Psychological Report

Instructions, example, and initial intake/MSE attached

COUN 521

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COUC 521

Psychological Report Assignment Instructions


You will write a
Psychological Report Assignment based upon four (4) psychological evaluations and information reported in the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment. Counselors are commonly required to write a psychological report that presents assessed and observation information about a client. This
Psychological Report Assignment will require students to synthesize and report information about the character depicted in the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment.


Length of
Psychological Report Assignment
: 2100-2400 words (not including the title page)

Format of
Psychological Report Assignment
: APA for font (Times New Roman, 12 pt.), title page, margins, and section headings

Number of citations: none

Acceptable sources: none

Using your character from the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment, you will take the assessments with the goal of
answering one (1) of the referral questions posted below:

1. Would this examinee be a good candidate for participation in a summer missions trip in a very challenging environment?

2. Would this examinee be a good candidate for Senior Pastor at a large urban church?

3. Would the examinee make a good Resident Assistant (RA) at Liberty University?

Assessment Selection

You will report on four (4) assessments. For one of your assessments, you must use the IPIP-NEO assessment (see
Report Resources for the link). There are two versions (short/long) of the IPIP-NEO assessment. Please use the longer version. Copy and paste the NEO description and chart into the report. This will give you a nice template for writing an assessment description. Once you have the results of the IPIP-NEO, you will plug in your own numbers into the chart.

The three (3) additional tests may come from the assessment listed on Blackboard: Jung Personality Test, Beck Depression Inventory, and the Beck Anxiety Inventory. However, you may select other assessments to replace these assessment. Please make sure that any assessments that you select are designed to provide some of the information needed to answer the referral question. For example, if going on a mission trip is stressful, then you will want to pick an assessment that measures stress; you would not pick one that can be used to diagnose schizophrenia. When you have completed scoring the assessments, begin writing the psychological report.

You may not use the Symptom Questionnaire (SQ); Depression, Anxiety, Stress Scales (DASS) or the Clinical Anxiety Scale (CAS). These assessments are used in the sample paper, so you may not use them in your report. This would be plagiarism.

Please refer to the
Psychological Report –
Diagnostic Report Sample to ensure that you correctly format your
Psychological Report Assignment paper. For this, you will not use APA formatting for the headers and page numbers. You will write it in a format consistent with a psychological report which you can use for future reference. Be sure to head your
Report Assignment paper “Psychological Report.” Underneath this heading, fill in the following information (include the labels given):

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Be sure to review the criteria on the
Psychological Report Grading Rubric before beginning this
Psychological Report Assignment.

Report Resources under the
Psychological Report Assignment page.

Sections of the Psychological Evaluation Report


Student ID#

Client’s Name: (you can use a fictitious name)

Date of Report:

II. REFERRAL QUESTION/REASON FOR TESTING: In this section, you will write a brief description (3-4 sentences) of why your subject is being tested.

III. ASSESSMENT METHODS: List the full names of all the tests administered. The Examinee Biography should be the first measure on your list.

IV. EXAMINEE BACKGROUND: In no more than 2-3 paragraphs, use information from the Initial Interview (or Mental Status Exam) and write a well-organized succinct summary of the examinee’s background based on the information in the initial interview. Note that you will not include
everything from the initial interview in this section. For example, you might decide certain pieces of information (e.g., perceived strengths and weaknesses, goals and aspiration, etc.) fit better in the Psychological Impressions section because they support or illustrate your interpretations of test results. See the
Diagnostic Report Sample’s Psychological Impression section for more information.

V. SUMMARY OF TEST RESULTS: The name of each test should be underlined and serve as subheadings in this section. The following information should be reported for EACH test:

A. A brief description (4-5 sentences) of the test. The information you report on each test will vary considerably, but must include the purpose of the test, a general description of any subscales, and a statement relating to scores and norms (e.g., T-scores with a mean of 50 and a standard deviation of 10, specific raw score means, and standard deviations, etc.).

B. Delineation of your subject’s scores: both raw scores and standard scores or percentiles (if applicable) should be reported.

C. Additional Notes

i. In this section, do NOT make any interpretive statements. Just report the scores.

ii. In “real-world” settings, most likely you would NOT include clients’ actual scores in the written report. Whether actual scores are reported depends in large part on the intended audience (e.g., other psychologists, attorneys or judges, parents, etc.).

D. Example of a Test Summary:

Minnesota Multiphasic Personality Inventory (MMPI-2): The MMPI-2 is a structured, self-report personality test that was designed to assist in the assessment of personality and the diagnosis of major psychiatric disorders. The MMPI-2 consists of 10 clinical subscales measuring different domains of psychological functioning or symptomology, several validity scales assessing subjects’ approaches to taking the test (e.g., defensiveness, acquiescence), and content scales relating to a specific content areas (e.g., anger). Distinct norm are provided for male and female examinees. MMPI-2 scores are reported in standard T-scores (mean=50, SD=10), with scores above 65 falling in the clinical range.

John’s scores on the MMPI-2 are presented below; standard scores are given in boldface type followed by raw scores in parentheses:

Scale 1, Hypochondriasis:
45 (11).

Scale 7, Psychasthenia:
72 (39).

VI. PSYCHOLOGICAL IMPRESSIONS: This section is the most important (approximately 600-900 words). Your goal in this section is to integrate test results into a cohesive summary. In other words, rather than simply reporting each interpretation on a test-by-test basis, you will integrate your interpretations. For example, you should address how the examinee is likely to interact with others. Findings from most of the tests will be relevant to this question. While you will specify your sources of information following each interpretive statement (e.g., Examinee Biography, specific subscales of a named test, etc.), you must also make interpretations based on an
integration of findings from multiple sources.

A. Additional Notes

i. You are NOT expected to interpret every single result of each test! After examining test results, try to identify consistent patterns or characteristic styles that emerge on several measures. Address findings that seem most relevant, important, or interesting in the context of the referral question.

ii. In this section,
are stating hypotheses about the examinee’s functioning. You can express the probabilistic nature of your interpretations as follows:

a) “Test results indicate (or suggest) that…” (instead of “Test results show that…”)

b) “John seems (or appears) to be…” (rather than “John is…”)

c) “It is possible that John could…” or “John is likely to…” (not “John will…”)

B. Example (this represents only a portion of this section, not the entire section):

In regard to interpersonal functioning, results of Test X (
list relevant scales here), Test Y (
list relevant scales here), and Test Z
(list relevant scales here) suggest that John generally interacts well with others. Specifically, he seems to be aware of the needs of others and is likely to respond in a positive manner if asked to help others. John’s family likely fostered his sense of interpersonal responsibility; in his biography, John reported that a primary influence in his life was his father, to whom John credits his “unfailing loyalty to the people in my life.” In addition, Test X (
list relevant scales) and Test Z
(list relevant scales) indicate that John is rather extraverted. He likely will enjoy having a lot of contact with people. He seems motivated to seek out situations that will allow him to help others solve problems and to feel good about themselves.

On the other hand, John may experience difficulties in certain kinds of interpersonal situations. Results of Test Q (
list relevant scales here) and Test Y (
list relevant scales here) indicate that he tends to be somewhat anxious and unsure of himself. Coupled with his strong need for affiliation (i.e., for others to like and accept him) suggested in Test Z
(list relevant scales here) and supported by Projective Test A, John’s anxiety is likely to surface in situations requiring assertive interpersonal responses. For example, it is possible John feels somewhat intimidated when challenged by others, and might acquiesce to the wishes of others rather than assert his own opinions or needs. In support of this hypothesis, John stated that one of his perceived weaknesses was “speaking up for myself.” It appears John would make a good team player because he is interested in considering others’ views, but could be challenged in leadership roles requiring him to direct others or to make independent decisions that might not be popular with peers, colleagues, or subordinates.

C. Questions you might address in this section include (but are not limited to):


Intrapersonal functioning:
How does this person view himself/herself? What are this person’s intrapersonal resources or strengths? What kinds of situations might pose challenges to this person? Is this person motivated more by internal or external influences/factors? How is this person likely to deal with stressful situations of a personal nature?


Interpersonal functioning:
Is this person a “loner” or a “people-person?” What are this person’s needs for interpersonal contact? How does this person interact with others? How would you describe this person’s interpersonal style? How might this person respond to interpersonal stressors or conflicts? Does this person seem responsible and able to follow through on commitments?

CONCLUSIONS AND RECOMMENDATIONS: Begin this section by writing 3-4 sentences summarizing the examinee’s background and the referral question. Next, you will address the referral questions by:

A. Stating an opinion or recommendation (e.g., acceptance or rejection) relevant to the referral question.

B. Providing a set of statements that clearly and logically tie your recommendation to integrated psychological impressions. This section should highlight important findings that led you to your conclusion.


John Doe is an unmarried 23-year-old Hispanic male who holds a bachelor’s degree in Literature. Currently, John is employed as an editorial assistant for a large publishing company. John was referred for psychological testing as part of his application to the Walden Three community. Based on findings from a battery of psychological tests, it is the recommendation of this examiner that John (should/should not) be accepted to the Walden Three community for the following reasons…

Additional Notes

i. Regardless of your final opinion, decision, or recommendation,
you must adequately support it! All the reasons you give should combine elements of your psychological impressions with specific aspects of the referral question. In other words, you should provide evidence justifying your recommendation.

ii. The reasons you provide for your recommendation should summarize material presented in the body of your
Psychological Report Assignment paper, and should NOT contain new interpretations.

Refer to the

Assessment Psychological Report: Diagnostic Report Example document to see examples of how each section must be completed and how the
Psychological Report Assignment must be formatted for final submission. Contact your instructor if you have any questions.

Page 6 of 6





Psychological Report — Diagnostic Report Example



Client’s Name: Ann Generic

Date of Report: 01/





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


others. Living accommodations for the team will likely be primitive and possibly changing with little notice.


Examinee Biography


Symptom Questionnaire (SQ)




, and Stress Scales (DASS)

Clinical Anxiety Scale (CAS)


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 menstrual cycle.



The IPIP-NEO is an assessment used to estimate a person’s level on each of the 5 broad personality trait domains, and 30 sub-domains of the Five-Factor Model. It consists of 300 items. Answers are provided according to a 5 point Likert-type scale. The numerical scores represent a percentile estimate above other subjects of the same sex and age. Scores lower than 30 for a trait or sub-domain are characterized as “low;” scores between 30 and


0 are identified as “average;” and scores above 70 are labeled “high.”

The following chart reports Mrs. Generic’s IPIP-NEO scores.
















Neuroticism 16

Openness to Experience







Anxiety 5










Artistic Interest






Depression 6



Activity Level


























Symptom Questionnaire (SQ)

The SQ is a 92-item instrument for measuring four aspects of psychopathology: depression, anxiety, somatization, and anger-hostility. Subjects respond to a descriptive word or phrase with true/false and yes/no answers. Mrs. Generic’s score was 6 on the relaxation component of the anxiety/relaxed sub-scale, which was above average compared with the non-clinical sample. Her score was 5 for the depression/contented sub-scale, reflecting that she compared with the average of the non-clinical sample. Mrs. Generic’s score of 7 for the somatic/somatic well-being sub-scale was slightly above average for the clinical sample. Her score of 7 on the hostility/friendly sub-scale was slightly above the non-clinical sample mean for the friendly component.

Depression, Anxiety, and Stress Scales (DASS)

The DASS is a 42-item instrument that measures depression, anxiety, and stress within the past week prior to its administration. Each scale is composed of 14 primary symptoms. Subjects respond to statements on a 4 point Likert-type scale according to the degree to which that statement was experienced. Mrs. Generic’s depression and anxiety scores were well below the mean for the non-clinical samples, 2 and 1 respectively. Her score of 13 for the stress sub-scale was elevated for the non-clinical sample, but compared far below the average of the clinical sample.

Clinical Anxiety Scale (CAS)

The CAS is a 25-item instrument that measures the degree of clinical anxiety. Higher scores indicate increased anxiety. This instrument has a clinical cutoff score of 30 (
+5). Mrs. Generic’s score was 18.


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 suggests 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.


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), and 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.

Page 4 of 4


Intake Report for George Wesley

David Evans

School of Behavioral Sciences, Liberty University

Identifying Information

· George Wesley

· 1234 Fair Oaks Boulevard, Sacramento, CA 95825

· 1 (252) 867-3294

· January 10, 1977

· Male

· Divorced

· Firefighter/Pastor

· California Department of Fire Emergency Services

· No work phone recorded

· Esther Nadene Wesley (daughter)

· August 30, 2022

Reason for Referral

George W. Wesley was referred by Bishop Boyd. Bishop Boyd presides over the Northern Virginia Baptist Convention. Bishop Boyd is considering Pastor George for a position leading a large city congregation. Bishop Boyd believes this evaluation will aid in determining whether George is a good fit for the Senior Pastor job of a large city church. George has never presided over a congregation of more than 200 persons. All of his pastoral roles were in smaller congregations with congregants over age fifty. These villages were mostly in rural areas. George reported having no prior experience with millennials.

Current Situation and Functioning

George is well-dressed and groomed, and has a lean, athletic build. Throughout the interview, he kept eye contact and articulated ideas well. However, he had moments where he appeared fearful about his lack of experience to lead an assembly of that magnitude. He admitted to being concerned about the interview because it could jeopardize his opportunity to move into the new role. In other moments during the interview, George spoke candidly with confidence the interview. He considered himself an experienced pastor and had the knowledge and training to back it up. George was attentive to all interview questions and responded astutely.

He denies having any difficulties in his daily life. He constantly tapped his leg and asked if he could switch on the ceiling fan. Although he frequently devotes his free time to church activities, his long working hours allow him to hide his anxieties and avoid church concerns. George sees this as a major weakness and knows he needs to “work on it.” When he gets stressed, he talks to his mother. He considers being able to quickly recognize his stress triggers a strength. He loves reading, which helps him when he cannot sleep on holiday nights.

Relevant Medical History

George appears to be in good health with the exception to the discoloration of the eyes. His doctor recommended that he take a multivitamin, during his most recent check-up. The doctor reported that George’s Prostate-specific Antigen, cholesterol, glycated hemoglobin, kidney, and liver all show healthy functionality or fell within healthy limits. George was nervous about the stress test, but it also yielded favorable results.

George was hospitalized in 2017 after going unconscious and falling from a ladder during training. During this incident, he tore his meniscus (left knee). He denies losing consciousness and being hospitalized. He has no other medical issues. He has a sister who suffers with diabetes, which he believes is due to obesity. All other siblings are otherwise healthy.

Psychiatric Treatment History

George denies that his family has a history of mental illness. He has been diagnosed with Acute Stress Disorder (ASD) twice. Both instances were tied to traumatic work experiences. He believed he could have saved the children if he had driven faster or busted down the door. He has completed all employer mandated individual and group treatments. George also received 30 days of paid leave for each event. He underwent treatment for six months, the most recent being two years ago. George was prescribed lorazepam (Ativan) for anxiety and zolpidem (Ambien) to help him sleep two years ago. He is faithful taking his multivitamin but refuses to take any prescribed medication. George reported no psychiatric or substance abuse challenges with any of his siblings or immediate relatives.

Family History

George’s mother lives in Central California near his brothers. George’s mother was a nurse. His father was murdered when he was 11 years old. His father was a police officer killed in action. George’s mother is 78 years old. His maternal grandparents are alive and well. They are 98 (grandfather) and 94 (grandmother) years of age respectively. At 99 years old, George’s paternal grandfather is still alive as well. His maternal grandmother has previously passed away. He has three sisters who are 50, 53 and 55 years old. Brothers aged 58 and 56. George is the youngest.

Both of his grandfathers were ministers. His mother’s father was the pastor of the largest church in Youngsville, LA. As a child, he remembers how kind and loving they were and how they never lost their cool. His grandmother was very patient and a good cook. For as long as George can remember, his Sunday lunch was at his grandparents’ house. His mother’s family reunites twice a year, and his father’s family once. He never misses his family events. George’s most memorable childhood experience was helping on a farm. He liked to pick green beans and tomatoes. George hated it when his grandmother sent him to get eggs.

Social Development and History

George sees himself as an introvert who adapts to the needs of those around him. He prefers to stay home alone. George attributes this to the fact that he is always among people. He shared his bedroom with his brother until he went off to college. He loves the Lord and finds refuge through salvation in Christ. He finds peace reading the Bible and listening to Christian music. He lacks a social life and feels that this affects him a lot; he often works extra shifts as a distraction. George’s work as a Fire Chief requires him to be on shift for 24-hours a day for several consecutive days. George’s last relationship was mentally draining, and he currently has no desire to date. He dated a selfish woman, and he feels God revealed to him the woman’s selfish character over time. George believes she did not understand her role as a First Lady and was unwilling to take on the virtue of being a Christian woman. George still co-parents with his ex-wife raising their daughter who is currently a junior in college.

Education and Occupational History

George graduated from high school at the age of 16. He was a Junior Reserve Officer Training Corps (JROTC), United States Army. Although he participated and competed in the JROCT All 3 years of high school, George decided not to join the military. George discovered a sudden interest in becoming a Firefighter instead. George’s mom encouraged him to attend college before applying for firefighting jobs. George decided to attend a junior firefighting program offered by the county during his junior year of college. He received all the training necessary to become a volunteer firefighter. He holds a BA in Fire Science with a minor in Biblical Studies from Central North Carolina University. He earned a master’s degree in fire protection engineering from the University of Maryland. He earned a doctoral degree in theology from the Baptist Bible College.

After being hired in 2003, he received additional training from his current job. His on-the-job training included training as a paramedic. George passed his paramedic certification exam in 2007. That license is current. During his 19 years, he served with the District of Columbia’s Fire and Emergency Services. As Fire Chief, George oversees and directs the duties of the 32 men and women assigned to their assigned fire department. He is responsible for the safety of all assigned employees during his shift. George is a highly decorated firefighter and an excellent fire captain and always gets good performance reviews. The only occupational injuries he claims are the case of his torn meniscus and the acute stress injury, resulting in two separate medical leave statuses.

Cultural Influences

George’s Haitian heritage could cause a grading challenge. To establish which culture he most closely identifies with, an acculturation test maybe necessary. George was raised with a heavy cultural influence that was not indicative of his own. His parents were Haitian, but he was raised in a rural African American community. His primary language is French Creole. However, he also speaks English fluently. These facts may need further consideration and possible testing for validation, as client behavior is a crucial part of determining if any further assessments/testing is necessary.

Mental Status Exam

Appearance and Behavior/Psychomotor Activity

George showed up on time and looked well put together. Although Mr. Wesley spoke strongly about his Haitian background, he presented himself with more of a western culture, wearing ironed khaki pants and a button-down shirt. His hair was methodically combed, as if this is where his confidence lies. Although you could sense that the physicality associated with Mr. Wesley’s firefighting background maybe the culprit behind his slow movement, he did not move quite as slowly as the other men his age (45). He did not exhibit any signs of agitation or enthusiasm. Mr. Wesley seemed even keel mostly. During the interview, George expressed himself frankly and with self-assurance regarding the interview. He believed that his years of experience, along with his education and training, qualified him to serve as a pastor. When responding to the interview questions, George demonstrated attentiveness and perceptiveness. Mr. Wesley revealed his tension by tapping his left thigh with his right hand, but other than that, he lacked any peculiar habits or tics.

Attitude toward Examiner

Mr. Wesley visited the workplace and acted in a manner that was not just supportive but also courteous and attentive. He did not make any excuses or attempt to deflect responsibility as he answered each question.

Affect and Mood

George disclosed that he was experiencing anxiety in response to the query; he apologized before proceeding to transparently admit that he was feeling a little nervous, but he did not exhibit any signs of melancholy, rage, or grief. The affects that Wesley had mirrored his disposition.


The volume of Mr. Wesley’s voice fell within the typical range for when he was answering inquiries. The content of his speech was moderate, and his delivery was somewhat clear and succinct. George provided an explanation for his response by indicating whether he agreed or disagreed with the question. It did not appear as though Mr. Wesley was under any kind of pressure to respond to the question, which he volunteered.

Perceptual Disturbances

There were no hallucinations or other alarming experiences reported by Mr. Wesley. Aside from the darkening in his eyes, he appeared to be in good health.


George did not appear to have any difficulty forming thoughts. His pace, flow, and connections between thinking processes all seemed congruent with what might be considered typical. Mr. Wesley did not suffer from any mental blocks, such as obsessions, delusions, or preconceived conceptions, which would have prevented him from thinking clearly. George denied having suicidal/homicidal intentions during the time of the interview.


Mr. Wesley was aware of the day and time of the appointment, as well as the location he was in and the people in the immediate vicinity. George did not show any deficiencies connecting time to relative events taking place.


Mr. Wesley’s memory seemed to be sharp, he knew what he had for lunch and for breakfast and his remote memory seemed good as well as he recalled situations from his childhood. He again highlighted his childhood memories of working on the farm and other family interactions. Mr. Wesley seems to have a high regard for his closest kinships.

Concentration and Attention

During the meeting, Wesley’s ability to concentrate or pay attention was not hindered, and he seemed to be present without any preoccupations or distractions. George seemed to be prepared mentally to be present and engaged in what was being discussed during the interview.

Information and Intelligence

It is fully within Mr. George’s capabilities to deal with the mental hurdles that come with having the background and education level that he possesses. His well thought out responses, articulation, and value added, directly reflect his intellect.

Judgement and Insight

George embodies social justice skills. He is aware that he experiences anxiety over things that may have an impact on his life. He is aware that his anxiety is what hinders complete fulfillment in certain areas of his life, while it also compels him to try finding solutions to those challenges. George recognizes the impact that this dynamic is having on him. Mr. Wesley is motivated to finding solutions for the challenges that he faces.


Mr. George was able to present his circumstance in a very clear and concise manner; in addition, his talk was extremely well thought out, and he spoke with full assurance regarding the subject matter.

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