psychology question

docx-2019-04-15T185632.497.docx

Francisco Ardon

Week 3 discussion question one

10-4-2018

In this discussion, I have been asked to take the role of a school psychologist in a public middle school. The case in which I was presented with is a young student by the name of Jane Smith. According to Janes evaluation, it indicated that Jane has taken the MMPI-A or names the Minnesota Multiphasic Personality Inventory-Adolescents. There are two versions of this test, the first on the MMPI-2 was created to measure personality traits from ages 18 and over, however, the MMPI-A was created in 1992 to measure the personality traits of young children from ages (14-18). The MMPI-A test for adolescents this test is to measure their emotions, behavior attitudes. “MMPI-A is designed to evaluate the thoughts, emotions, attitudes, and behavioral traits that comprise personality. The results of the test reflect an adolescent's personality strengths and weaknesses and may identify certain disturbances of personality (psychopathologies) or mental deficits caused by neurological problems” (ECH, 2018). According to the assessment it indicated that Jane was being very cooperative during the test however it also indicated that Jane is showing levels of explosive behavior, school Maladjustment, and adolescent problems. As a treatment what I would recommend is that first we start Jane on a one on one discussion asking her a serious of questions that would first answer why she is having explosive behavior, it could be an issue at school or at home, next we would address the issue of school why is she failing and what support may we offer that will better enhance her skill. As a school psychologist it a very important that Jane gets the help she needs because, in an article called, The Critical Role of School Psychologist in The School Mental Health Movement, it states, “Unfortunately only a small percentage of students experiencing mental problems are identified and received treatment by “front-keepers.” Such as educators, school psychologist, mental health clinicians or pediatricians. (Melissa Dvorsky, Pg. 245)”. However, there is one problem the assessment does not give janes cultural back grown because we are unknowing of her cultural background this will affect the outcome of the test and will be inaccurate. However, there is another test that could be administered by Janes parents and that is called the Columbia Impairment Scale (C.I.S) Youth Version. According to the test it states, “This will help us determine the area or areas in which you need to work on, and the progress that you make in these areas. It also will give us information that will assist us in making changes in your treatment plan to better meet your needs” (C.I.S. Youth Version). I think an ethical issue is that the MMPI-A is an assessment of Janes issues, we cannot assume right off the back that just because the test indicates that Jane has depression or anxiety we are not informed exactly were on the scales of the severity of these issues. Also, we must make certain that in conducting these exams that we possess all of the information. In better understanding jane and to help her I must first determine what kind of environment she is in and ask myself this question does it pose any danger. Under the child actors of wellbeing Janes protection rights state, “the right to be protected from neglect, abuse, exploration, violence, cruel and degrading treatment, discrimination, invasion of privacy, exploitation, hazardous work and armed conflict” (UNICEF.2007. Pg.8). what catches my attention is that because Jane had commented that she is depressed at school he is starting to have suicidal thoughts, under my ethical oath I cannot allow Jane to leave until she is evaluated properly even if she states that her suicidal thoughts are not being acted upon, without treatment Jane puts herself in great risk of her issues progressing.

References:

Academic Journals

Kosher, H., Jiang, X., Ben-Arieh, A., & Huebner, E. S. (2014). Advances in children’s rights and children’s well-being measurement: Implications for school psychologists. School Psychology Quarterly, 29(1), 7-20. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=3&sid=c06b78e7-4706-41c4-9a84-7f517f73e8cd%40pdc-v-sessmgr02

Splett, J. W., Fowler, J., Weist, M. D., McDaniel, H., & Dvorsky, M. (2013). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=1&sid=c06b78e7-4706-41c4-9a84-7f517f73e8cd%40pdc-v-sessmgr02

Text book: Cloninger, S. (2013). Theories of personality: Understanding persons. Upper Saddle River, NJ: Pearson. Chapters 10-13. Retrieved from https://content.ashford.edu/books/Cloninger.7923.17.1

Websites:

Jane Framingham, Ph.D. (2016). Minnesota Multiphasic Personality Inventory (MMPI). Retrieved from https://psychcentral.com/lib/minnesota-multiphasic-personality-inventory-mmpi/

Encyclopedia for children health. (2018). MMPI-A. Minnesota Multiphasic Personality Inventory. Retrieved from. http://www.healthofchildren.com/M/Minnesota-Multiphasic-Personality-Inventory.html