GLIS 602 Lecture Notes - Lecture 10: Suicidal Ideation, Cegep, Presenting Problem
18 Jun 2018
School
Department
Course
Professor
Jan. 12, 2018 – reviewed syllabus [see slides]
Jan. 19, 2018 – (colleague) Strong presentation [slides will be posted]
*Note: Strong: Occupational scales is based on shared likes & dislikes but not necessarily
interest in the given occupation.
Jan. 26, 2018 – our presentation on MBTI
[Case: Katherine, white, 21y, raised in Mtl, undergrad in Psychology at U de M, research
assistant, enjoys research (especially doing power points), is a classical singer (but doesn’t
want to pursue this because of the risk), wants to enter PhD in Psychology. She’s the eldest.
Has a younger sister by 4y. Describes her parents as being nice & involved. Family is
described as being stable. Attended public school, excelled in every subject, but hated
sports. Enjoyed school but was very anxious before exams. Worried about not succeeding,
experienced headaches. Anxiety tends to persist regarding school-related performance.
Doesn’t do much to cope w/anxiety, would sometimes sing but thinks she’s wasting her
time when she engages in that. Hard for her to choose in CEGEP, has many interests,
created anxiety. Did science & music. Helping others came as a second thought. Had applied
to medicine, law, psychology, etc. Has many friends, but didn’t feel like she chooses good
friends (she takes care of others, but not really cared for). Has 2 close friends that she
knows over 10 years. During high school had a boyfriend, took care of her a lot. He cheated
on her (she cried while sharing this). They stayed together for 4y. Few months later he left
her for the other girl. She feels she’s not good enough. Often sad and anxious. Cries a lot
when she’s alone, feels inadequate. Still attends school, and feels good when she goes.
Sometimes feels tired of being sad & anxious but no past or present suicidal ideation. Has
insomnia. Drinks socially, but sometimes drinks more when alone (2-3 beers).
Presenting problem: worry about being accepted in the program and wondering what else
she can do.]
Reviewed assessment procedure: [see slides for break down] Some elements to consider:
Assessment
Discuss extent of confidentiality
What brings you here?
Get more info. E.g. what does being anxiety mean for them?
What was your first memory?
Look at ability to id + & - in ppl/situations.
Where does the info come from? (re: medical Qs)
Ask them if they have any questions.
How do you feel w/them?
When writing the report, note “they report”
February 2, 2018
*Note that not all participants get course credit for participating, so avoid mentioning that.
find more resources at oneclass.com
find more resources at oneclass.com
*Note that you need to use a computer (or rent one) to administer the Strong & MBTI, and
then need to loan the NEO book to administer that assessment.
Try and complete NEO on yourself by next Friday
1 st
meeting with volunteer: assess mood, suicidality, general assessment.
Mean percentages for men & women: Strongly like 11%, Like 24%, Indifferent 25%, Dislike
19%, Strongly dislike 21%
If it’s skewed towards ‘Like’ can reflect a bit less focus, potentially a large degree of
interest, or the possibility of social desirability
If it’s skewed on the other end, it could be a sign of depressive symptoms, confusion,
apathy.
Under 276 items reported > a report will not be regenerated.
Typicality index must be 17 or higher to determine consistency and value of interpreting
responses.
Refer to slides for “Steps” in interpreting the Strong.
Continued “Katherine” case review using the Strong. Always start by reviewing the validity
first. Look at any inconsistencies that emerge.
What other info do we want about Katherine?
- what do parents do?: father (management), mother (librarian)
- her reported skills: academia, singing/performing
- ambivalence regarding risk-taking (e.g. singing, yet scoring more risk averse)
- precipitating factor: worry about being accepted into program
- relationship w/parents: recalls grade she wasn’t happy age 11 (B-) crying all night,
and worried about parents’ response (doesn’t remember parents’ response)
- wants to be a prof (very outcome focused)
- behavioural: well dressed, moved a lot, curious, enthusiastic, easily sharing
information, on time, friendly, good eye contact, affect congruent
MBTI
Class exercise where we found out that Katherine’s type is ENFJ and discussed it’s
overlap with the Strong (e.g. risk-averseness & her J preference, her team
orientation & her E preference, her learning style & her N preference, etc.)
February 9th, 2018
NEO [presentation – see slides]
[class exercise on assessing the result’s Katherine’s NEO profile]
Bear in mind:
When scoring note that Ns are the raw scores and the T scores are along the vertical
axis of the graph.
Don’t look at just high & low scores on each domain, will be missing a lot of
information. Look at every facet.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Jan. 12, 2018 reviewed syllabus [see slides] Jan. 19, 2018 (colleague) strong presentation [slides will be posted] *note: strong: occupational scales is based on shared likes & dislikes but not necessarily interest in the given occupation. Jan. 26, 2018 our presentation on mbti. Describes her parents as being nice & involved. Attended public school, excelled in every subject, but hated sports. Enjoyed school but was very anxious before exams. Doesn"t do much to cope w/anxiety, would sometimes sing but thinks she"s wasting her time when she engages in that. Hard for her to choose in cegep, has many interests, created anxiety. Has many friends, but didn"t feel like she chooses good friends (she takes care of others, but not really cared for). Has 2 close friends that she knows over 10 years. During high school had a boyfriend, took care of her a lot. He cheated on her (she cried while sharing this).
