Psy 473: Practice Interviews
(1-23-08)
Spring Semester 2008
As part of Psy 473 you will be given opportunities to gain experience and competency in conducting counseling sessions during which you can:
a. convey warmth, concern, empathy and competence
b. structure and manage sessions
c. accurately identify, begin to evaluate, and address problems
d. screen for high-risk behaviors
To develop these skills, you will meet with advanced graduate clinicians taking Psy 536, practice initial sessions, and receive specific feedback on your performance. You will meet during 10 weeks of the semester. Your “sessions” may last 20 to 25 minute interviews. You cannot spend more than 25 minutes in the interview—the child’s parent/ride is picking them up and the session will end after 25 minutes. Here are the cases you will be seeing:
Session 1 (week 3—complete before 1-30-08): Ann is a 9-year-old, third
grade girl referred because she cries in school frequently.
Session 2 (week 5—complete before 2-13-08): Holly is a 14-year-old,
middle school girl who has been cutting herself when she are upset.
Session 3 (week 7—complete before 2-27-08): Joy is a 16-year-old, high school sophomore who has been referred for smoking cigarettes and drinking.
Session 4 (week 8—complete before 3-5-08): Carol is a 13 year-old,
junior high school, adolescent female who was referred by a teacher who was
concerned about her recent change in behavior and plummeting grades.
Session 5 (week 9—complete before 3-12-08): Emily is a 16 year-old,
female, HS junior who was referred for services because her mother was killed
in a car accident over Christmas break and the teachers think you probably
need some support.
Session 6 (week 10—complete before 3-26-08): Ann (again) This is your second session with the 9-year-old, third grade girl referred because of crying at school. Repeat of 1st client.
Session 7 (week 12—complete before 4-9-08): Carol (again) This is a second session with the 13- year-old adolescent female who was referred by a teacher due to concerns about her recent change in behavior and plummeting grades. Repeat of 4th client.
Session 8 (week 13—complete before 4-16-08): Emily (again) This is your second session with the 16 year-old, female, HS junior who was referred for services because her mother was killed in a car accident over Christmas break. Repeat of 5th client.
Session 9 (week 14—complete before 4-23-08): Ms. Fray is the parent of a 6-year-old, first grade student, Frank, who is having significant behavioral issues at the school.
Session 10 (week 15—complete before 4-30-08): Ms. George is a 20-year-old mother who has sought help for problems managing your daughter’s behavior and the home situation. You have asked to see her because of bruises on Gina’s face at your session, apparently caused when Ms. George lost her temper getting ready to come to the appointment and struck Gina (daughter).
Sessions:
Conduct an initial therapy session with each client. Your goal is to (very briefly) structure the session, identify and begin assessing the client’s concerns, contract (if indicated) for treatment, arrange any follow-up or homework plans. You can write your notes while the advanced student are preparing your feedback sheets. Turn in your finalized treatment case note to me.
For three clients you will have a second session. You should prepare a treatment plan prior to this session. The advanced graduate student may wish to see you treatment plan after the interview. Turn in both your treatment plan and you treatment case note to me.
Progress Notes
1st & 2nd interviews will use Dr. House’s format
3rd & 4th interviews will use the SOAP/SOAPIE/SOAPIER formats
5th & 6th interviews will use the DAP/DAPE or modified DAP formats
7th & 8th interviews will use the PIRP format
9th & 10th interviews: use the case note format you preferI.D. Identifying information regarding client and session
P/C Present concern that bring client to session
M.S. Mental status evaluation
Dx Diagnosis
Plan Goals to be achieved and plan to address problems identified
Tx Interventions conducted within session and response to these
Disp. Disposition: any follow-up assignments, homework, next
appointment, therapist’s tasks for next sessionSOAP/SOAPIE/SOAPIER formats
S Subjective data: report of client
O Objective data: observable & measurable criteria
A Assessment, diagnostic impression
P Plan: current intervention and referrals
(I) Implementation considerations of services to be provided
(E) Evaluation of service provision
(R) Response of client to assessment, treatment, interventionDAP/DAPE or modified DAP formats
D Data gathered about the identified problem
A Assessment of the client’s current problem or situation
P Plan for intervention
(E) Education provided by the therapistmodified DAP (Ledley, Marx, & Heimberg, 2005)
identifying data: name, session no., Axis I & II, clinician, date
Session Goals and Objective
Data
Homework from last session
Functional impairment
Current issues/topics/stressors
Interventions
Observations
Assessment
Plan
closing: time started, time finished, duration, next apt., sig., supervisor’s sig.PIRP format
P Presenting problem(s) or the problems to be addressed
I Intervention
R Response to the Intervention by the child/client
P Plan to address the problems experienced by the child/client
If you have any questions or concerns, please contact me anytime throughout the semester.
At the end of the semester I would really appreciate any feedback you could give me regarding the role play exercises, any difficulties you experienced, and any suggests for how to make this experience more useful for future students.
Dr. House