Respond to at least two of your colleagues’ posts who scored differently. Consider if you were working with this colleague to come to a consensus and provide a respectful defense of your assessment to advocate for the best possible client care.
My Post on Assessment and Ratings
In scoring the assessment for:
Affective: I would score her with 4 for low impairment. She is aware of her feelings and has learned to control them without lashing out at others. Her emotions extreme emotions usually are crisis focused.
Behaviors: I would score her with an 8 for marked impairment. She wants to go to school but going to school is where all her anxiety come from. She is unable to attend classes like her fellow classmate without flashbacks of her past trauma. Her trauma can physically and emotionally paralyze her at times. Having normal conversations with men is not possible right now because it’s like she freezes up.
Cognitive: I would score her with a 4 with low impairment. This one was kind of hard to score for me because with some things I feel that her thinking and decision making is all right. But when it comes to her crisis I feel that it needs help. I supposed I scored her low because despite her trauma, she still pushed her self to attend school and she is concerned about not succeeding in school and her relationships with men not just in her class but in general. So she is thinking about her future concerning this crisis.
In regards to the case study of reference, Amy requires such care needs like deep breathing, meditation, and a healthy diet. I came to know these needs after assessing to determine whether there was an excessive worry, feelings of impending doom and fear. My main reason for assessing to establish whether there was an excessive worry was that I hoped that this will point me to a problem that Amy might be facing. This supports my position in the sense that people that are faced with difficult life problems tend to breathe fast especially when thinking about the problems.
I assessed to determine whether there were feelings of impending doom for the reason that I hoped that this will point me to something that Amy wishes not to happen. This supports my position in the sense that clients that do not want something to happen tend to be disturbed all the time. It is normally difficult for such clients to concentrate on what they are doing. They will hop from one activity to another. In reference to the case study of reference, Amy does not want to fail her exams.
Additionally, I assessed to determine whether there was fear for the reason that people tend to be unsettled when they perceive danger. This supports my position in the sense that an individual that has perceived danger will have an increased in their heartbeat. In the case study of reference, Amy frequently panics thoughts, especially when going to class. The main reason for this is that she perceives the possibility of failing in exams as a danger and her inability to have a relationship with a man. Going to class constantly reminds her that she will at one time sit for exams and not being able to interact with her male classmates hence the thoughts.
Hatala, A. R. (2013). Towards a biopsychosocial–spiritual approach in health psychology: Exploring theoretical orientations and future directions. Journal of Spirituality in Mental Health, 15(4), 256–276. doi:10.1080/19349637.2013.776448
James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.
TAF Assessment: In the Case of Amy
Any distressing or crisis event that produces a critical threat (physical, emotional, or psychological) to oneself or loved ones can trigger psychological trauma. Those exposed to such traumatic events can experience a large range of emotions, behavioral, and cognitive patterns (American Psychiatric Association, 2017). Dependent upon the crisis and person, full recovery from these events will eventually occur. However, there are some instances in which a person may continue to experience posttraumatic psychophysiological symptoms long after the event. Through this persistent occurrence, a person may develop one or more posttraumatic disorders such as Acute Stress Disorder (ASD) or Posttraumatic Stress Disorder (PTSD). One way to assess the degree of impairment of an individual is through the utilization of the Triage Assessment Form. This form allows crisis workers to assess the degree of impairment of a client in three specific domains (affective, behavioral, and cognitive) and formulate specified interventions that target areas of greatest concern (James & Gilliland, 2017). The TAF will be utilized to evaluate Amy’s degree of impairment.
Amy’s Degree of Impairment
Given the information outlined in the case, Amy meets the criteria for PSTD. Individuals suffering from PTSD may experience recurrent, involuntary, and intrusive recollections of the event, negative alterations in cognitions or moods associated with the event, and heightened sensitivity to potential threat (American Psychiatric Association, 2017). Amy has expressed feelings of heightened anxiety and fear around men or walking alone in the parking garage. These feelings stem from Amy’s past sexually assault encounter while in high school. Her anxiety levels have increased due to being asked on a date by a male colleague. According to the TAF, Amy’s overall impairment score falls into the rating of 11-19. Her impairment is contributing to her difficulty functioning on her own (James & Gilliland, 2017). Guidance and directiveness from the crisis worker are needed. Without proper assistance, Amy’s condition may worsen or escalate. Amy’s degree of affective, behavior, and cognition impairment can be broken down in depth using the TAF assessment.
Based on the Affective Severity Scale, I would score Amy’s degree of impairment an eight. Amy has had several episodes of panic or anxiety attacks while on campus. Her reactions escalate to the point of where she expressed feelings of dying. She becomes emotionally volatile when asked questions about her behavior, support system status (closeness to family/religion), alcohol intake, and cut marks. The emotions range from shyness, fear, guilt, anger, and desperation. Her emotions are starting to generalize from crisis to other people and situation as she is having extreme difficulty just talking to men in the class. Amy’s heightened level of anxiety and fear causes her to experience tonic immobility. Through tonic immobility, Amy is fully alert and aware, but unable to talk or move (Wilson, Lonsway, Archambault, & Hooper, 2016). These reactions cease once she is safe in her car. She has displayed feelings of frustration due to her emotions and actions.