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PSYCHOLOGICAL ASSESSMENT REPORT (Confidential Material)

Technical Report · September 2018

DOI: 10.13140/RG.2.2.13012.63361

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PSYCHOLOGICAL ASSESSMENT REPORT

Confidential Material

Prepared by:

Jon Nichole T. Lapac

BS – Psychology IV
Silliman University
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Table of Contents:
I. Background Information……….………………………………………………...……….1

A. Index Person…..…………………………………………………………………….1

B. Family of Origin…………………………………………………………………….1

C. Genogram……………………...……………………………………………………3

D. Family Issues………………………………………………………………………..3

E. Relationship with families…………………………………………………………..3

F. Summary of Impressions and Findings……………………………………………..3

II. Psychological Evaluation………………………………………………………………...5

A. Assessment Instruments……………………………………………………………..5

B. Intellectual Functioning……………………………………………………………..5

C. Personality Test……………………………………………………………………..5

III. Integration of Personal Background and test results……………………………………5

A. Purdue Non-Language Test………………………………………………………...5

B. 16pf Fifth Edition Individual Record Form………………………………………...5

C. College Adjustment Scale…………………………………………………………..5

IV. Summary………………………………………………………………………………...7
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I. BACKGROUND INFORMATION:

A. Index Person:
Name Phil Joseph Maitim Yrad
Course & Year level BS – Speech and theatre
Date of Birth September 30, 1999
Place of Birth Silliman University Medical Center, Dumaguete City
Sex Male
Civil Status Single
Education College Degree
Hometown Sibulan, Negros Oriental
Current Living Location Sibulan, Negros Oriental

B. Family of Origin:

Phil is the youngest child of Flora and Franklin Yrad. Flora and Franklin are
currently married and have a very close relationship with Phil and his eldest sister,
Florelene. Flora is a stay-at-home mother and Franklin is a retired seaman. requiring
frequent travel. Phil has an older sister named Florelene Y. Phil and his sister primarily
reside in their parent’s home in the areas of Sibulan, Negros Oriental. Phil and his older
sister, share a close relationship, described by Flora as “communicative, affectionate and
expressive.”. According to Phil, the way his parents handle parental disciplinary
procedures include firm talking, spanking, yelling, pray to the altar while kneeling in a
nigo of mongo seeds and removing privileges. Phil’s family resides in the local barangay
community and always strict when it comes to church activities.

C. Genogram:
GENOGRAM MODEL:
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2

Note: The given data is based on the

interview by the client prior to his
knowledge
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D. Family Issues:
• Medical problems
Father Side
Names Medical Problems
Ozmondu Yrad Alzheimer’s Disease
Franklin Yrad Alzheimer’s Disease

Mother Side
Names Medical Problems
Mamerto Maitim Deceased – Old age
Nonila Maitim Hypertension, Obesity
Flora M. Yrad Acute Arthritis

• Behavioral problems/Emotional problems

Names Behavior Problems
Elvisa Yrad Schizophrenia, Delusional Paranoia, Autism
Victoria Maitim Has the high IQ but is diagnosed with Schizophrenia
Columbus Maitim Has a High IQ but is diagnosed with Personality Disorder

• Drugs or Alcohol problems.

Names Issues
Rosalina Yrad Alcoholic

• Serious problems of the law: None

E. Relationship between families:

❖ Phil Joseph M. Yrad and his older sister, Florlene Rose M. Yrad are close
❖ Mr. Franklin Yrad and Mrs. Flora Yrad are close to their children.

F. Summary of Impressions and Findings:

• Cognitive Level

The researcher was able to obtain data about his cognitive level based on the
interviews made from the client and his close friends and the client’s Guidance
counselor on the respective college. The Guidance counselor told the researcher that
the client is a regular in his office. Based on the counselor’s data. It indicated that the
client has low motivation for school achievement, with problems in reading and
classroom behavior. He understands language, is creative and has excellent abstract
thinking. mistakes, has a problem with follow through, and is disorganized. He
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appears to focus and achieve somewhat better in a one on one situation. He responds
well to structure and boundaries.

• Affective and Mood Levels

After numerous questions to the client from the researcher, the client mentioned that
he has long struggled with his social behavior since he has been constantly bullied
since elementary, high school and college. His relationship with both parents is
complex. The client discussed himself and his feelings openly, taking time to really
think about the question. General themes included a close attachment and love for
his family and friends, as well as negative feelings surrounding the bully at school.
He had trouble remembering negative memories with his family (i.e. times of anger),
but could easily recall detailed memories of when he was bullied. His ability to
maintain social interaction in the campus is of concern and recommendations will be
made with these factors in mind. The client is viewed as fearful, with nervous and
repetitive habits, is fidgety and restless, with mood swings. He demonstrates a poor
approach to planning, ignores his mistakes. However, he gets frustrated and
depressed when he realizes he is having a problem with social interactions and
believes that it will not be improved and he is gaining self-esteem. The most pressing
concern at this time is his suicidal attempts and intentions.

• Interpersonal-Intrapersonal Level

The client discussed that he feels agitated when friends or other people are gossip
about him. He doesn’t feel angry at his parents but describes very rare occasions in
which his older sister can make him angry. The client recognizes his behaviors that
make others mad or times he felt guilt or jealousy. The client told the researcher that
he gets sad when he is tired and identifies his attitude as one thing he would like to
change about himself. Specifically, the client wanted to change his traits, especially
his aggression, emotional instability and other personality disorder. He repeatedly
described a student who has bullied him since kindergarten and reports feeling angry,
sad, and a desire to get even when this individual has embarrassed him which
traumatized the client. He describes bullying as the worst thing that has happened to
his life. The client admits that death of a loved one is on his mind a lot.
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II. PSYC HOLOGICAL EVALUATION

Assessment Instruments

TESTS DATE PERFORMED

PURDUE NON-LANGUAGE TEST 8/19/18
16PF 8/19/18
COLLEGE ADJUSTMENT TEST 8/19/18

INTELLECTUAL FUNCTIONING

TEST RAW SCORES/ PERCENTILE/STEN/

FIELD SCORES STANDARD
SCORES

PURDUE NON-LANGUAGE TEST 40 89%

PERSONALITY TEST

16PF Fifth Edition

Individual Record Form

IM 4 5
A – WARMTH 8 3
B – REASONING 8 4
C – EMOTIONAL STABILITY 3 2
E – DOMINANCE 7 3
F – LIVELINESS 6 3
G – RULE-CONSCIOUSNESS 7 3
H – SOCIAL BOLDNESS 2 3
I – SENSITIVITY 9 5
L – VIGILANCE 10 5
M – ABSTRACTEDNESS 9 6
N – PRIVATENESS 10 5
O – APPREHENSION 10 6
Q1 – OPENNESS TO CHANGE 10 4
Q2 – SELF-RELIANCE 7 6
Q3 – PERFECTIONISM 9 5
Q4 – TENSION 9 5
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COLL EGE ADJUSTMENT ANXIETY 37 Fairly High

SCALE
DEPRESSION 36 Markedly High

SUICIDAL IDEATION 43 Markedly High

SUBSTANCE ABUSE 15 W/in Normal

Limits
SELF-ESTEEM PROBLEMS 47 Fairly High
INTERPERSONAL PROBLEMS 35 Markedly High

FAMILY PROBLEMS 31 Fairly high

ACADEMIC PROBLEMS 27 W/in Normal
Limits
CAREER PROBLEMS 30 Fairly High

III. INTEGRATION OF PERSONAL BACKGROUND AND TEST RESULTS.

❖ Findings:

A. PURDUE NON-LANGUAGE TEST

The Purdue Non-language Test (PNLT) is aimed to measure the mental ability of
the examinee. Furthermore, it is applicable to all and can be used effectively to people with
different cultural and educational background. The client got a raw score of 40 with 89
percentile interpreted as high average. This could indicate that the client did quite well in
terms of manipulation of geometric figures and could perform well in his academics
especially in math related subjects.
B. 16PF FIFTH EDITION TEST
The 16 PF Fifth edition individual goal was to empirically determine and measure
the essence of personality. Cattell used factor analysis to reduce thousands of psychological
traits into what he believed to be 16 of the basic dimensions, or source traits of human
personality. Based on the test result, the client got the average in standard tan score or
STEN are the following: Reasoning, Sensitivity, Vigilance, Abstractedness, Privateness,
Apprehension, Openness to chance, Self-reliance, Perfectionism, Tension. The following
scores with a lower standard score are the following: Warmth, Emotional stability,
Dominance, Liveliness, Rule-Consciousness, & Social Boldness. In addition, the Higher
standard scores are none.

C. COLLEGE ADJUSTMENT SCALE

This comprehensive screening instrument identifies problems frequently

experienced by college students. Primarily intended for use in college counseling and
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guidance centers, the CAS will prove helpful in any clinical setting where college students
are clients. Based on the test results, the client’s highest score in the adjustment levels are
the following: Depression, Suicidal Intention, Self-esteem problems and Interpersonal
Problems. Which the client admits. Based on the researcher’s interview with the client, he
is currently experiencing a series of episodes that he himself is struggling. also, he has no
confidence of dealing a problem, especially when it comes to minor conflicts which anyone
can able to resolve it. While the fairly high scores are the following: Anxiety, Family
Problems, and Career problems. Based on the results, anxiety is part of an obstacle for him
to deal with, but at the same time, with the lack of understanding when it comes to his
mental struggle due to cultural circumstances, it was difficult for him. Moreover, the only
normal limits are Substance abuse and Academic problems. The client is not coping with
any substance abuse and has no problems in academics because the client has an
exemptional ability to advance on learning.

IV. SUMMARY:

Based on the results, his performance on certain tasks performed by the researcher’s client,
the client has good general information and vocabulary knowledge based on the results of
Purdue Non-language test. The client can appropriately receive and attend to verbal
information and is able to retain information in his long-term memory. When information
is presented verbally, the client shows some difficulties in comprehension, but overall, still
performs average compared to other students in his age. Therefore, in general, the client is
able to comprehend lectures or verbal readings, with regard to information presented
visually, Therefore, the client can attend to and think about the information in order to
complete tasks. However, novel or problem-solving tasks utilizing mainly visual
information may be tricky for him. Whether the information is presented verbally or
visually, the client does not have trouble with concentration or attention to the information.
His attention and processing abilities aid the reading process by freeing up mental resources
that can be used for comprehension. The client also demonstrates abnormal levels of
hyperactivity, aggression, and conduct problems based on the interviews conducted by his
close friends and family. In addition, the client displays fairly high levels of problem or
maladaptive behaviors. This means that in the classroom, and will often display good self-
control and be able to take turns and follow the rules. In general, he does display disruptive
behavior or act aggressively, if severely stressed by a particular triggering factor.
Interpersonal relationships are important. and seems strongly affected by aggressive and
antisocial tendencies of others. bullying, gossip and other inappropriate social behaviors
may be causing the client to suffer anxiety or stress at times, which can affect concentration,
self-confidence, and areas of cognitive functioning (such as his working memory). the
client also continuously showing signs of anxiety, experiencing anxiety during certain
situations or when problems are on his mind. For the client, difficulties with relationships
may invoke feelings of inadequacy, insecurity, rejection, and a need to control his
environment. A college task could be challenging if the client is trying to focus on
information while simultaneously dealing with negative emotions. The client’s negative
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emotions may simply appear at a particular moment or task and not linger with him for
other activities. The client also displays depression or somatization tendencies, and will
also displays an abnormal level of emotional development, which is alarming and it
requires serious help.

RECOMMENDATIONS:

In order to best serve the client’s needs, there are several areas that may be targeted for intervention.

1. Primary focus should remain on managing his depression and anxiety symptoms. He is learning
to communicate in an assertive fashion and should continue to develop his capacity to express
his needs and to initiate conversation. A strong therapeutic bond is essential with anyone who is
engaging with the client. He has the capability to benefit from some cognitive therapy techniques
in addition to stress management and positive reinforcement. Concrete examples of his positive
growth should be presented and reinforced.

2. It is imperative that the client’s family establishes structure and boundaries that will enable Phil
to follow through with his schoolwork. This consistency on the part of everyone who has a close
relationship with the client will enable him to internalize these controls and allow him to begin
to monitor his own behavior. He needs to have a modeling of proper roles and boundaries in
families in order to develop his own sense of self.

3. A multistep progressive program that gives increasing independence and responsibility may
prove helpful. Some type of outward bound or challenge program may give him needed
confidence and resiliency to empower him to stand up for his own needs. He will require much
structure and support, with continual monitoring during this fragile time. Consistency in all
environments is especially important so that he can solidify the gains he has made and feel a
sense of security and predictability. Otherwise he will be set up for failure in any program that
he attends. Any plan for Phil’s academic performance that is instituted at this time should be
continually monitored, with full re-evaluation of the effectiveness every three months.

CLOSING REMARKS:

Any given information in this report was obtained from the researcher’s client. Mr. Phil Yrad, His
close acquaintances, Guidance counselors from his respective college, and numerous psychological,
educational and medical reports. This information was obtained from interview, developmental
history and rating scales. This information appears to be from reliable sources and valid. Current
status of his learning and behavior was obtained from observation during testing and from
standardized psychological, neuropsychological and achievement tests. The validity of his
performance on most tests was deemed to be accurate due to his willingness, cooperation and
motivation to perform the tests.
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CASE CLOSED

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