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Poway, CA 92074-0578
Phone: (858) 486-9745
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Test Description
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S A M P L E P R O F I L E
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ADOLESCENT EMOTIONAL INTELLIGENCE INVENTORY (EQ-A)
International Mental Health Network, Ltd.
TC: 2044
FACILITY ID: 000
SOCIAL SECURITY NUMBER: 123-45-6789
LAST NAME: John
FIRST NAME: Doe
GENDER: Male
AGE: 17
RACE: Black
HIGHEST GRADE COMPLETED: 11
DATE OF TESTING: 02/21/1999
____________________________________________________________________________
This profile is confidential and is developed for use by professional staff
only. Its intended purpose, combined with other instruments, is to delineate
directions for further assessment of this client. Recommendations made in
this profile do not imply that other approaches should be replaced or
modified. Statements in this profile should be interpreted as hypotheses for
further consideration in combination with other assessment factors utilized
in the individualized and comprehensive screening and selection process.
____________________________________________________________________________
________________________________ _______________ ______________
Reviewing Professional Title Date
COPYRIGHT 1998 IMH-NETWORK, LTD. ISBN 1-58028-077-3
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
PROFILE SUMMARY
Raw Score T-Score Range
AREAS OF EVALUATION:
DIMENTIONS
EMOTIONAL SPECTRUM TOTAL SCORE 35 Moderate
BEHAVIORAL SPECTRUM TOTAL SCORE 19 Mild
EMOTIONAL SPECTRUM COMPONENTS
GM - GENERAL MOOD MANAGEMENT 7 Mild
IM - INTERNAL MOOD MANAGEMENT 14 Moderate
SM - GENERAL STRESS MANAGEMENT 14 High
BEHAVIORAL SPECTRUM COMPONENTS
EF - EMOTIONAL FLEXIBILITY 9 Mild
PS - PEOPLE SKILLS 8 Mild
MS - SENSORIMOTOR SKILLS 2 Moderate
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
GENERAL MOOD MANAGEMENT
Score = 7
Being able to manage our emotions effectively helps us to deal with
anxiety, aggressiveness, and other emotional problems. Being able to
regulate one's emotions means that the youth can use his or her feelings to
make a better decision. Being emotional and being able to use emotions
adequately also helps adolescents to understand how someone else feels.
Depression, anxiety, and mood fluctuations are the most common
difficulties encountered by adolescents in terms of their general mood
management. Although every youth has periods of depression, anxious moments,
and variations in moods, and such stresses are a normal and even necessary
part of growing up, it is those adolescents who are able to manage their
emotions effectively and who are able to cope efficiently with normal
feelings and mood changes who demonstrate the healthiest general mood
management.
The most frequent and prominent symptoms of anxiety include unrealistic
or excessive worry, unrealistic fears concerning objects or situations,
exaggerated startle reactions, flashbacks of past trauma, sleep
disturbances, various ritualistic behaviors as a way with dealing with
anxieties, shakiness, trembling, muscle aches, sweating, cold/clammy hands,
dizziness, jitteriness, tension, fatigue, racing or pounding heart, dry
mouth, numbness/tingling of hands, feet or other body parts, upset stomach
diarrhea, lump in throat, high pulse and/or breathing rate, and others.
Anxiety can be experienced in various degrees, and for various reasons and
may be related to a variety of causes. Under the right circumstances, anxiety
can be beneficial. It heightens alertness and readies the body for action.
Faced with an unfamiliar challenge, a person is often spurred by anxiety to
prepare for the upcoming event, such as practicing speeches and studying for
tests as a result of mild anxiety. Anxiety or fear, however, should not be
disabling or interfere with emotional growth or social development.
Depression is a disturbance in mood characterized by varying degrees of
sadness, disappointment, loneliness, hopelessness, self-doubt, and guilt.
Most adolescents tend to feel depressed at one time or another, but some
adolescents may experience these feelings more frequently or with deeper,
more lasting, effects. In some cases, depression can last for months or even
years. The most common type of depression is what is referred to as feeling
blue or being in a bad mood. These feelings are usually brief in duration and
have minimal or slight effects on normal everyday activities. It is probably
more correct in these case to refer to dysphoric feelings rather than a
formal depression for these relatively normal "downs" in mood.
Likewise, mood fluctuations occur among all adolescents and may become
more pronounced during adolescence, when the youth is not only undergoing
profound hormonal, physical, and metabolic changes, but is simultaneously
facing substantial changes in their self concept and responsibilities, all
the while being caught in the "limbo world" of being neither youth nor
adult. Mood fluctuations become abnormal when they are so severe or so
prolonged that they contribute to social, interpersonal, and behavioral
problems.
Most of the clinical features of depressive disorder as diagnosed in
adults have also been observed in adolescents and adolescents, such as
dysthymia, cyclothymia, major depression, and mania. However, there may be a
different clustering of symptoms in adolescents and adolescents than adults.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
There seems to be a more pronounced manifestation of psychomotor
agitation in the adolescents, while adolescents manifest delusions more
frequently than adults. Secondary conduct disorders are frequent in both age
cohorts. It is estimated that approximately 2% of adolescents meet the
diagnostic criteria for major depression, with the female to male ratio of
2:1. The majority of cases of depression in adolescents have an insidious
onset and occur as exacerbation of chronic affective conditions. About a
half of adolescents report the duration of depressive episodes as more than
two years, about one third report a duration of less than two years. The
most effective treatment for depression is a combination of psychotherapy
and medication management either by the physician or prescribing
psychologist. The following serve as good measures to judge the
effectiveness of interventions in aiding with mood management disorders:
Outcome Measures
- Appetite and sleep patterns are normal
- Weight is appropriate for height
- The youth is alert and well adjusted and interacts well in society
- The youngster achieves appropriate goals and makes appropriate decisions
- For older adolescents, alcohol/substance abuse is controlled/treated
- The youth states that they feel better
- A decrease in somatic symptoms, such as stomach aches, headaches, chronic
pain is obtained
- Mood normalizes, with expected variations
- Increased interest in or enjoyment of activities
- Psychomotor activity is normal
- Increased energy
- Improved concentration and decisiveness
- Adequate social participation
- Increased feelings of hope, improved self esteem
Mildly Compromised Mood Management
Ratings to the Children's Emotional Intelligence Rating Scale suggest
that Grishem demonstrates mildly compromised levels of general mood
management. Grishem is likely to demonstrate at least mild levels of anxiety
and depression, and may show evidence of at least occasional mood swings. A
psychological as well as a psychiatric evaluation may be considered, and
differential diagnoses might include the adjustment disorders, the mood and
affective disorders, the anxiety disorders, and stress or possibly even abuse
disorders. In general, however, it will be helpful to monitor symptoms
suggestive of anxiety and depression.
- Restlessness or nervousness
- Increase in somatic symptoms, such as stomach aches, headaches, chronic
pain
- Loss or changes in appetite.
- Diminished interest in or enjoyment of activities
- Psychomotor agitation or retardation
- Sleeplessness or hypersomnia
- Lack of energy
- Poor concentration and indecisiveness
- Social withdrawal or excessive gang or "clique" involvement
- Lowered self-esteem
- Possible grief issues
Goals
- Develop the ability to recognize, accept, and cope with feelings of
depression
- Develop healthy cognitive patterns and beliefs about self and the world
that lead to alleviation of depression symptoms
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
Strategies to Maximize General Mood Management
Treatment for mood disorders is varied and a number of approaches work
equally well. Psychotherapy should be oriented toward resolving the presence
of anxiety and depressive states. Education about relaxation and simple
relaxation exercises, such as deep breathing, are excellent places to begin
therapy. Progressive muscle relaxation and imagery techniques can be
incorporated as therapy progresses. Psychotherapy and counseling also help
to uncover reasons for anxiety and depression and enable Grishem to work
through these difficulties. These approaches are normally combined with
medication management from the physician or prescribing psychologist.
- Encourage cleanliness and neatness. Monitor and redirect the youth on
daily grooming and hygiene if necessary
- Relieve physical symptoms when possible
- Provide structure in the environment with opportunity to participate in
meaningful activities Reinforce assumption of responsibility for
activities of daily living.
- Provide recreational and diversionary activities such as swimming,
jogging, walking, running errands, simple tasks and repetitive
activities. Provide encouragement and opportunity for regular exercise
- Promote adequate sleep rhythms
- Help the youth limit junk food intake and substitute raw vegetables or
popcorn. Provide nutritious, regular meals
- Treat physical complaints matter of factly
- Help the youth refrain from dwelling on physical complaints through
distractions such as music or physical activity
- Give positive feedback when the youth is symptom free
EMOTIONAL COMPONENT:
- Encourage expression of feelings associated with depression (anger,
sadness, guilt, fear and helplessness) by listening actively, reflecting
and clarifying.
- Listen carefully and nonjudgmentally to expression of feelings
- Show respect by calling the youth by the given name
- Assist the youth in identifying source of negative feelings about self
- Reinforce the youth 's expression of positive feelings about self
- Encourage the youth to identify an verbalize feelings as they are
experienced, through active listening and reflecting
- Encourage the youngster to assume responsibility for own
feelings by reinforcing positive behavior
- Discourage statements that reflect the youth 's lack of control over
feelings
- Use role playing
- Assist the youth in identifying automatic emotional reactions (fear or
anxiety in response to particular events or thoughts
- Be available and accessible to the youth
- Divert attention from preoccupation with painful feelings
- Ask to make a list of factors contributing to depression about and
process the list
- Encourage the sharing feelings of depression in order to clarify them and
gain insight as to causes.
- Verbally express understanding of the relationship between depressed mood
and repression of feelings-that is, anger, hurt, sadness, and so on.
- Identify cognitive self-talk that is engaged in to support depression
- Replace negative and self-defeating self-talk with verbalization of
realistic and positive cognitive messages.
- Assign the youth to write at least one positive affirmation statement
about self daily
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
- Assist in developing coping strategies (e.g., more physical exercise,
less internal focus),
- Increased social involvement, more assertiveness, greater need sharing,
more anger expression) for feelings of depression.
- Assist in teaching more about depression and accepting some sadness as a
normal variation in feeling
- Assist in developing awareness of cognitive messages that reinforce
hopelessness and helplessness
- Verbalize hopeful and positive statements regarding the future
- Make positive statements regarding self and ability to cope with stresses
of life
- Engage the youth in physical and recreational activities that reflect
increased energy and interest.
- Reinforce positive, reality-based cognitive messages that enhance
self-confidence and increase adaptive action.
- Reinforce social activities and verbalization of feelings, needs, and
desires
INTELLECTUAL COMPONENT:
- Provide information about depression
- Allow adequate time for the youth to respond
- Assist the youth in distinguishing between thoughts and feelings
- Help the youth identify negative thoughts and irrational beliefs
- Explore with the youth relationship between negative thoughts, irrational
beliefs and the state of depression.
- Help the youth distinguish ideas from facts
- Assist the youth in assuming responsibility for own thoughts and beliefs
by providing feedback as the youth expresses thoughts and beliefs
- Help the youth identify illogical conclusions and painful feelings
- Teach the youth to identify depressive thought patterns and to replace
them with task-oriented coping methods
- Help the youth realistically assess needs and identify those that are not
being met
- Teach problem solving
- Teach the youth to replace self-criticisms and negative thoughts with
self affirmations
- Teach visualization techniques
- Help the youth develop achievable goals that are directly relevant to
the youth's needs and develop action plans
- Discuss with the youth situations events or changes that seem to be
associated with the depression
- Minimize importance attached to possible errors in decision making
- Focus attention on daily progress and recognize all performance gains
- Provide distraction for the youth when preoccupation with self is evident
- Assist the youth in focusing on the present
- Stimulate the youth's motivation to relieve depression with positive
reinforcement
- Help the youth identify personal strengths, assets and accomplishments
SOCIAL COMPONENT:
- Encourage the youth to participate in activities with other people
- Assist the youth in identifying typical behaviors in primary
relationships, e.g. dependence or negativism
- Discuss with the youth consequences of various behaviors exhibited in
relationships
- Help the youth identify behaviors that may be more appropriate and
effective than present behaviors
- Encourage the youth to practice alternative behaviors and to discuss
responses from others
- Help the youth set realistic limits in relation to other people
- Encourage the youth to verbalize own needs
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
- Assist the youth in recognizing that other people will not always be
willing to meet needs
- Assist the youth in acknowledging own responsibilities in
relationships
- Teach communication skills ("I" messages and empathic listening)
- Give feedback about exploitative or demanding behaviors
- Encourage the youth to establish specific interaction times with
significant other people in which a positive exchange occurs
- Encourage the youth to make and accept positive statements about self and
others
- Help the youth identify potential areas of social interest
- Teach the youth effective ways to deal with criticism from others
- Encourage the youth to seek feedback from other people
Factors which characterize Grishem's general mood management include the
following:
- Feelings are often hurt or easily hurt.
- Complains about people and things in general.
- Often becomes angry and breaks things.
- Demonstrates good control over emotions.
- Appears friendly.
- Gets annoyed easily.
- Dependable; often given assignments and trusted by teachers or others.
INTERNAL MOOD MANAGEMENT
Score = 14
An adolescent must be able to recognize his or her own emotions before
they can either learn to manage them or to be able to cope adequately with
the emotions of others. Internal mood management is therefore one of the
cornerstones of emotional health. The ability to manage one's internal
moods involves knowing one's own emotions, being appropriately assertive
without either aggression or overdependence, being able to develop and
maintain good levels of self-esteem, developing levels of independence and
autonomy, and being able to identify, set, and strive toward personal goals.
Moderately Compromised Internal Mood Management
levels of internal mood recognition and management, and internal mood
management skills are moderately impaired. Results suggest that Grishem is at
risk for emotional difficulties due to poor recognition of his/her] own
emotions, poor self-esteem, ineffectiveness in setting goals or being
independent, and some difficulty with being appropriately assertive.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
LONG-TERM GOALS
- Elevate self-esteem.
- Develop a consistent, positive self image.
- Demonstrate improved self-esteem through more pride in appearance, more
assertiveness, greater eye contact, and identification of positive traits
in self-talk messages.
- Improve ability to detect, label, and understand own emotions
SHORT-TERM OBJECTIVES
- Increase awareness of self-disparaging statements.
- Decrease frequency of negative self-statements.
- Increase frequency of appropriately assertive behaviors.
- Decrease fear of rejection while increasing sense of self-acceptance.
- Identify positive things about self.
- Increase eye contact with others.
- Identify verbally and/or in writing needs for self and a plan for
assertively satisfying those needs.
- Identify accomplishments that can be done to improve self-image and a
plan to achieve those goals.
- Increase insight into past and current sources of low self-esteem;
develop and work toward self-improvement
Recommendations
Help Grishem to identify and label internal feelings and emotions. Work
with Grishem to create and learn a list of "feeling words," to include not
only basic emotions such as anger, hate, and love, but more complex feelings
such as irritation, ambivalence, frustration, and caring. Many self-help
programs are now available from mental health publishers and the internet.
Explore self-help programs or work with Grishem with therapeutic games such
as the "Thinking, Feeling, Doing" game. Work on reading skills, and pick
stories in which the main characters identify and cope with emotions typical
of growing up.
Assist Grishem in monitoring and recording weekly emotions and response
patterns. For example, track emotions with a daily log which identifies the
"ABC's of Behavior" - the antecedents which preceded an emotion or behavior
(A) - the emotion or behavior itself (B), - and the consequences (C). Review
each problems area to determine better ways to respond and help Grishem
generate alternative and better solutions. Assist in developing awareness of
cognitive messages that reinforce hopelessness and helplessness, and reverse
these with positive self-statements. Facilitate expression of painful
feelings that cause Grishem to withdraw from others or avoid recognizing
his/her] own emotions. Promote acceptance of painful feelings in a healthy,
constructive manner.
Assist in developing awareness of cognitive messages that reinforce
hopelessness and helplessness, and reverse these with positive
self-statements. Facilitate expression of painful feelings that cause
Grishem to withdraw from others or avoid recognizing his/her] own emotions.
Promote acceptance of painful feelings in a healthy, constructive manner. A
psychological examination will be helpful in determining further
interventions for emotional development.
Factors which characterize Grishem's internal mood management include the
following:
- Keeps anger to self.
- Often able to admit to own mistakes and work to correct them.
- Seems unaware of problems or conflicts; poor insight.
- Appears to be in touch with own emotions.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
- Often bullies other children.
- Is able to cooperate and also stand up for self appropriately.
- Wants to run things; bossy, make rules, manage games, etc.
- Appears to feel good about self.
- Overly self conscious about race or other personal characteristics.
- Seems comfortable with body and appearance; takes pride in his/her
demeanor.
- Often motivates self.
- Afraid of being by self; clings to or needs others.
- Can work or play by self.
- Acts as if s/he doesn't t have much energy or direction.
GENERAL STRESS MANAGEMENT
Score = 14
Some people feel that successful "stress management" means being able to
"get rid" of stress. However, it is not possible to relieve ourselves of all
of our stress, nor would it even be advisable. Life is full of stress, and
it is inevitable that we will all face significant stress in our lives.
Research indicates that our ability to manage and cope with stressful events
is one of the most important factors of our emotional stability as well as
an important factor for good physical health. Research also shows that
individuals who fare best in stressful situations are not those who "do
without" or "get rid" of stress, but those who learn to cope and manage
stressful events successfully.
Prominent symptoms of stress include unrealistic or excessive worry,
unrealistic fears concerning objects or situations, exaggerated startle
reactions, flashbacks of past trauma, sleep disturbances, various
ritualistic behaviors as a way with dealing with anxieties, shakiness,
trembling, muscle aches, sweating, cold/clammy hands, dizziness,
jitteriness, tension, fatigue, racing or pounding heart, dry mouth,
numbness/tingling of hands, feet or other body parts, upset stomach,
diarrhea, lump in throat, high pulse and/or breathing rate, and others.
Individuals affected by high levels of stress will also show a low
tolerance for frustration and tend to be easily annoyed, eager to escape
distress, intolerant of other people's mistakes, easily fatigued, and more
susceptible to a variety of physical and emotional stress-related problems.
Stress, in fact, has been proven to either cause or at least exacerbate
essentially all medical problems. On the contrary, youngsters with good
stress management seem to be work best when faced with a challenge and can
accept and cope well with the demands made by others or the environment.
Effective stress management also leads to improved mental and physical
well-being as well as increased resistance to illness.
Moderate Levels of Stress
demonstrates moderately impaired levels of stress management, and is at risk
for some stress-related symptoms. Grishem is likely to have trouble facing
and meeting some challenges successfully, and he/she] is likely to be
susceptible to a wide variety of stress-related risks. Grishem will also
likely show a low tolerance for frustration and will tend to be easily
annoyed, will be eager to escape distress, will be intolerant of other
people's mistakes, is likely to be easily fatigued, and is susceptible to a
variety of physical and emotional stress-related problems.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
Recommendations
- Identify levels of stress
- Help the adolescent identify threats causing stress
- Identify duration and nature of the stress
- Explore meaning of threat to client by discussing effect of threat on
self and health
- Help the adolescent to increase their organizational skills
- Set schedules that allow for plenty of breaks. For instance, work for
15 or 20 minutes and then take a 5-minute break.
- Break down longer, complex tasks into a series of shorter tasks.
- Provide a structured environment for the youngster at home and at school
by establishing daily routines and schedules that are consistently
followed in order to reduce the adolescent's need to plan and organize.
- Help the adolescent complete complex or stressful tasks by breaking them
down into easier-to-accomplish, sequential steps. Use simple problem
solving formats to provide a learning structure for reasoning and the
understanding of how to go about solving new problems.
- Teach the adolescent the processes used to problem-solve, in order to
cope with and reduce stress by teaching the youngster to (I) identify
possible alternative solutions, (2) to determine which of the
alternatives is most likely to be successful, and (3) to develop and
carry out a plan of action. Learn to anticipate behaviors that precede
impulsive, out-of-control behavior and "defuse" the adolescent's
behavior before it escalates (e.g. encourage the youngster to count to
10, take a deep breath, use time out or pacing strategies, etc.).
- Try to discriminate when the adolescent "can't" do something versus
"won't" do something.
- Provide recreational and diversionary activities such as swimming,
jogging, walking, running errands, simple tasks and repetitive activities
- Promote adequate sleep and normal sleep schedules
- Assist the adolescent in relaxing with relaxation exercises and deep
breathing and in reducing hyperventilation.
- If the youngster has been the victim of rape, assault, abuse, or
molestation, refer to appropriate professional person
- Provide the youngster with telephone number, contact, or strategy for
emergency or crisis situations (hotline clinics, pastor, emergency rooms
and mental health centers)
- Help the adolescent find other ways to express anxious feelings, for
example, by physical activity or talking with a supportive person
- Identify behaviors that indicate that stress is mounting such as
restlessness, pacing, tenseness, or irritability.
- Discuss with the adolescent fears and worries
- Allow specified "worry time" (e.g,. 15 minutes each day at 10 am)
Factors which characterize Grishem's management of stress include the
following:
- Has frequent physical symptoms (e.g. headache, stomach aches, etc.).
- Is able to "pace" self by following work, play, and rest schedules.
- Talks about or indicates stress at home.
- Eats lots of junk food.
- Involved in sports.
- Appears tired as if s/he does not get enough sleep.
- Able to delay gratification or work toward future goals.
- Does not finish work or assignments.
- Demonstrates good listening skills and attention span.
- Often has temper outbursts or temper tantrums.
- Very careful with property and belongings; never breaks or destroys
things.
- "Runs off at the mouth" or often acts without thinking.
- Follows directions well.
- Impulsivity creates problems for self and others.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
EMOTIONAL FLEXIBILITY
Score = 9
Mental flexibility is not only one of the hallmarks of cognitive
intelligence, but is also a key factor for understanding and getting along
with others. While mental flexibility helps a student to learn more quickly
in the classroom, emotional flexibility not only helps the teenager learn
rapidly about new people and friends, but similarly aids in the avoidance of
stereotypes, prejudices, and inability to change opinions in the light of
new facts or information. Youngsters who demonstrate emotional flexibility
are able to solve problems effectively, are practical and realistice, and
easily adapt to change. teenagers who lack emotional flexibility tend to
engage in simplistic thinking along with other characteristically
self-defeating mental patterns. One difficulty is in terms of thinking
simplistically. In simplistic mental processing, thought patterns are
impulsive and characteristically are simplistic, undeveloped, abbreviated
and disconnected from other thoughts or ideas. Because the mind is operated
in spurts, there will be times when the teenager is "mind storming" in sharp
contrast with the times when he feels "blank" or "brain dead".
The emotionally rigid teenager lacks thoughtfulness, insight, and the
common thread which would integrate the different parts of his/her] mind. As
a result, when the teenager processes a new thought, his/her] thought will
be processed in a rigid manner without taking into account the other factors
which should give input into the decision making process or into the making
of the conclusion resulting from the processing of all considered
information. When the teenager is disorganized inside his or her mind and
discounts important information, s/he is unable to plan ahead, lacks in
preparation, is unable to apply himself in a systematic way, is unable to
follow step by step instructions, and will resist regimentation or
discipline, just to name a few.
When faced with a problem, the teenager with mental inflexibility often
wants a "quick fix" to the problem. Usually when the teenager is acting
impulsively and rigidly, he/she] doesn't want any complex solutions or
treatments because he/she] doesn't want to struggle hard to get the
benefits. Things are preferred to be "short and easy." The sound judgement
of the teenager is decreased by mental inflexibility through a variety of
ways; the teenager may jump to conclusions, often acts without thinking, is
usually unprepared, has not connected with the different parts of the mind,
etc.
The inflexible youngster will often make the same mistake twice: To learn
from experience, the teenager needs to do the opposite of what he/she] has
been doing when he/she] has been acting rigidly, be able to suspend
judgement, and be able to consider and integrate alternate approaches or
hypotheses. For example, to learn from experience, the teenager needs to
think about what happened and analyze it in detail. After the analysis, the
teenager needs to make a rational conclusion which in turn will affect
his/her] philosophy when at a later point conclusions become thoroughly
integrated in the mind.
To learn from experience, the teenager needs to remember the last
mistake so that he/she] will not repeat it in a new situation. More
importantly, to learn from experience the teenager should see reality in its
details and refrain from rationalizing, denying, dissociating, repressing,
or attributing the causation to the wrong person or factor.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
Mild Difficulties with Emotional Flexibility
Scores on the Emotional Intelligence Test suggest that Grishem is likely
to demonstrate some degree of mental rigidity and at least mildly impaired
levels of mental flexibility. Grishem is seen by others as generally being
able to think realistically about a problem, but may at times have trouble
forming opinions and incorporating and processing new facts as they become
available. Grishem also may have trouble at times in being able to analyze
and to readjust to different hypotheses or solutions. Grishem may demonstrate
some variability in being able to generate or see a variety of solutions, at
times doing quite well and at other times becoming "stuck." Grishem is likely
to generally be at ease with other teenagers and adults and to make friends
easily, but may occasionally have difficulties when conflicts or friction
arises. Grishem may have difficulty seeing things from another's perspective
until pointed out by another.
Recommendations
Continue to encourage Grishem to expand his/her] horizons and exercise a
wide variety of interests. Such teenagers can do well in a variety of sports
and social activities, may find it beneficial to belong to a number of
extracurricular clubs or religious groups, and may prove successful exchange
students when older. Such activities should be encouraged to build on the
foundations of mental and emotional flexibility which are already in place.
Classroom and extracurricular activities which stress problem solving,
hypothesis generation, the processing of a variety of options, and the
exposure to a variety of ideas should be encouraged. Games and exercises such
as chess or even computer games which emphasize problem solving and which
present Grishem with a variety of options which they have to choose may be
helpful. Chess, while perhaps considered "nerdy" by today's standards, was
originally developed to teach mental flexibility and battle tactics and
strategies, and modern computer games which achieve the same ends may also be
used if they are not relied upon strictly for their entertainment value.
Exposure to a variety of ideas, ethnic groups, and lifestyles also helps
to develop mental flexibility and to diminish rigidity and intolerance.
History courses which review historical events from different perspectives
and the viewpoint of a variety of angles or ethnic perspectives, exposure to
ethnic celebrations and a variety of religious viewpoints, and exercises such
as home economics assignments for boys and auto repair assignments for girls
will help in continuing to develop a tolerance for others and the ability to
see things from more than one perspective. Role playing during classroom or
therapeutic exercises will be helpful.
Factors which characterize Grishem's emotional functioning profile
include the following:
- Asks adults or others for help when needed.
- Gets mad when things don't work right and quits.
- Works on ways to improve grades when s/he has trouble with a subject.
- Cannot accept criticism and becomes angry or destructive, blaming of
others, or quits.
- Demonstrates good study and homework skills; good practice skills for
subjects such as music, sports, and extracurricular activities.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
- Never seems to accomplish much.
- Is good at "figuring things out" and working practical problems.
- Changes in routine or environment do not bother him/her.
- Prefers a routine and predictable environment.
PEOPLE SKILLS
Score = 8
Many less impaired teenagers who might meet criteria for an impression
of having difficulties with "people" or "interpersonal" skills may be simply
viewed as being "unusual" or "just different," and to have frequent trouble
with friends. More impaired teenagers may appear "confused" much of the time
in social or interpersonal situations despite adequate intelligence. Closer
observation will at times reveal a social ineptness brought about by
misinterpretations of the body language and/or tone of voice of others, and
the youngster may have trouble with "reading" the emotions or intentions of
other teenagers and adults. The teenager does not perceive subtle cues in
his environment such as: when something has gone far enough; the idea of
personal "space"; the facial expressions of others; or when another person is
registering pleasure (or displeasure) in a nonverbal mode.
Deficits in social awareness and social judgment, though the teenager is
struggling to fit in and the actions may well not be deliberate, will often
be misinterpreted as "annoying" or "attention getting" behavior by adults and
peers alike. Many of these students are motivated to conform and adapt
socially, but they perceive and interpret social situations inaccurately.
Therefore, the cornerstone of "people skills" is being able to perceive and
interpret the needs, emotions, and motivations of others and be able to move
away from self-centeredness. The adage of "in order to get a friend, be a
friend," remains true.
The social indiscretions frequently committed teenagers with poor
"people skills" are also representational of difficulty in being able to
discern and/or process perceptual cues in communication. The teenager may be
ineffective at recognizing faces, interpreting gestures, deciphering postural
clues, and "reading" facial expressions. Conventions governing physical
proximity and distance are also not perceived. Changes in tone and/or pitch
of voice and/or emphasis of delivery are not noticed or distinguished.
Once the intentions, emotions, and feelings of others are adequately
recognized, the teenager must have an adequate repertoire of specific social
skills in order to be a good "people person." Skills at extroversion, being
able to meet people, showing a genuine interest in others, turn-taking
skills, skills at collaboration and problems solving, and teamwork skills are
all examples. Girls, who tend to be more process and people oriented than
boys, are often more proficient in these areas. Youngsters with better
developed "people skills" are better able to network as adults and have
greater social resources; doors of opportunity in business careers as well as
family opportunities seem to open more easily to them.
Adequately Developed People Skills
Responses to the Children's Emotional Intelligence Scale suggests that
Grishem demonstrates adequate "people skills." Grishem is likely to be able
to meet and make friends easily, seems to keep the friends that they have, ad
to be popular with his/her] peers. Likable and liked, Grishemis able to
understand the emotions, needs, and desires of his/her] peers and is able to
be part of a team rather that isolated to self. Able to "read" others well
as well as to respond adequately, teamwork, collaboration, and interpersonal
problem solving seem to come easily to Grishem.
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
Recommendations include continued interpersonal skill development as well
as continued involvement in a variety of social and family activities.
Grishem should prove to be a good role model and mentor to others with more
poorly developed "people skills."
Factors which characterize Grishem's people skills include the following:
- Dominates others.
- Seen as sociable by others.
- Disrupts or avoids group activities.
- Resists or disobeys school and teacher rules.
- Has qualified for Honor Roll or other academic awards.
- Often steals or destroys other's belongings.
- Frequently teases or picks on other children.
- Worries when friends are ill or absent.
SENSORIMOTOR SKILLS
Score = 2
Teenagers with poorly developed sensorimotor skills often have trouble
with competitive social sports. Due to their poor performance, the risk of
social rejection and lowered self esteem is particularly high. In addition,
teenagers with poor coordination not only seem to be "clumsy" with their
motor skills but are often "clumsy" in knowing how to make and keep friends
They may misinterpret the needs or wants of others, be poor judges of
interpersonal boundaries, and have difficulty in "reading" the emotions or
needs of others. The may therefore also be rejected by other teenagers as
being "nerds," "dorks," or "kids who don't fit in."
With teenagers exhibiting difficulties with sensorimotor development, it
is often helpful to involve the teenager in noncompetitive sports in which
social pressure is much lower and in which the teenager can compete with
self rather than others, and can compare his improvement with his own pace
of development. Snow skiing, water skiing, and aquatic activities, when
possible, are excellent vehicles for both motor development as well as the
development of self esteem. Such activities can comprise a sports group
which may be considered "individual noncompetitive" in that the teenager
competes against self. A more "esoteric" sport such as snow skiing, for
example, often gives teenagers a particular boost of self esteem when they
learn that "I really can do this!" Gymnastics, track, golf, the martial arts,
and similar activities are all sports in which the teenager may gauge and
pace their own performance rather than being constantly judged in relation to
others. Pick sports and activities at which the teenager can be successful
and build upon these successes gradually to build both motor skills and self
esteem.
Other motor and physical activities may be very helpful in developing
and maintaining motor skills. Crafts, drawing, art, and building activities
help to build both motor skills and self esteem. Although the instructor may
not wish to impose or reinforce stereotypes, girls may still enjoy sewing,
needle point, crafts, and cooking and homemaking activities. Boys may prefer
model building or construction. Fishing, insect collecting, stamp or coin
collecting are activities which can increase eye-hand coordination and which
can be enjoyed by anybody. Video games were thought in the 1980s to have
special potential to increase eye-hand coordination, but these gains have
proved to be negligible or modest at best. teenagers may also run the risk
of being preoccupied with "Sega," "Nintendo," or similar games actually to
_________________________________________________________________________________
Client Id: John Doe 02/21/1999
the decrement of social interaction. Therefore, video game participation may
be engaged in moderation and with supervision, but should not exclude other
activities or relied upon excessively to produce significant gains in
sensorimotor skills.
Generally Well Developed Motor Skills
The results of the Emotional Intelligence Test demonstrates that Grishem
shows generally intact physical, communicative, and sensorimotor functioning.
Grishem should be able to participate adequately in sports, social, and
school activities. Few, if any, physical or sensorimotor difficulties are
noted.
LONG-TERM GOALS
Maintain adequate physical, sensorimotor functioning, and physical and
aerobic conditioning.
SHORT-TERM OBJECTIVES
State commitment to maintain physical and aerobic conditioning, if needed.
THERAPEUTIC INTERVENTIONS
- Stress behavioral health wellness models which emphasize constructive
activities, healthy interpersonal relationships, and effective stress
management strategies.
- Continue to engage in a variety of physically stimulating and challenging
activities.
- Maintain adequate diet, exercise, and stress management regimes.
- Avoid substance misuse/abuse as well as excessive junk food. A mixture
of team competitive and individual noncompetitive sports should be
emphasized.
- Scouting or similar activities also build a variety of physical and
mental skills.
Factors which characterize Grishem's sensorimotor skilss include the
following:
- Is constantly "getting in the way," bumping into other people and
objects, and is generally unaware of the position in space his/her body
encompasses.
- Participates and is good at a variety of athletic activities.