Importance of the Learning AgreementPurpose of the Learnin.docx

Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is
designed to ensure students are mindful about the learning
expectations in their field placement. It was developed to help
students and supervisors/instructors plan a well-rounded
experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education
(CSWE) requires students gain competency in nine areas of
social work practice. These areas of practice are defined as
core competencies of the profession. Each core competency
requires particular behaviors students should be able to engage
and gain competency in. Students should provide examples of
activities in the agency they can participate in to help them
meet the learning objectives. Some examples of activities are
provided. This is not an exhaustive list, so others can be added.
Students must have an opportunity to complete tasks in all nine
areas of competency.
Connection to the Student Evaluation: Not only is the learning
agreement a helpful tool to plan the learning goals for the term,
but it connects directly to the evaluation points in the student
evaluation. Field Instructors/supervisors will be asked to
complete student evaluations. Each student is evaluated on the
nine core competencies of social work. Having a solid learning
agreement aligns the learning goals with the student’s
evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be
completed by week 3 at the agency. This is a collaborative
process, where the field instructor/supervisor and student meet
to establish goals for the term. The student will then submit the
agreement to the faculty liaison for feedback and comments.

Once everyone is happy with the agreement, all parties sign the
agreement. During the evaluation session, toward the end of the
quarter, the student and instructor/supervisor should meet to
discuss progress and challenges with the plan and develop ways
to adjust the learning for the remainder of the placement and the
next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core
Competencies. Students must have experience in all nine
competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are
identified by the Council on Social Work Education (CSWE).
These behaviors should be demonstrated by students during the
term of the field placement/internship.
Agency Activities-These are examples of particular activities
that students can do at the agency to demonstrate the expected
behaviors. Most of these are general to all settings. However, if
they don’t quite match, feel free to add/change these to fit with
the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field
course assignments that help reinforce the Social Work Core
Competencies.Students will be required to complete all field
course assignments.
How to Complete the From:
a- By week 2, students should complete all student designated
sections on the learning agreement and discuss it with their
supervisor/instructor.
b- By week 3, students should upload the learning agreement to
Blackboard for the faculty liaison to review. (Only upload
agreements that have been approved by your
supervisor/instructor).
c- After the faculty liaison reviews and signs the agreement, the
student and instructor should sign it.
d- After the agreement has been signed, the student will upload
it to Meditrek.

Learning Agreement
Social Work Core Competency 1 – Demonstrate Ethical and
Professional Behavior
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other tasks associated with
your agency.
Field Course Assignments – Complete these in the course when
assigned.
a- make ethical decisions by applying the standards of the
NASW Code of Ethics, relevant laws and regulations, models
for ethical decision-making, ethical conduct of research, and
additional codes of ethics as appropriate to context.
b- use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations.
c-demonstrate professional demeanor in behavior; appearance,
and oral, written, and electronic communication.
d-use technology ethically and appropriately to facilitate
practice outcomes.
f- use supervision and consultation to guide professional
judgment and behavior.
|_|Familiarize self with clients' rights and respect these at all
times and adhere to the NASW Code of Ethics.
|_|Advocate for those who are incapacitated, incompetent and
those who cannot represent their own best interests.
|_|Discuss personal values in supervision when they conflict
with the values of the profession.
|_|Discuss case scenarios with my supervisor and faculty liaison
that require ethical reasoning.
Seek guidance when you experience and ethical dilemma.

|_|Dress professionally, use appropriate, professional language
and behavior.
|_|Adhere to agency polices about technology and record
keeping.
Add other activities here:
SOCW 6500 (Field I) Assignments:
Blog entries on supervision, use of self, confidentiality and
boundaries.
Process Recording on Values and Ethics
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these expectations and
activities will help you gain competence in ethical and
professional behavior. For example how will these tasks use
your strengths, help you develop in areas where you lack
knowledge or have challenges, and provide you skills for
professional social work (be specific)?
For Student: Write two goals that you want to achieve to help
you develop as a professional social worker (these should focus
on areas where you think you need professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation).
Social Work Core Competency 2 – Engage Diversity and
Difference in Practice

of the quarter
your agency.
assigned.
a-recognize and manage personal values in a way that allows
professional values to guide practice
b-make ethical decisions applying the standards of the social
work ethical codes
c-tolerate ambiguity in resolving ethical conflicts
d-apply strategies of ethical reasoning to arrive at principled
decisions
|_|Interact with those who are different from you based on age,
SES, color, culture, disability, ethnicity, gender, religion,
sexual orientation, etc.
|_|Discuss in supervision and in class the strengths of engaging
diversity and the challenges you have when engaging
difference.
|_|Engage in self-refection about personal biases related to
client population and discuss with supervisor.
Week 7 – Focus on diversity, including a blog post on the
diversity represented in your agency and a process recording
focused on cultural competency in your agency.

activities will help you gain competence with engaging
diversity in practice. For example how will these tasks use your
strengths, help you develop in areas where you lack knowledge
or have challenges, and provide you skills for professional
social work (be specific)?
develop cultural competency (these should focus on areas where
you think you need professional development).
completed during the evaluation).
Social Work Core Competency 3- Advance Human Rights and
Social, Economic, and Environmental Justice
of the quarter

your agency.
assigned.
a-apply their understanding of social, economic, and
environmental justice to advocate for human rights at the
individual and system levels.
b-engage in practices that advance social, economic, and
environmental justice.
|_|Identify barriers clients face when accessing services at my
agency or at other agencies and discuss during supervision.
|_|Discuss with supervisor about how social, economic, and
environmental factors affect client outcomes.
|_|Work with instructor/supervisor to engage advocacy for needs
and services for clients.
|_|Become familiar with a local or national organization that
advocates for your population.
activities will help you gain competence to advance human
rights and social, economic and environmental justice. For
example how will these tasks use your strengths, help you
develop in areas where you lack knowledge or have challenges,
and provide you skills for professional social work (be

specific)?
you work to advance human rights and justice (these should
focus on areas where you think you need professional
development).
completed during the evaluation)
Social Work Core Competency 4 – Engage in Practice-Informed
Research and Research-Informed Practice
of the quarter
your agency.
assigned.
a-use practice experience and theory to inform scientific inquiry
and research.
b-apply critical thinking to engage in analysis of quantitative
and qualitative research methods and research findings.
c-use and translate research evidence to inform and improve
practice, policy, and service delivery.

|_|Research the context and treatment models used by the
agency.
|_|Read current research/literature on best practices with the
population you serve. Discuss those articles with your
supervisor. (See assignment in SOCW6500)
|_|Work with your supervisor to create a brief-interview
questionnaire that could be used during an intake process with
your population. (see assignment in SOCW 6510)
SOCW 6500 (Field I) Assignment:
Assignment to find 5 research articles for best practices in your
agency setting.
SOCW6510 (Field II) Assignment:
Use the articles identified in quarter 1 of Field 6500 to develop
a short questionnaire that could be used with your client
population during intake
For Student: After Reviewing the Agency Activities and Field
Course Assignments, describe how these will help you engage
in practice-informed research and research-informed practice
(be specific). For example how will these tasks use your
you improve use research in your practice (these should focus
on areas where you think you need professional development).

completed during evaluation).
Social Work Core Competency- 5- Engage in Policy Practice
of the quarter
your agency.
assigned.
a-identify social policy at the local, state, and federal level that
impacts well-being, service delivery, and access to social
services.
b-assess how social welfare and economic policies impact the
delivery of and access of social services.
c-apply critical thinking to analyze, formulate, and advocate for
policies that advance human rights and social, economic, and
environmental justice.
|_|Become familiar with local, state, federal and agency policies
that affect the client population and discuss them in supervision
and in class.
|_|Explore how the service delivery in the agency is affected by
social welfare policies.
|_|Find opportunities at the agency or in advocacy organizations
to work with others to advocate to advance human rights and

justice.
SOCW 6500 (Field I) Assignment:
Policy Paper Assignment
SOCW6510 (Field II) Assignment:
Policy Paper identifying policies that affect a sub-population of
the clients served at the agency
in policy practice. For example how will these tasks use your
For Student: Write two goals that you want to achieve to engage
in policy practice (these should focus on areas where you think
you need professional development).
completed during evaluation)
Social Work Core Competency 6- Engage with Individuals,

Families, Groups, Organizations, and Communities
of the quarter
Agency Activities to help you achieve the expected behaviors –
Check ALL that apply in each area AND add other tasks in each
area associated with your agency.
assigned.
a-apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients
and constituencies.
b-use empathy, reflection, and interpersonal skills to effectively
engage diverse clients and constituencies.
Individuals:
|_|Show care, empathy, and genuineness with clients to initiate
professional relationships with clients.
|_|Use a strength’s based approach with clients.
|_|Consider how the client’s stage of development may impact
engagement techniques.
Add other engagement activities with individuals:
Families:
|_|Initiate professional relationships with families to support
client needs.
|_|Consider how family roles and dynamics may impact the
engagement process.
Add Other engagement activities with families:

Groups:
|_|Engage with groups by using professional and interpersonal
skills associated with effective group facilitation.
|_|Discuss with your supervisor the design of groups in your
agency and how those are designed to address developmental
needs and psychosocial needs.
Add other group engagement activities here:
Organizations:
|_|Consult with organizations to assist with client needs.
|_|Develop relationships with individuals within advocacy
organizations that address the needs of your clients.
|_|Attend a conference hosted by an advocacy organization
Add other engagement activities with Orgs:
Communities:
|_| Connect with community organizations that provide services
related to the clients you serve.
|_|Attend a community meeting that discusses the needs of the
community where your clients live.
Add other engagement activities with communities:
SOCW 6500 (Field I) –First 11 weeks

Blog on use of self
SOCW6510 (Field II)- Second 11 weeks
Week 1 and 2 focus on engagement with a blog and process
recording
with individuals, families, groups, organizations, and
communities. For example how will these tasks use your
you develop your engagement skills (these should focus on
areas where you think you need professional development).
completed during the evaluation)
Social Work Core Competency 7-Assess Individuals, Families,
Groups, Organizations, and Communities
of the quarter

assigned.
a-collect and organize data, and apply critical thinking to
interpret information from clients and constituencies
b-apply knowledge of human behavior and the social
multidisciplinary theoretical frameworks in the analysis of
assessment data from clients and constituencies.
c-develop mutually agreed-on intervention goals and objectives
based on the critical assessment of strengths, needs, and
challenges within clients and constituencies.
d-select appropriate intervention strategies based on the
assessment, research, and values and preferences of clients and
constituencies.
Individuals:
|_|Utilize agency appropriate forms, tools, and processes to
assess clients’ needs, strengths, and limitations to inform
appropriate intervention strategies.
|_|Use critical thinking to connect what you learn from an
assessment to what potential interventions are needed.
|_|Use the information from the assess clients’ strengths and
challenges
|_|Use information from the assessment to help clients identify
their personal strengths and challenges.
Add other assessment activities with individuals:
Families:

|_|Assess family support systems for clients that support
intervention goals and strategies.
|_|Work with families to assess needs, strengths, and limitations
in order to provide resources and services.
|_|Discuss with your supervisor how the various theoretical
theories about family roles and dynamics guide how the agency
approaches the needs of families.
|_|Use agency appropriate tools and resources to assess
families’ needs.
Add other assessment activities with families:
Groups:
|_|Work with groups to assess needs and to inform group
intervention goals and strategies.
|_|Develop a needs assessment that would inform the design and
development of a group for clients.
Add other assessment activities with groups:
Organizations:
|_|Discuss with your supervisor the needs of clients, the
strengths of the services offered, and the areas where more
services may be needed.
|_|Assess how other organizations assist with client needs and
where there may be gaps in services.

Add other assessment activities with organizations:
Communities:
|_| Assess the role the community plays in providing services
for your clients (financial, legislative, representative, etc.)
Discuss your findings with your supervisor.
|_|Conduct a community needs assessment to determine social
needs in the community.
|_|Begin to learn what resources or services the community
provides to clients.
Add other assessment activities with organizations:
SOCW6500 (Field I) – First 11 weeks
Discuss with supervisor evidence-based practices used in
agency setting.
SOCW 6510 (Field II)- Second 11 weeks
Week 3 and 4 devoted to the assessment process, with
assignments of blogs and process recordings.
Course Assignments, describe how these will help you assess
individuals, families, groups, organizations, and communities.
For example how will these tasks use your strengths, help you
develop in areas where you lack knowledge or have challenges,
and provide you skills for professional social work (be
specific)?
you develop your assessment skills (these should focus on areas

where you think you need professional development).
completed during supervision)
Social Work Core Competency 8-Intervene with Individuals,
Families, Groups, Communities, and Organizations
of the quarter
assigned.
a-critically choose and implement interventions to achieve
practice goals and enhance capacities of clients and
constituencies.
multidisciplinary theoretical frameworks in interventions with
clients and constituencies.
c-use inter-professional collaboration as appropriate to achieve
beneficial practice outcomes.

d-negotiate, mediate, and advocate with an d on behalf of
diverse clients and constituencies
e-facilitate effective transitions and endings that advance
mutually agreed-on goals.
Individuals:
|_|Use agency-appropriate processes to help clients set goals.
|_|Discuss with supervisor relevant prevention strategies with
clients served.
|_|Utilize prevention strategies with clients.
|_| Assist clients by negotiating, mediating, and advocating for
needed services.
|_|Talk with supervisor about planning for termination with
clients.
|_|Work with clients to transition services when they transition
from your service
Add other intervention tasks with individuals here:
Families:
|_|Work with families to provide strategies and interventions
that promote family well-being.
|_|Discuss with the supervisor how intervention strategies are
associated with roles, dynamics, and family systems.
Add other intervention strategies with families here:
Groups:

|_|Participate in interdisciplinary team meetings.
|_|Facilitate groups that provide education, support, skill
development, etc.
Add other intervention tasks with groups here:
Communities:
|_|Participate in a community activity that helps promote
wellness in the community.
|_|Begin to learn the issues facing the communities where your
clients live.
|_|Partner with community leaders to improve conditions for
residents.
Add other community intervention tasks here:
Organizations:
|_|Get involved in an advocacy or support organization.
|_|Be a part of an organizational committee at the agency or
outside the agency.
|_|Discuss with your supervisor how the needs of your agency
and how change is suggested in that system.
Add other intervention tasks with organizations here:
SOCW 6500 (Field I) First 11 weeks
Discuss with supervisor evidence-based practices used in

agency setting
SOCW 6510 (Field II) Second 11 weeks
Weeks 5 and 6 focus on intervention with assignments of blogs
and process recordings.
Week 9 focuses on termination (ending services) with clients.
Course Assignments, describe how these will help you intervene
with individuals, families, groups, communities, and
organizations. For example how will these tasks use your
you apply appropriate intervention strategies (these should
focus on areas where you think you need professional
development).

Social Work Core Competency 9- Evaluate Practice with
Individuals, Families, Groups, Organizations, and Communities
of the quarter
assigned.
a-select and use appropriate methods for evaluation outcomes.
multidisciplinary theoretical frameworks in the evaluation of
outcomes.
c-critically analyze, monitor, and evaluate intervention and
program processes and outcomes.
d-apply evaluation findings to improve practice effectiveness at
the micro, mezzo, and macro level.
Individuals:
|_|Meet with clients to evaluate the progress of their goals and
make changes in treatment plans as necessary.
|_|Discuss with your supervisor any barriers to client success.
|_|Work with clients to evaluate and develop new goals.
|_|Work with clients to transition to the next phase of
intervention if goals are met.
Add other evaluation tasks with clients here:
Families:
|_|Work with families to evaluate their progress toward goals
and help with changes in intervention strategies as needed.
|_|Discuss with your supervisor any barriers families face when
working toward their goals.
|_|Work with families to set goals or transition to the next phase
of intervention if goals are met.

Add other evaluation tasks with families here:
Groups:
|_|Work with groups to determine their perceived outcomes of
the group. (Did they learn new information, develop new skills,
find support, etc.)
|_|Discuss with your supervisor the various ways groups can
meet their outcomes.
|_|Design a group for clients with the intended outcome in mind.
Add other evaluation tasks for groups here:
Organizations:
|_|Explore how the agency assesses outcomes for its clients and
discuss with supervisor.
|_|Explore if funding sources at the agency require certain
outcomes and discuss with supervisor.
|_|Evaluate how support resources support client needs.
Add other evaluation tasks for organizations here:
Communities:
|_|Participate in an agency sponsored evaluation of services
provided by a community agency.
|_|Talk to a community representative about a recent social
initiative and the results of the effort.
|_|Talk with your supervisor about the perceived benefits of
community partnerships and what could be improved.
Add other evaluation tasks with communities here:
SOCW 6500 (Field I) First 11 weeks
Agency presentation will have you explore the funding sources
for your agency, which may tie to their client
success/outcomes.
SOCW 6510 (Field II) Second 11 weeks
Weeks 7 and 8 focus on evaluation of client success with
assignments of blog posts and process recordings.

Course Assignments, describe how these will help you evaluate
your practice and outcomes with individuals, families, groups,
organizations, and communities. For example how will these
tasks use your strengths, help you develop in areas where you
lack knowledge or have challenges, and provide you skills for
professional social work (be specific)?
For Students: Write two goals that you want to achieve to help
you understand how to evaluate clients and other systems (these
should focus on areas where you think you need professional
development).
For Students: Write down any questions you have for your

PSYCHOLOGICAL REPORT
Client’s Name: Ann Generic
Date of Report: 9/16/2006
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.
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 in 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 menstral cycle.
PSYCHOLOGICAL IMPRESSIONS:
Mrs. Generic is a friendly, outgoing person. She is verbally
expressive, and has a rich vocabulary. She is open, cooperative,
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
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 reflects 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.
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), & 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.
1
2
COUN 800 Assignment 1 - Female
Report
I. Identifying Information
The client is a 25 year-old female with one or more children.
Her racial and ethnic information is unknown. Marital status is
also unknown, but she is reported to be with a boyfriend.
II. Reason for Referral
The client was referred for evaluation and treatment
recommendations. The client was initially referred by the
Department of Social Services and she underwent psychological
evaluation in order to assess her current level of functioning,
specifically to examine whether she suffers from any
psychological disturbance that may interfere her capacity to
effectively parent.
III. Current Situation and Functioning
The client has been struggling with a number of difficulties
including financial and housing. She, along with her boyfriend,
is unemployed and homeless. It should be noted that she is in
the process of trying to obtain disability benefit.
IV. Relevant History
The client reported having a history of significant trauma
(physical and sexual abuse) beginning in early childhood. This
resulted in multiple PTSD symptoms including “intrusive
recollections and flashbacks, a wide array of avoidance

behavior, and extreme hyper arousal”. It is also reported that
she exhibits “cognitive, behavior, emotional, and neuro-
vegetative symptoms of major depressive disorder” as well as
“history of auditory hallucinations” throughout her life.
As for the past diagnosis and treatment history, she has been in
psychiatric treatment for several years and has been on
psychotropic medications, including atypical antipsychotics,
and SSRI’s, and has had diagnosis of depression, anxiety,
borderline personality disorder as well as schizophrenia.
V. Behavioral Observations
The client’s hygiene and grooming appeared “below average”.
Also, she was clearly anxious (i.e. fidgety, hands wrung, sitting
on the edge of her seat, reported tightness in chest, and
increased reparation rate as well as near panic attack feeling)
Client’s showed “below average motivation” and was
“distracted and preoccupied”. It was also suggested that she has
difficulties with language processing skills (This raises
questions regarding how accurately the test scores reflect the
client’s cognition).
Overall, the client’s stories contained a theme of isolation and
alienation as well as feelings of inferiority and even
abandonment. Her story of the boy who “taught himself” and
the man with a “hump on his back whom people laughed at” as
well as the dead woman who was “left” there suggest such
theme. Also, the theme of betrayal and distrust is prevalent
through the characters she created such as the woman in the
picture 3GF, picture 4, and picture 13MF. It is clear that the
client views her environment as a rejecting unfriendly and not
trustworthy world. Accordingly, she views herself as being
unaccepted and disconnected. The main defense against her
fear and axiety toward such environment is her tendency to
avoid. Ironically, her main needs and drives are revealed as

affection and dependency.
VI. Case Conceptualization
Several issues in the process of conceptualizing the client and
her problems need further investigation and clarification. For
example, the mood dysregulation mentioned in the narrative
needs to be evaluated further since it can be a symptom of a
borderline personality disorder or a part of mood disorder. It
can also be a symptom associated with the past trauma. Another
example is the reported history of perceptual disturbances. It is
unclear whether if it is symptomatic of PTSD or of
schizophrenia. Regardless, her psychological capacity to
effectively parent her child(ren) is questionable at this present
time. Her description of Picture 7GF of TAT could be a
snapshot providing a window into her emotional resources (or
lack thereof) as a parent.
VII. Diagnostic Impressions
Diagnosis of the client cannot rely too much on the MMPI and
the MCMI scores because of the results indicating invalidity,
especially the MMPI. Therefore, the diagnosis is an outcome of
evaluating testing data that are consistent with both her self-
report and behavior observation.
VIII. Treatment Recommendations
A. Psychotropic medication evaluation should be considered.
B. Neuropsychological screening is recommended to further
investigate the client’s disorientation of time and to assess for
deficits related to memory.
C. Various social services should be provided to meet the
client’s felt needs including housing, medical, and employment
services.

D. Hands-on parenting education is recommended.
E. The client should be assisted to build a support network
through local church.
F. Rather than traditional psychotherapy, gospel-centered
supportive counseling is recommended.

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Importance of the Learning AgreementPurpose of the Learnin.docx