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Name: Child Sample Age: 11 Sex: M Referred By: You Interpret Date: 12/20/01 Test Date: 12/20/01 PSYCH SCREEN, INC. PHONE AND FAX (800) 588-9412 Mr. Sample was referred for psychometric screening to aid in diagnosis and treatment planning. To this end, both Mr. Sample's mother and father completed the Personality Inventory for Children with Mr. Sample completing the Personality Inventory for Youth. In addition, his mother, father and himself completed the Personality Adjective Checklist and the Traumatic Symptom Checklist for Children to help describe Mr. Sample's enduring behavior patterns. The following test results are without benefit of clinical interview or history and should be taken accordingly. They represent each party's subjective view of Mr. Sample. This is a CONFIDENTIAL REPORT meant for qualified Mental Health and AODA providers. While feedback of test findings to clients is highly encouraged and should be an integral part of therapy and treatment planning, clients should not be directly given copies of this report since they are likely to misunderstand report contents and their tentative nature due to their lack of Mental Health training. SUMMARY OF TEST FINDINGS The following summarizes the ratings of family members describing Mr. Sample. More detailed findings as well as inter-rater similarities and differences are available in the report above. Please pay particular attention to the rater response sets documented above in comparing ratings between individuals. COGNITIVE FUNCTIONING Average cognitive functioning - MOTHER Average cognitive functioning - FATHER Average cognitive functioning - CHILD Average cognitive capacities - MOTHER Average cognitive capacities - FATHER Above average cognitive capacities - CHILD No learning difficulties or language problems - MOTHER No learning difficulties or language problems - FATHER Moderate school adjustment problems - MOTHER Mild school adjustment problems - FATHER Moderate distractibility and ability to concentrate - CHILD Average intellectual self-worth - CHILD No modification of school programs - CHILD Moderately confused thinking and judgment problems - MOTHER Average goal directed thinking and judgment - FATHER Mildly confused thinking and judgment - CHILD No hallucinatory-like experiences and/or delusional beliefs - MOTHER No Hallucinatory-like experiences and/or delusional beliefs - FATHER An average ability to Reality Test is reported - CHILD IMPULSE CONTROL/HYPERACTIVITY Moderate overall problems with self-control - MOTHER Severe overall problems with self-control - FATHER Extreme overall problems with self-control - CHILD Moderate impulsivity - MOTHER Severe impulsivity - FATHER Average impulsivity - CHILD Average risk taking/stimulus seeking behavior - MOTHER Moderate risk taking/stimulus seeking behavior - FATHER EMOTIONAL FUNCTIONING Markedly depressed mood - MOTHER Mildly depressed mood - FATHER Severely depressed mood - CHILD Extreme worry, anxiety and fear - MOTHER Moderate worry, anxiety and fear - FATHER Average levels of worry, anxiety and fear - CHILD ANGER AND ACTING OUT BEHAVIOR Mildly noncompliant with rules - MOTHER Severe noncompliance with social rules - FATHER Average ability to listen to adults and follow rules - CHILD Mild levels of argumentativeness, defiance and noncompliance - MOTHER Severe levels of argumentativeness, defiance and noncompliance - FATHER Considers consequences before acting - MOTHER Is moderately fearless and acts without considering consequences. - FATHER Average anger control - MOTHER Mild difficulties with anger control - FATHER Moderate antisocial acting out - MOTHER Severe antisocial acting out - FATHER No delinquent, acting out - CHILD PHYSICAL PROBLEMS Severe physical health problems - MOTHER Good physical health - FATHER Mild physical health problems - CHILD Significant psychosomatic-like symptoms and somatic preoccupations - MOTHER Psychosomatic symptoms and somatic over concerns are unlikely. - FATHER Average psychosomatic-like symptoms and somatic over concern - CHILD Severe tendencies for somatization of emotions - MOTHER Average tendencies for somatization of emotions - FATHER Average concern with bodily functions - CHILD INTERPERSONAL/FAMILY FUNCTIONING Extremely socially uncomfortable and avoidant - MOTHER Average socially comfortable - FATHER Severely socially uncomfortable and withdrawn - CHILD Exceptionally fearful and lacking in social confidence - MOTHER Rarely fearful around others, feels confidant - FATHER Mildly fearful around others - CHILD Extremely dislikes being with others - MOTHER Likes to be with others to a normal degree - FATHER Strong avoidance of others and prefers solitary activities - CHILD Extreme social skills deficits - MOTHER Severe social skills deficits - FATHER Severe social skill deficits - CHILD Moderately interpersonally disrespectful or intrusive - MOTHER Very interpersonally disrespectful or intrusive - FATHER Interpersonally respectful and not intrusive - CHILD Extreme conflicts with peers - MOTHER Average peer conflicts - FATHER Severe conflicts with peers - CHILD Extremely low social status is reported - MOTHER Extremely low social status is reported - FATHER Mild problems with social status - CHILD FAMILY FUNCTIONING Good family relationships - MOTHER Extremely troubled family relationships - FATHER Moderately troubled family relationships - CHILD Average Parent-Child and Parent-Parent conflicts - MOTHER Extreme Parent-Child and Parent-Parent conflict - FATHER Average Parent-child conflict - CHILD Average parental adjustment and marital stress - MOTHER Severe parental maladjustment and/or marital stress - FATHER Average parental maladjustment - CHILD Moderate marital discord - CHILD PERSONALITY CHARACTERISTICS Histrionic features - Mother Histrionic, Antisocial, and Passive-Aggressive features - Father Mild Schizoid and Passive-Aggressive features - Child PTSD/SEXUAL ABUSE Mild level of overall current PTSD symptoms - MOTHER Extreme level of overall current PTSD symptoms - CHILD No dissociation - MOTHER Moderate dissociation - CHILD Dissociation does not follow a classic PTSD pattern - MOTHER Dissociation very strongly follows a classic PTSD pattern - CHILD No unusual degrees of daydream and escaping into fantasy - MOTHER Moderate degree of daydreaming/escaping into fantasy - CHILD Very severe overall concerns with sexuality - MOTHER Significant overall concerns with sexuality - CHILD Age appropriate level of preoccupation with sexuality - MOTHER Age appropriate level of preoccupation with sexuality - CHILD No distress over sexual issues - MOTHER Very severe distress with issues of sexuality - CHILD INTER RATER COMPARISONS Differences in ratings between mother and father of more than one Standard Deviation. Father Greater than Mother MINIMIZES PROBLEMS INTELLECTUAL DEFICITS/DELAYS ANGER AND DELINQUENCY FAMILY PROBLEMS Mother Greater than Father EXAGGERATES PROBLEMS CONFUSED THINKING, POOR REALITY TESTING DEPRESSION ANXIETY SOMATIC PROBLEMS SOCIAL SKILLS SHYNESS, INTROVERSION Mother and Father Equal ACADEMIC ACHIEVEMENT PROBLEMS PROBLEMS WITH COGNITIVE FUNCTIONING HYPERACTIVITY/ADHD SYMPTOMS Differences in ratings between Mother and Child of more than one Standard Deviation. Child Greater than Mother MINIMIZES PROBLEMS HYPERACTIVITY/ADHD SYMPTOMS FAMILY PROBLEMS Mother Greater than Child ACADEMIC ACHIEVEMENT PROBLEMS DEPRESSION ANXIETY ANGER AND DELINQUENCY SOMATIC PROBLEMS SOCIAL SKILLS SHYNESS, INTROVERSION Mother and Child Equal EXAGGERATES PROBLEMS PROBLEMS WITH COGNITIVE FUNCTIONING CONFUSED THINKING, POOR REALITY TESTING Differences in ratings between Child and Father of more than one Standard Deviation. Child Greater than Father EXAGGERATES PROBLEMS CONFUSED THINKING, POOR REALITY TESTING DEPRESSION SOMATIC PROBLEMS HYPERACTIVITY/ADHD SYMPTOMS SHYNESS, INTROVERSION Father Greater than Child MINIMIZES PROBLEMS ACADEMIC ACHIEVEMENT PROBLEMS ANXIETY ANGER AND DELINQUENCY FAMILY PROBLEMS Father and Child Equal PROBLEMS WITH COGNITIVE FUNCTIONING SOCIAL SKILLS DIAGNOSTIC CONSIDERATIONS AXIS I Paranoia Social Phobia Attention Deficit Hyperactivity Disorder Panic Attacks with Agoraphobia Somatization Disorder Hypochondrias Dysthymia Adjustment Disorder with Depressed Mood Generalized Anxiety Disorder Adjustment Disorder with Anxious Mood Major Depression, Severe Post Traumatic Stress Disorder Intermittent Explosive Episodes Conduct Disorder Oppositional Disorder Post Traumatic Stress Disorder Sexual Abuse Histrionic features - Mother Histrionic, Antisocial, and Passive-Aggressive features - Father Mild Schizoid and Passive-Aggressive features - Child TREATMENT CONSIDERATIONS Based on test results, the following corrective treatment approaches are recommended. Care should be taken to ensure that these suggestions match Mr. Sample's clinical presentation and history. If test invalidity indicators have been raised (see validity section), these recommendations may not reflect Mr. Sample's true clinical needs. Testing indicates possible cognitive problems that may need further Neurological/Psychological evaluation. DUE TO SEVERE LEVELS OF DEPRESSION REPORTED, IMMEDIATE EXHAUSTIVE CLINICAL INVESTIGATION OF POSSIBLE SUICIDAL IDEATION SHOULD OCCUR WITH NECESSARY INTERVENTIONS TAKEN. DUE TO SEVERE LEVELS OF AGGRESSION REPORTED, IMMEDIATE EXHAUSTIVE CLINICAL INVESTIGATION OF POSSIBLE HOMICIDAL IDEATION SHOULD OCCUR WITH NECESSARY INTERVENTIONS TAKEN. Mr. Sample NEEDS TO BE CHECKED MEDICALLY TO HELP DETERMINE THE EXTENT THAT HIS/HER PHYSICAL CONCERNS ARE GENUINE. Continued communication with his her physician is essential. PSYCHIATRIC REFERRAL FOR EVALUATION FOR PSYCHOTROPIC MEDICATIONS IS WARRANTED INCLUDING MEDICATION FOR: DEPRESSION, ANXIETY, ANGER, AND ATTENTION DEFICIT DISORDER Due to possible learning problems, much redundancy and multi-sensory input should be used. Care needs to be taken so that Mr. Sample's treatment does not become a failure experience due to his learning problems. Self-esteem issues over learning deficits should be addressed in therapy. As it is likely that Mr. Sample's emotions are interfering with his cognitive processing, immediate interventions to alleviate emotional distress are suggested. As testing indicates significant family problems, an exhaustive examination of Mr. Sample's family system is called for. Family therapy may be indicated. Significant marital problems were described by Mr. Sample that may require marital/couples psychotherapy. As significant emotional problems were reported, Mr. Sample's parents need to have their own individual psychotherapy or AODA treatment should be evaluated. Mr. Samples more likely to initially profit from individual rather than group therapy as he lacks social skills or is so afraid of rejection that she will probably withdraw in a group setting. While in the long run Mr. Sample needs group therapy to enhance social skills, he may initially require much individual work to prepare him for group involvement. Due to Mr. Sample's level of dependency, rebelliousness, and/or need for attention, Mr. Sample is most likely to respond to peer feedback. Due to Mr. Sample's level of interpersonal suspicion and mistrust, therapists must slowly approach him and build rapport. Constant checks on how Mr. Sample interprets situations are necessary as Mr. Sample projects his own feelings onto others. He must be made aware of this, as well as learn how his own behavior sets up negative reactions. A kind, but firm approach is indicated, as therapists must support Mr. Sample while also holding him accountable. Mr. Sample is most likely to change if he sees his therapist as supportive, yet at the same time as demanding change. In addition to changing thinking patterns, Mr. Sample must improve his underlying self-esteem and social skills. Use of praise and positive reinforcement is particularly useful as Mr. Sample is more likely to change his behaviors in order to receive praise than he would be to avoid punishment. Unless negative feedback is couched in carefrontational ways, Mr. Sample will ignore and discount it as criticism. Mr. Sample needs a confrontive, Reality Therapy approach, as strong confrontation may be necessary to overcome her child's defenses. Mr. Sample will not alter her child's thought and behavior patterns unless she is held highly accountable. A Cognitive Behavioral Criminal Thinking approach is primary, as Mr. Sample must alter his Criminal Thought patterns if he is to act prosocially. Due to the degree of oppositionalness and/or explosiveness noted, a Collaborative Problem Solving Approach (Greene) is indicated to enhance Mr. Sample's problem solving skills and frustration tolerance. Extensive value adjustment work is necessary as Mr. Sample lacks knowledge of normal societal conventions. He must be taught what acceptable social standards are through educational and Cognitive Behavioral approaches. Rationalizing and intellectualizing must be challenged as Mr. Sample needs to learn that what he does is much more important than his reasons and intentions. Mr. Sample's attempts to dominate and control are prime therapeutic issues. Mr. Sample must develop faith in his ability to cope with situations over which he has little control and gain insight into the historical causes of his power and control issues. Power struggles are to be avoided with consequences given in a matter-of-fact way. Therapists should not accept excuses and rationalizations as Mr. Sample needs to realize that his rebelliousness and "yes but" behavior is self-defeating. Underlying issues of anger and control must be brought directly to the surface and dealt with. Mr. Sample must learn to be less self-centered and increase his understanding of how his behavior impacts others through expressive techniques and victim script exercises. As Mr. Sample blames others for his problems, therapists should encourage him to be responsible and accountable for his actions and not allow him to fall into Victimstance. Significant environmental support and external structure are vital since Mr. Sample needs external restraints to deter maladaptive behavior. Liaison between Mr. Sample's probation/parole officer, caregivers, therapists, family, and/or school is essential. Behavioral techniques such as discrete target behaviors and immediate consequences are suggested to teach Mr. Sample to take responsibility for his actions and learn to connect actions with consequences. Need for consistency and clarity are all important with Mr. Sample not allowed to talk his way out of consequences. Mr. Sample must learn more prosocial and less maladaptive/manipulative ways of meeting his needs. Manipulations should be directly carefronted with Mr. Sample being made to meet his needs by himself rather than by conning others. Mr. Sample needs to learn more direct ways to deal with his feelings and to gain attention than through somatic problems. Do not let Mr. Sample's somatic concerns lead to avoidance. Significant Depression is reported which may require Behavioral and Cognitive Behavioral treatment as well as Antidepressant medications. The role of Depression and/or Dysthymic Victimstance in Mr. Sample's maladaptive behavior should be established. Mr. Sample reports significant anxiety or hyperactivity and could profit from Stress Management procedures as his anxiety may interfere with his ability to learn and/or may contribute to maladaptive activity. High levels of anxiety are reported that may require mental heath evaluation/treatment if they are clinically seen. Stress management techniques and alternate ways of coping with anxiety and anxiety-producing situations should be taught. Mr. Sample needs to learn anger control techniques. It is essential that Mr. Sample not be positively reinforced for covert or overt aggression. He must become aware of the negative impact of anger on his life to increase motivation to change. Cognitive Behavioral anger control technique in conjunction with Mr. Sample being taught prosocial, less aggressive ways of meeting his needs is necessary if he is to give up aggression as a coping technique. Mood stabilizing medications may be indicated if biological components to Mr. Sample's aggression are suspected. Mr. Sample needs to learn to regulate his moods through use of Cognitive Behavioral techniques and/or medication. Mr. Sample needs to increase impulse control and learn to see his feelings as "red flags" that call for problem solving rather than as imperatives upon which he must act. Mr. Sample needs education about the nature of emotions and must learn ways of not immediately responding once feelings arise. Use of Cognitive Behavioral techniques to increase cognitive mediation, to teaching problem-solving skills, increase frustration/stress tolerance through stress inoculation training, and discover impulse triggers is suggested. Insight-oriented technique may help Mr. Sample understand and deal with troubling Family issues as much maladaptive behavior is in part based on emotional conflicts rooted in his past. Insight-oriented techniques should be used to help him resolve underlying emotional conflicts and habitual self-defeating behavior patterns. As somatization is likely, Mr. Sample needs to be refocused away from somatic concerns once he has been medically evaluated. Medical problems should not be accepted as a way of avoiding responsible behavior and/or therapy. Mr. Sample should be assisted in gaining self-confidence and social skills, especially assertive skills. Mr. Sample social insecurity may lead Mr. Sample to associate with a negative peer group to gain acceptance. A Social Learning component is suggested to teach Mr. Sample positive, prosocial skills to replace current maladaptive patterns. Mr. Sample now relies on maladaptive tactics to meet his needs with him having few alternative prosocial coping skills. Acute treatment for PSTD/ASD is indicated. Use of EMDR should be evaluated. Evaluation of possible sexual abuse is indicated. If found, specific treatment for sexual abuse is indicated. As significant levels if dissociation are reported, this is likely to become a major therapeutic issue. Variables: PIC2 MOTHER-ADULT1 IN REPORT AS MOTHER: INC_MO - 53 FB_MO - 65 DEF_MO - 20 COG_MO - 46 COG1_MO - 52 COG2_MO - 65 COG3_MO - 22 ADH_MO - 69 ADH1_MO - 68 ADH2_MO - 54 DLQ_MO - 62 DLQ1_MO - 67 DLQ2_MO - 54 DLQ3_MO - 63 FAM_MO - 53 FAM1_MO - 48 FAM2_MO - 55 RLT_MO - 68 RLT1_MO - 72 RLT2_MO - 54 SOM_MO - 85 SOM1_MO - 78 SOM2_MO - 90 DIS_MO - 99 DIS1_MO - 110 DIS2_MO - 94 DIS3_MO - 52 WDL_MO - 96 WDL1_MO - 87 WDL2_MO - 82 SSK_MO - 93 SSK1_MO - 87 SSK2_MO - 92 PIC2 BEHAVIORAL SUMMARY MO RATINGS AS MOTHER: INC_S_MO - 999 FB_S_MO - 999 DEF_S_MO - 999 ADH_S_MO - 999 DLQ_S_MO - 999 FAM_S_MO - 999 RLT_S_MO - 999 SOM_S_MO - 999 DIS_S_MO - 999 WDL_S_MO - 999 SSK_S_MO - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 TSCC ADULT 1 AS MOTHER: UND_MO - 78 HYP_MO - 23 ANX_MO - 56 DEP_MO - 56 ANG_MO - 56 PTS_MO - 62 DISC_MO - 23 DISO_MO - 54 DISF_MO - 55 SC_MO - 76 SCP_MO - 45 SCD_MO - 56 PACL _MO RATINGS CHECKED_ - 30 RANDOM_M - 0 FAVORABL - 9 UNFAVORA - 0 INTROVER - 46 INHIBITE - 48 COOPERAT - 47 SOCIABLE - 65 CONFIDEN - 44 FORCEFUL - 39 RESPECTF - 33 SENSITIV - 47 PL_MO - 68 PIC2 FATHER-ADULT2 IN REPORT AS FATHER: INC_FA - 33 FB_FA - 53 DEF_FA - 66 COG_FA - 43 COG1_FA - 54 COG2_FA - 64 COG3_FA - 42 ADH_FA - 75 ADH1_FA - 73 ADH2_FA - 69 DLQ_FA - 78 DLQ1_FA - 75 DLQ2_FA - 64 DLQ3_FA - 83 FAM_FA - 89 FAM1_FA - 84 FAM2_FA - 78 RLT_FA - 43 RLT1_FA - 44 RLT2_FA - 54 SOM_FA - 45 SOM1_FA - 32 SOM2_FA - 56 DIS_FA - 60 DIS1_FA - 65 DIS2_FA - 62 DIS3_FA - 44 WDL_FA - 47 WDL1_FA - 35 WDL2_FA - 54 SSK_FA - 78 SSK1_FA - 87 SSK2_FA - 59 PIC2 BEHAVIORAL SUMMARY FA RATINGS AS FATHER: INC_S_FA - 999 FB_S_FA - 999 DEF_S_FA - 999 ADH_S_FA - 999 DLQ_S_FA - 999 FAM_S_FA - 999 RLT_S_FA - 999 SOM_S_FA - 999 DIS_S_FA - 999 WDL_S_FA - 999 SSK_S_FA - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 PACL-FATHER RATINGS CHECKED_ - 42 RANDOM_F - 0 FAVORABL - 5 UNFAVORA - 2 INTROVER - 56 INHIBITE - 34 COOPERAT - 56 SOCIABLE - 74 CONFIDEN - 55 FORCEFUL - 73 RESPECTF - 22 SENSITIV - 76 PL_FA - 66 PIC2 TEACHER-ADULT3 IN REPORT AS TEACHER: INC_TCH - 999 FB_TCH - 999 DEF_TCH - 999 COG_TCH - 999 COG1_TCH - 999 COG2_TCH - 999 COG3_TCH - 999 ADH_TCH - 999 ADH1_TCH - 999 ADH2_TCH - 999 DLQ_TCH - 999 DLQ1_TCH - 999 DLQ2_TCH - 999 DLQ3_TCH - 999 FAM_TCH - 999 FAM1_TCH - 999 FAM2_TCH - 999 RLT_TCH - 999 RLT1_TCH - 999 RLT2_TCH - 999 SOM_TCH - 999 SOM1_TCH - 999 SOM2_TCH - 999 DIS_TCH - 999 DIS1_TCH - 999 DIS2_TCH - 999 DIS3_TCH - 999 WDL_TCH - 999 WDL1_TCH - 999 WDL2_TCH - 999 SSK_TCH - 999 SSK1_TCH - 999 SSK2_TCH - 999 PIC2 BEHAVIORAL SUMMARY TCH RATINGS AS TEACHER: INC_S_TC - 999 FB_S_TCH - 999 DEF_S_TC - 999 ADH_S_TC - 999 DLQ_S_TC - 999 FAM_S_TC - 999 RLT_S_TC - 999 SOM_S_TC - 999 DIS_S_TC - 999 WDL_S_TC - 999 SSK_S_TC - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 PACL _TCH RATINGS CHECKED_ - 999 RANDOM_T - 999 FAVORABL - 999 UNFAVORA - 999 INTROVER - 999 INHIBITE - 999 COOPERAT - 999 SOCIABLE - 999 CONFIDEN - 999 FORCEFUL - 999 RESPECTF - 999 SENSITIV - 999 PL_TCH - 999 PIY SELF RATING BY CHILD IN REPORTS AS CHILD: VAL - 46 INC_CHIL - 54 FB_CHILD - 65 DEF_CHIL - 50 COG_CHIL - 41 COG1_CHI - 37 COG2_CHI - 45 COG3_CHI - 55 ADH_CHIL - 92 ADH1_CHI - 45 ADH2_CHI - 66 ADH3_CHI - 50 DLQ_CHIL - 45 DLQ1_CHI - 45 DLQ2_CHI - 62 DLQ3_CHI - 39 FAM_CHIL - 66 FAM1_CHI - 54 FAM2_CHI - 49 FAM3_CHI - 68 RLT_CHIL - 61 RLT1_CHI - 59 RLT2_CHI - 61 SOM_CHIL - 62 SOM1_CHI - 59 SOM2_CHI - 46 SOM3_CHI - 65 DIS_CHIL - 68 DIS1_CHI - 51 DIS2_CHI - 72 DIS3_CHI - 62 WDL_CHIL - 70 WDL1_CHI - 60 WDL2_CHI - 77 SSK_CHIL - 72 SSK1_CHI - 64 SSK2_CHI - 74 TSCC SELF RATING: UND_SLF - 55 HYP_SLF - 78 ANX_SLF - 67 DEP_SLF - 67 ANG_SLF - 67 PTS_SLF - 87 DISC_SLF - 67 DISO_SLF - 89 DISF_SLF - 67 SC_SLF - 72 SCP_SLF - 56 SCD_SLF - 76 PACL_CHILD SELF RATING CHECKED_ - 63 RANDOM_S - 0 FAVORABL - 7 UNFAVORA - 3 INTROVER - 66 INHIBITE - 65 COOPERAT - 22 SOCIABLE - 26 CONFIDEN - 37 FORCEFUL - 45 RESPECTF - 21 SENSITIV - 68 PL_SLF - 62 SEX - M |
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