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Case study

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Case study

  1. 1. CASE STUDY Ashley Chandler COUN 621
  2. 2. CLIENT DESCRIPTION – “ALICIA” <ul><li>African-American </li></ul><ul><li>Female </li></ul><ul><li>15 years old </li></ul><ul><li>9 th grade student at a public high school in Mississippi </li></ul><ul><ul><li>Approximately 450 students </li></ul></ul><ul><ul><li>9 th – 12 th grades </li></ul></ul><ul><li>Lives with paternal grandmother and grandfather </li></ul><ul><li>Five siblings – four sisters and one brother </li></ul>
  3. 3. PURPOSE OF ASSESSMENT <ul><li>Client wished to discuss career planning in bi-weekly sessions </li></ul><ul><li>Assessments used to gather information about the client’s personality, self-concept, self-advice, and interests to help with career planning </li></ul>
  4. 4. ASSESSMENT PROCEDURES AND PROTOCOL <ul><li>Parent/guardian signed informed consent; client assented to enter the counseling relationship </li></ul><ul><li>Explanation of the purposes of the assessments given to the client </li></ul><ul><li>First assessment – face-to-face interview; second assessment – completed online by client at the assessment creator’s website. </li></ul><ul><ul><li>Both assessments were administered during the same session. </li></ul></ul>
  5. 5. MEDICAL/DEVELOPMENTAL HISTORY <ul><li>Client has no history of medical problems or current medical issues; no vision/hearing problems </li></ul><ul><li>Satisfactory progress in the following areas during elementary/middle school years: </li></ul><ul><ul><li>Physical development </li></ul></ul><ul><ul><li>Language development </li></ul></ul><ul><ul><li>Social/emotional development </li></ul></ul><ul><ul><li>Cognitive skills development </li></ul></ul><ul><ul><li>Motor skills development </li></ul></ul><ul><ul><li>Task completion </li></ul></ul><ul><ul><li>Following directions </li></ul></ul><ul><ul><li>Mathematical, reading, and language concepts </li></ul></ul>
  6. 6. FAMILIAL PSYCHIATRIC HISTORY <ul><li>Client reports no history of psychiatric problems in the family </li></ul>
  7. 7. SCHOOL/ACADEMIC HISTORY <ul><li>Client was in gifted program in 4 th – 6 th grades </li></ul><ul><li>Client scored either Proficient or Advanced on state tests for Reading, Mathematics, and Language Arts </li></ul><ul><li>Lowest test scores in Reading; lowest school grades are in Reading and Social Studies </li></ul>
  8. 8. HOME BEHAVIOR/SOCIAL <ul><li>Client gets along well with peers </li></ul><ul><li>Student described as very intelligent, well-behaved, and respectful </li></ul><ul><li>Client displays a friendly disposition inside and outside of sessions </li></ul>
  9. 9. ASSESSMENTS USED & APPROPRIATE INTERPRETATIONS <ul><li>Career Style Interview – School Form </li></ul><ul><ul><li>Brief form of Career Style Interview </li></ul></ul><ul><ul><li>Three questions that gauge self-concept, self-advice, and interests and preferred working environment </li></ul></ul><ul><li>Keirsey Temperament Sorter (KTS-II) </li></ul><ul><ul><li>70-question personality assessment </li></ul></ul><ul><ul><li>Places person into one of four temperament groups and character types </li></ul></ul>
  10. 10. SUMMARY OF FINDINGS <ul><li>KTS-II </li></ul><ul><ul><li>Personality Type – Idealist </li></ul></ul><ul><li>CSI-SF </li></ul><ul><ul><li>Counselor’s Interpretation of Client’s Responses </li></ul></ul><ul><ul><ul><li>Likes to be challenged and is not afraid to accept a challenge </li></ul></ul></ul><ul><ul><ul><li>Likes to step outside of the box but not does not venture into extremes </li></ul></ul></ul><ul><ul><ul><li>Versatile </li></ul></ul></ul><ul><ul><ul><li>Believes in doing the right thing and treating people right </li></ul></ul></ul><ul><ul><ul><li>More to client than what meets the eye; somewhat of a mystery to others </li></ul></ul></ul><ul><ul><ul><li>Not afraid to ask others for help </li></ul></ul></ul>
  11. 11. TREATMENT PLAN AND RECOMMENDATIONS <ul><li>Explain results and interpretations of assessments to client and receive her feedback on relevance and similarities to client </li></ul><ul><li>Career recommendations </li></ul><ul><li>School course recommendations </li></ul><ul><li>College/university recommendations </li></ul>

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