APA for font
(Times New Roman, 12 pt.), title page, margins, and section
headings
·
Number of citations: none
·
Acceptable sources: none
Using your character from the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment, you will
take the assessments with the goal of
answering one (1) of the referral questions posted
below:
1. Would this examinee be a good candidate for participation in
a summer missions trip in a very challenging environment?
2. Would this examinee be a good candidate for Senior Pastor at
a large urban church?
3. Would the examinee make a good Resident Assistant (RA) at
Liberty University?

77. Assessment Selection
You will report on four (4) assessments. For one of your
assessments, you must use the IPIP-NEO assessment (see
PsychologicalReport Resources for the link). There are
two versions (short/long) of the IPIP-NEO assessment. Please
use the longer version. Copy and paste the NEO description and
chart into the report. This will give you a nice template for
writing an assessment description. Once you have the results of
the IPIP-NEO, you will plug in your own numbers into the
chart.
The three (3) additional tests may come from the assessment
listed on Blackboard: Jung Personality Test, Beck Depression
Inventory, and the Beck Anxiety Inventory. However, you may
select other assessments to replace these assessment. Please
make sure that any assessments that you select are designed to
provide some of the information needed to answer the referral
question. For example, if going on a mission trip is stressful,
then you will want to pick an assessment that measures stress;
you would not pick one that can be used to diagnose
schizophrenia. When you have completed scoring the
assessments, begin writing the psychological report.
You may not use the Symptom Questionnaire (SQ); Depression,
Anxiety, Stress Scales (DASS) or the Clinical Anxiety Scale
(CAS). These assessments are used in the sample paper, so you
may not use them in your report. This would be plagiarism.
Please refer to the
Psychological Report –Diagnostic Report Sample to
ensure that you correctly format your
Psychological Report Assignment paper. For this, you
will not use APA formatting for the headers and page numbers.

78. You will write it in a format consistent with a psychological
report which you can use for future reference. Be sure to head
your
PsychologicalReport Assignment paper “Psychological
Report.” Underneath this heading, fill in the following
information (include the labels given):
Note: Your assignment will be checked for originality via the
Turnitin plagiarism tool.
Be sure to review the criteria on the
Psychological Report Grading Rubric before beginning
this
Psychological Report Assignment.
See
PsychologicalReport Resources under the
Psychological Report Assignment page.
Sections of the Psychological Evaluation Report

79. I. IDENTIFICATION:
Student ID#
Client’s Name: (you can use a fictitious name)
Date of Report:
II. REFERRAL QUESTION/REASON FOR TESTING: In this
section, you will write a brief description (3-4 sentences) of
why your subject is being tested.
III. ASSESSMENT METHODS: List the full names of all the
tests administered. The Examinee Biography should be the first
measure on your list.
IV. EXAMINEE BACKGROUND: In no more than 2-3
paragraphs, use information from the Initial Interview (or
Mental Status Exam) and write a well-organized succinct
summary of the examinee’s background based on the
information in the initial interview. Note that you will not
include
everything from the initial interview in this section. For
example, you might decide certain pieces of information (e.g.,
perceived strengths and weaknesses, goals and aspiration, etc.)
fit better in the Psychological Impressions section because they
support or illustrate your interpretations of test results. See the
Diagnostic Report Sample’s Psychological Impression
section for more information.
V. SUMMARY OF TEST RESULTS: The name of each test
should be underlined and serve as subheadings in this section.
The following information should be reported for EACH test:
A. A brief description (4-5 sentences) of the test. The
information you report on each test will vary considerably, but

80. must include the purpose of the test, a general description of
any subscales, and a statement relating to scores and norms
(e.g., T-scores with a mean of 50 and a standard deviation of
10, specific raw score means, and standard deviations, etc.).
B. Delineation of your subject’s scores: both raw scores and
standard scores or percentiles (if applicable) should be reporte d.
C. Additional Notes
i. In this section, do NOT make any interpretive statements. Just
report the scores.
ii. In “real-world” settings, most likely you would NOT include
clients’ actual scores in the written report. Whether actual
scores are reported depends in large part on the intended
audience (e.g., other psychologists, attorneys or judges, parents,
etc.).
D. Example of a Test Summary:
Minnesota Multiphasic Personality Inventory (MMPI-2): The
MMPI-2 is a structured, self-report personality test that was
designed to assist in the assessment of personality and the
diagnosis of major psychiatric disorders. The MMPI-2 consists
of 10 clinical subscales measuring different domains of
psychological functioning or symptomology, several validity
scales assessing subjects' approaches to taking the test (e.g.,
defensiveness, acquiescence), and content scales relating to a
specific content areas (e.g., anger). Distinct norm are provided
for male and female examinees. MMPI-2 scores are reported in
standard T-scores (mean=50, SD=10), with scores above 65
falling in the clinical range.
John's scores on the MMPI-2 are presented below; standard
scores are given in boldface type followed by raw scores in
parentheses:
Scale 1, Hypochondriasis:
45 (11).

81. Scale 7, Psychasthenia:
72 (39).
VI. PSYCHOLOGICAL IMPRESSIONS: This section is the
most important (approximately 600-900 words). Your goal in
this section is to integrate test results into a cohesive summary.
In other words, rather than simply reporting each interpretation
on a test-by-test basis, you will integrate your interpretations.
For example, you should address how the examinee is likely to
interact with others. Findings from most of the tests will be
relevant to this question. While you will specify your sources of
information following each interpretive statement (e.g.,
Examinee Biography, specific subscales of a named test, etc.),
you must also make interpretations based on an
integration of findings from multiple sources.
A. Additional Notes
i. You are NOT expected to interpret every single result of each
test! After examining test results, try to identify consistent
patterns or characteristic styles that emerge on several
measures. Address findings that seem most relevant, important,
or interesting in the context of the referral question.
ii. In this section,
youare stating hypotheses about the examinee’s
functioning. You can express the probabilistic nature of your
interpretations as follows:
a) “Test results indicate (or suggest) that...” (instead of “Test
results show that...”)
b) “John seems (or appears) to be...” (rather than “John is...”)
c) “It is possible that John could...” or “John is likely to...” (not
“John will...”)

82. B. Example (this represents only a portion of this section, not
the entire section):
In regard to interpersonal functioning, results of Test X (
list relevant scales here), Test Y (
list relevant scales here), and Test Z
(list relevant scales here) suggest that John generally
interacts well with others. Specifically, he seems to be aware of
the needs of others and is likely to respond in a positive manner
if asked to help others. John’s family likely fostered his s ense
of interpersonal responsibility; in his biography, John reported
that a primary influence in his life was his father, to whom John
credits his “unfailing loyalty to the people in my life.” In
addition, Test X (
list relevant scales) and Test Z
(list relevant scales) indicate that John is rather
extraverted. He likely will enjoy having a lot of contact with
people. He seems motivated to seek out situations that will
allow him to help others solve problems and to feel good about
themselves.
On the other hand, John may experience difficulties in certain
kinds of interpersonal situations. Results of Test Q (
list relevant scales here) and Test Y (
list relevant scales here) indicate that he tends to be
somewhat anxious and unsure of himself. Coupled with his
strong need for affiliation (i.e., for others to like and accept
him) suggested in Test Z
(list relevant scales here) and supported by Projective
Test A, John’s anxiety is likely to surface in situations
requiring assertive interpersonal responses. For example, it is
possible John feels somewhat intimidated when challenged by
others, and might acquiesce to the wishes of others rather than
assert his own opinions or needs. In support of this hypothesis,
John stated that one of his perceived weaknesses was “speaking
up for myself.” It appears John would make a good team player

83. because he is interested in considering others' views, but could
be challenged in leadership roles requiring him to direct others
or to make independent decisions that might not be popular with
peers, colleagues, or subordinates.
C. Questions you might address in this section include (but are
not limited to):
i.
Intrapersonal functioning: How does this person view
himself/herself? What are this person's intrapersonal resources
or strengths? What kinds of situations might pose challenges to
this person? Is this person motivated more by internal or
external influences/factors? How is this person likely to deal
with stressful situations of a personal nature?
ii.
Interpersonal functioning: Is this person a “loner” or a
“people-person?” What are this person’s needs for interpersonal
contact? How does this person interact with others? How would
you describe this person's interpersonal style? How might this
person respond to interpersonal stressors or conflicts? Does this
person seem responsible and able to follow through on
commitments?
VII.
CONCLUSIONS AND RECOMMENDATIONS: Begin
this section by writing 3-4 sentences summarizing the
examinee’s background and the referral question. Next, you will
address the referral questions by:
A. Stating an opinion or recommendation (e.g., acceptance or
rejection) relevant to the referral question.

84. B. Providing a set of statements that clearly and logically tie
your recommendation to integrated psychological impressions.
This section should highlight important findings that led you to
your conclusion.
Example:
John Doe is an unmarried 23-year-old Hispanic male who holds
a bachelor’s degree in Literature. Currently, John is employed
as an editorial assistant for a large publishing company. John
was referred for psychological testing as part of his applica tion
to the Walden Three community. Based on findings from a
battery of psychological tests, it is the recommendation of this
examiner that John (should/should not) be accepted to the
Walden Three community for the following reasons…
Additional Notes
i. Regardless of your final opinion, decision, or
recommendation,
you must adequately support it! All the reasons you
give should combine elements of your psychological
impressions with specific aspects of the referral question. In
other words, you should provide evidence justifying your
recommendation.
ii. The reasons you provide for your recommendation should
summarize material presented in the body of your
Psychological Report Assignment paper, and should
NOT contain new interpretations.
Refer to the
Assessment Psychological Report: Diagnostic Report
Example document to see examples of how each section must be
completed and how the

85. Psychological Report Assignment must be formatted for
final submission. Contact your instructor if you have any
questions.
Page 6 of 6