Journal

Desired Clinical Skills for Students to Achieve

Confident (Can complete independently)

Mostly confident (Can complete with supervision)

Beginning (Have performed with supervision or needs supervision to feel confident)

New (Have never performed or does not apply)

Comprehensive psychiatric evaluation skills in: 

Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

X

Differentiating between pathophysiological and psychopathological conditions 

X

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) 

X

Performing and interpreting a mental status examination 

X

Performing and interpreting a psychosocial assessment and family psychiatric history 

X

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

X

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

X

Formulating diagnoses according to DSM 5-TR based on assessment data 

X

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

X

Pharmacotherapeutic skills in:

Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) 

X

Evaluating patient response and modify plan as necessary 

X

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

X

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

X

Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) 

X

Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

X

Develop an age appropriate individualized plan of care

X

Provide psychoeducation to individuals and/or any caregivers

X

Promote health and disease prevention techniques

Self-assessment skill:

Develop SMART goals for practicum experiences 

X

Evaluating outcomes of practicum goals and modify plan as necessary 

X

Documenting and reflecting on learning experiences

X

Professional skills:

Maintains professional boundaries and therapeutic relationship with clients and staff

X

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings 

X

Identifies ethical and legal dilemmas with possible resolutions

X

Demonstrates non-judgmental practice approach and empathy

X

Practices within scope of practice

X

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation 

X

Implements the screening instrument efficiently and effectively with the clients

X

Interprets results for screening instruments accurately

X

Develops an appropriate plan of care based upon screening instruments response

X

Identifies the need to refer to another specialty provider when applicable

X

Accurately documents recommendations for psychiatric consultations when applicable

X

My professionalism is my biggest asset. I am aware of my responsibilities and have established proper limits with clients and coworkers. I am also proficient in not judging in my everyday life, which extends to my professional life. I am also skilled in identifying weaknesses, especially when making healthcare decisions for others. I am an adept communicator verbally, non-verbally, and in writing. I am also able to empathize while sharing information with patients and families. Empathizing helps to promote safety and welfare (Durmaz et al., 2018).

I plan to develop my skills in psychosocial assessments and family psychiatric history, including assessing children and adolescents. I want to understand better the ethical and legal dilemmas involved with this population. Another crucial step in developing an effective psychotherapy strategy is consulting the most up-to-date set of evidence-based clinical practice guidelines (Pelin & Ayise, 2019). I want to define typical age-related physiological and psychological symptoms and distinguish them from aberrant ones.

Goal: My primary objective for the current quarter is to choose acceptable evidence-based clinical practice guidelines for psychotherapy regimens using relevant modalities. I plan to do this by performing at least 180 psychiatric examinations. In the end, I want to independently select an appropriate therapeutic plan for each client's situation. In order to do this, I will need to independently assess developmental considerations, symptom management, and risk/benefit.

· Objective: The developmental consideration of each indididaul be asseses independently.

· Objective: I will assess the symptom management of patients

· Objective: I will also assess the risk/benefit of the treatment given to each patient.

Goal: My second goal is to identify ethical and legal dilemmas and develop possible resolutions by the end of this quarter. To do this, I plan to collaborate with a multidisciplinary team member, such as a social worker, at least 20 times this quarter. I want to independently resolve ethical and legal dilemmas and identify the need for a referral to a social worker or legal authority through this.

· Objective: I will resolve ethical dilemmas of patients .

· Objective: I will resolve legal dilemmas of patients.

· Objective: I will identify the need for a referral to either a social worker or to the legal authority

Goal: I want to distinguish between typical and pathological psychological and bodily changes that come with advancing age. I want to do at least 40 evaluations with kids and 40 evaluations with adults. I hope to identify and distinguish between typical and abnormal physiological and psychological changes associated with aging by the end of this process. The goal is for each participant to be able to recognize and distinguish between normal and pathological physiological and psychological symptoms/changes in children aged 5–12, teenagers aged 13–17, and adults aged 64 and above.

· Objective: I will differentiate between normal/abnormal psychological and physiological symptoms in children between 5 and 12 years old.

· Objective: I will differentiate between normal/abnormal psychological and physiological symptoms in adolescents between 13 and 17 years old.

· Objective: I will differentiate the normal/abnormal psychological and physiological symptoms/changes in adults from 65 and above.