PSYCHOLOGICAL ASSESSMENT REPORT

IDENTIFYING INFORMATION

Mr. Bilal is 22 years old single male. His education is graduation. He is the first child of
his parents. He has 5 siblings. He belongs to low middle socioeconomic status and Punjabi-
speaking Sunni family. His father is a driver and his mother is house wife.

REFERRAL SOURCE AND PRESENTING COMPLAINTS

His presenting complaints include excessive thoughts about future and he is mostly
preoccupied with job related thoughts. He also suffers from depressive thoughts sometimes.
INTERVIEW INFORMATION

Client was very keen and motivated to participate in the interview as he viewed psychology to be
a very interesting subject matter. Client had normal developmental stages. client has been a good
student throughout his educational career. He always had good relationships with his teachers as
well as his fellow students.
His mother died when he was young and his father married to another woman so now he
has a step mother. His relationship with father is good but with his mother, he has a tense
relationship. He has healthy relationship with his other siblings. He has few friends.
Client is now a days free after completion of graduation. He mostly thinks about his job
as he is going through financial difficulties which sometimes turn into frustration as well.
BEHAVIOR DURING TESTING SESSIONS

As client was a well learned individual, he smoothly completed all the tests and understood the
guidelines easily. He was very cooperative and energetic for the test. he hardly asked for telling
something twice.
TEST ADMINISTERED
Bender Gestalt Test (BG)
Standard Progressive Matrices (SPM)
Human Figure Drawing (HFD)
Thematic Apperception Test (TAT)
 
PSYCHOLOGICAL EVALUATION

The Bender Gestalt (BG), a neuropsychological screening test indicates that Mr. Bilal’s
visual-motor abilities are intact.

Standard Progressive Matrices (SPM), a test of abstract reasoning (it is one aspect of
intelligence) which indicates that Mr. _____________ intellectual capacities fall within below
average range.

Human Figure Drawing Test (HFD), a projective test, indicates that the Mr. Bilal views
himself to be different from others. Client is associated with guilt and depressive feelings. Client
has pressure from his parents to achieve. Client also feels a sense of insecurity and requires
support.

Projective test Thematic Apperception Test (TAT) indicated that client has adequate
self-concept. Client’s significant needs are; nurturance, achievement, understanding, cognizance
and aggression (social). Client’s significant conflicts are intimacy vs. isolation and initiative vs.
guilt. To deals with conflicts he used defense mechanisms of reaction formation and
rationalization. Client stories indicate adequate reality contact and unsupportive environment.
TENTATIVE DIAGNOSIS

Write suitable diagnosis

PROGNOSIS
Write prognosis
CONCLUSION
Write conclusion

RECOMMENDATION

1. Write suitable recommendations

 
Supervisor Examiner

Treatment Plan

Case No 03 Client’s Name M Bilal Age 22 Gender Male

Symptoms excessive thoughts about future, preoccupied with job related thoughts, depressive
thoughts, Thoughts dominated by loss, Strong emotional response exhibited when
 losses are discussed.
Diagnosis

Target Symptoms  Thoughts dominated by loss

 depressive thoughts

 Feelings of guilt that not enough was done for the lost significant
other
Treatment approach
 Rational Emotive Therapy(RET)

Frequency of sessions 2 per week Proposed number of 13

required sessions to achieve goals
 Begin a healthy grieving process around the loss.
Major
 Develop an awareness of how the avoidance of grieving has
Treatment
affected life and begin the healing process.
Goals
 Complete the process of letting go of the lost significant other.

 Resolve the loss and begin renewing old relationships and

initiating new contacts with others

Number Expected
Interim Treatment Time
Goals for target To achieve
Tell in detail the story of the current loss that is 2
Symptoms
triggering symptoms.
 Identify what stages of grief have been 2
experienced in the continuum of the grieving
process.

 Begin verbalizing feelings associated with the

loss

Identify how avoiding dealing with loss has negatively 2

impacted life
Acknowledge dependency on lost loved one and begin to 2
 refocus life on independent actions to meet emotional
needs
Verbalize and resolve feelings of anger or guilt focused
on self or deceased loved one that block the grieving
process
Identify causes for feelings of regret associated with 2
actions toward or relationship with the deceased.
 Decrease statements and feelings of being 2
responsible for the loss.

 Express thoughts and feelings about the deceased

that went unexpressed while the deceased was
alive.

 Identify the positive characteristics of the

deceased loved one, the positive aspects of the
relationship with the deceased loved one, and
how these things may be remembered

Implement acts of spiritual faith as a source of comfort 1

and hope.

 Actively build the level of trust with the client in individual

Initial Phase sessions through consistent eye contact, active listening,
unconditional positive regard, and warm acceptance to help
increase his / her ability to identify and express thoughts and
feelings.

 Using empathy and compassion, support and encourage the

client to tell in detail the story of his / her recent loss.

 Ask the client to elaborate in an autobiography the

circumstances, feelings, and effects of the loss or losses in his /
 her life

 Ask the client to talk to several people about losses in their

lives and how they felt and coped. Process the findings

 Educate the client on the stages of the grieving process and answer
Middle Phase any questions he / she may have.

 Assist the client in identifying the stages of grief that he / she has
experienced and which stage he / she is presently working through.

 Assign the client to keep a daily grief journal to be shared in

therapy sessions. Ask the client to bring pictures or mementos
connected with his / her loss to a session and talk about them.

 Assist the client in identifying and expressing feelings connected

with his / her loss. Ask the client to list ways that avoidance of
grieving has negatively impacted his / her life.

 Assist the client in identifying how he / she depended upon the

significant other, expressing and resolving the accompanying
feelings of abandonment and of being left alone. Explore the
feelings of anger or guilt that surround the loss, helping the client
understand the sources for such feelings.

 Encourage the client to forgive self and / or deceased to resolve

his / her feelings of guilt or anger. Recommend books like Forgive
and Forget (Smedes). support and assist the client in identifying
and expressing angry feelings connected to his / her loss

 Assign the client to make a list of all the regrets he / she has
concerning the loss; process the list content.

 Use a Rational Emotive Therapy (RET) approach to confront the

 client’s statements of responsibility for the loss and compare them
to factual reality- based statements

 Conduct an empty- chair exercise with the client where he / she

focuses on expressing to the lost loved one imagined in the chair
what he / she never said while that loved one was alive.

 Assign the client to visit the grave of the lost loved one to “talk to”
the deceased and ventilate his / her feelings. Ask the client to
write a letter to the lost person describing his / her fond memories,
painful and regretful memories, and how he / she currently feels.
Process the letter in session.

 Ask the client to list the most positive aspects of and memories
Termination Phase about his / her relationship with the lost loved one.

 Assist the client in developing rituals (e.g. Volunteering time to

a favorite cause of the deceased person) that will celebrate the
memorable aspects of the loved one and his / her life.

 faith as a source of comfort and hope

 Encourage the client to rely upon his / her spiritual faith

promises, activities (e.g., prayer, meditation, worship, music),
and fellowship as sources of support

 Discuss follow up sessions.

Approved by
_____________________________