PSY 550 9-1 Final Project Submission Assessment Analysis

Final Project Milestone One: Introduction and Research

Ms. Z is a 35-year-old African American woman with a medical history that includes severe depression and mood swings beginning at age 18. Her depressive symptoms remain unchanged even after being on antidepressant medication and having electroconvulsive therapy (ECT). Presently working in an administrative capacity as an office manager, Ms. Z is considering going back to school to finish her four-year degree. Because of her psychological status, she was referred for an evaluation to get better recommendations about her education. Some of the assessment tools used during this evaluation were the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and the Minnesota Multiphasic Personality Inventory – 2 (MMPI-2).

The primary reason for this referral was to assess Ms. Z’s cognitive and psychological functioning. The WAIS-IV was chosen to evaluate her general intellectual functioning and get a comprehensive picture of her profile of abilities and disabilities. The MMPI-2 was given to assess her personality profile and psychological functioning, which provided pertinent data regarding her mental status and contributed to diagnostic and therapeutic decision-making.

Test and Assessment Development Analysis

Test One: WAIS-IV
The WAIS-IV is an individually administered test that generally requires 60 to 90 minutes for administration (Abdelhamid et al., 2021). It consists of 10 core subtests and 5 supplemental subtests, which are used to generate a Full-Scale IQ (FSIQ) score along with four index scores: Vocabulary, reasoning, memory, and speed. It is important to note that these indices offer a means of evaluating various aspects of cognition.

The WAIS-IV is based on a standardized population of 2,200 individuals aged from 16 through 90 years, so the norms are broadly appropriate as indicated by Merz et al. (2019). This test produces a range of scores that are useful in identifying the full potential of a client cognitively, and relevant for educational and vocational placement (Cicinelli et al., 2022).

As far as reliability is concerned, Watkins et al. (2021) point out that the WAIS-IV has been believed to have internal consistency coefficients for the FSIQ and index scores that range from 0.90. Cross-sectional evidence supports its validity because it measures the cognitive constructs effectively. Nevertheless, results of achievement can be affected by cultural and educational backgrounds and these effects cannot be ignored.

Ms. Z’s WAIS-IV results are as follows:
FSIQ: 102
VCI: 105
PRI: 107
WMI: 92
PSI: 100

Test Two: MMPI-2
The MMPI-2 is a self-administered and self-scored inventory composed of 567 items answered in true-false format and usually requires 1-2 hours to complete (Floyd & Gupta, 2022). It diagnoses numerous psychological conditions and personalities through its clinical and content scales. It is standardized on a representative adult sample, of 18 years and older, meaning that it can be used in several settings including clinical, forensic, and research (Brown & Sellbom, 2019).

The MMPI-2 presents the patient’s score on several clinical scales that describe various psychological disorders like depression, hysteria, and paranoia and content scales that describe specific aspects of the patient’s personality, such as anxiety, low self-esteem, work Interference, and so on (Sellbom, 2019). This information is essential for the evaluation of personality structure as well as psychological processes in a given person.

In the area of reliability, test-retest reliability coefficients for the clinical scales of the MMPI-2 are found to be high between 0. 70 to 0. 90 as argued by Alves (2022). It is widely substantiated, and its efficacy is corroborated for different groups of patients. Nonetheless, cultural and socioeconomic variables often influence responses and must be taken into account properly.

Ms. Z’s MMPI-2 results are as follows:
Clinical Scales:
HS: 86
D: 112
HY: 87
PD: 66
MF: 55
PA: 67
PT: 86
SC: 90
MA: 41
SI: 74
Content Scales:
ANX: 79
FRS: 41
OBS: 63
DEP: 82
HEA: 81
BIZ: 39
ANG: 50
CYN: 35
ASP: 39
TPA: 43
LSE: 73
SOD: 84
FAM: 42
WRK: 73
TRT: 79

Final Project Milestone Two: Research and Clinical Formulation

Several considerations need to be made to properly assess and practice in a non-ethical manner the psychological profile of Ms. Z with the help of the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Minnesota Multiphasic Personality Inventory – 2 (MMPI-2).

Test One: WAIS-IV Analysis
The WAIS-IV shows that Ms. Z’s Full-Scale IQ is 102, which is in average range. Verbal Comprehension and Perceptual Reasoning scores are also right on par with expectations for average learners. However, she got 92 in Working Memory, which may indicate some form of learning disability.

Cultural Concerns
Taking into account the mentioned factors, such as Ms. Z’s background, socioeconomic status, and education level, is important. These aspects may affect her cognitive abilities, and this should be taken into account to eliminate any bias in testing assumptions (Langensee et al., 2024).

Ethical Issues
From an ethical perspective, the use of WAIS-IV involves avoiding biased test administration and appropriate usage of the results in Ms. Z’s educational and vocational processes by ethical principles (Resnik, 2020).

Interpreting and Communicating Results
Based on the WAIS-IV raw scores converted to scaled scores and percentile ranks, it is recommended that Ms. Z’s cognitive assets and weaknesses be identified, which is imperative when considering interventions and support planning.

Test Two: MMPI-2 Analysis
Cut Scores
The MMPI-2 reveals clinically elevated levels of Depression (112) and Hysteria (87), suggesting notable psychological dysfunction that should not be ignored.

Cultural Concerns
Knowledge of cultural issues, like prejudice against mental disorders in the black population in America, is crucial for proper MMPI-2 administration and subsequent assessment (Ahad et al., 2023).

Ethical Issues
Confidentiality and the use of MMPI-2 in enhancing Ms. Z’s mental health without compromising on stigma is a major ethical issue.

Interpreting and Communicating Results
Proper use of MMPI-2 confirms the reality of severe depression and emphasizes the necessity of unconventional, personalized interventions, which include psychological and vocational goals (Floyd & Gupta, 2022).

Clinical Formulation
Analysis of the Test Results Using Industry-Standard Tools
The results of the tests obtained in the WAIS-IV and MMPI-2 were analyzed using standard computer-assisted interpretative systems to assess Ms. Z’s cognitive and psychological state. Following the standard scoring procedures of the WAIS-IV, the interpretation of her profile was arrived at in a very reliable manner. The clinical scales and corresponding cut-off scores of the MMPI-2 were used in measuring the areas of concern as pointed out in the test.

Diagnosis Based on the Data Provided
Based on the results of this specific test, it is determined that the client has severe depression according to the Depression (112) and Hysteria (87) scales of MMPI-2 and potentially a psychotic disorder. This diagnosis is supported by significant elevations in MMPI-2 scales related to depression, hysteria, and schizophrenia. The justification for this diagnosis is based on the fact that Ms. Z had a high score in this domain, and her score is significantly higher than the cut-off score that defines clinical relevance. In addition, the reported symptoms and how they interfered with her daily living are also characteristic of this diagnosis.

Interpretation of the Psychometric Data from the Test Results
Analyzing the psychometric data of the test results demonstrates how severe Ms. Z’s psychological state is. More specifically, the WAIS-IV findings point towards average general ability accompanied by impaired working memory index, whereas the MMPI-2 results indicate an increased level of psychological distress. Symptoms likely include persistent sadness, fatigue, social withdrawal, cognitive disruptions, and possible perceptual abnormalities such as hallucinations or delusions. This interpretation indicates that proper management of her mental status and her education and vocational needs requires individualization. These global assessments, taking into consideration the ethical and cultural factors, can be a good guide for the formulation of the clinical plan, which will take into consideration every aspect of Ms. Z’s life and future dreams.
Recommendations and Conclusion

Recommendations

Recommend actionable ways to best treat the client based on the clinical formulation.

According to a clinical formulation, the following actions are suggested for the proper treatment of Ms. Z. In her case, CBT can be focused on because of her severe depression and anxiety disorders. CBT can help Ms. Z develop coping strategies and modify negative thought patterns contributing to her depression (Karrouri et al., 2021). Reviewing and adjusting her current antidepressant regimen is crucial. Referral to psychiatry to discuss potential adjustment of existing medications or the use of additional medications such as mood stabilizers or atypical antipsychotics, might be warranted based on her continued symptoms and history of mood liability (McIntyre et al., 2023). Ms. Z could also seek counseling to help her cope with stress at the workplace and at home by getting psychological support and guidance on how to manage her positions well. Enabling Ms. Z to continue on her educational path with supports in place for her mental health can promote a sense of meaning again. It could therefore help if she were to provide support in the form of tutoring/counseling within her institution (Abrams, 2022).

Assess potential ethical issues for their impact on presenting results to the client.

When presenting the results to Ms. Z, several ethical considerations must be addressed. Ensuring confidentiality is paramount, with all findings and discussions about her mental health shared only with those she consents to (Bipeta, 2019). Ms. Z should be fully informed about the nature of her diagnosis, the implications of her test results, and the proposed treatment options, ensuring she understands and agrees to the recommended interventions (Samartzis & Talias, 2020). It is crucial to recognize and address any potential biases in the assessment tools and ensure culturally sensitive communication, considering Ms. Z’s cultural background in all treatment and communication strategies (Stubbe, 2020).

Determine ethical and strength-based strategies to present results to the client.

To ethically and effectively present the results to Ms. Z, the following strategies should be employed: emphasizing her strengths identified in the WAIS-IV, such as her average intellectual functioning and supportive family environment, to foster a positive outlook (Duan et al., 2022); involving Ms. Z in the decision-making process to promote her autonomy and empowerment (Rahn et al., 2020); and presenting the results in clear, non-technical language, ensuring she understands her diagnosis and the rationale behind the recommendations while showing empathy and support throughout the discussion.

Discuss the limitations of the analysis.

The analysis has several limitations that must be acknowledged. The WAIS-IV and MMPI-2, while comprehensive, have inherent limitations, including cultural biases and the potential for variability in results based on Ms. Z’s test-taking conditions. The MMPI-2 relies on self-reporting, which can be influenced by Ms. Z’s current mood and willingness to disclose personal information accurately (Moudatsou et al., 2020). Lastly, the analysis does not fully capture the complexity of Ms. Z’s life circumstances, such as socio-economic status, environmental stressors, and interpersonal relationships, which can significantly impact her mental health.

References

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