Student’s name
4-2 Final Project Milestone One
Psychological Assessment and Intervention for Ms. Z: A Comprehensive Analysis
Problem Statement
Mr. Z’s need for mental evaluation resulted from his declared intent to reclaim college studies after the episode of depression. Comprehending Ms. Z’s history, consisting of her depression in the past and all other factors that can influence her cognition and psychological status, is necessary for a good analysis of her cognitive and psychological profile. Through the assessment, the report seeks to examine Ms. Z’s cognitive abilities and general psychological wellness and offer personalized recommendations to assist her academically and address mental health issues.
Test One: WAIS-IV
The WAIS-IV test application took place to identify Ms. Z’ cognitive abilities. Sadly, the information about the specific ways of conducting the test, whether it was conducted through the confront or a computer has not been mentioned.
The WAIS-IV conveys to rich data about Ms. Z that reveals her cognitive abilities. At a Full Scale IQ of 102, Ms. Z is in the average cognitive range making her as competent as his name depicts her to handle college-level workload (Cohen &Swerdlik, 2005). Her values for the Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI), all fall within the medium range and the better than medium range showing a higher level of verbal reasoning, comprehension, visual-spatial processing, and problem-solving ability. The WMI score of 92 (below average) tends to testify to a lack of ability to hold and transform data and this overall might affect self-performance when managing complex tasks separately. Moreover, her Visuospatial Index (VI) score of 100 indicates her mean ability to process visual details within the environment.
Test Two: MMPI-2
The MMPI-2 was conducted with Ms. Z to determine her psychological features and underlying core personality. No details of the procedure that goes with the MMPI-2 also are presented as in the case of the WAIS-IV evaluation (Cohen &Swerdlik, 2005). However, the population-provided values or norms for utilizing this evaluation for Ms.Z’s demographic are not covered in it, which becomes important for understanding the application of this assessment.
Recommendations and Insights
According to the evaluation, several suggestions are given for helping Ms. Z to achieve her educational goals and receive the mental health services she requires. These types of ways would comprise additional time for assignments and exams, a drop in the number of course subjects you take from the beginning, and mental health care service through therapy and drug management. Furthermore, the context of the situation, such as the background of Ms. Z and the institutionalization of her depression, also needs to be understood so the treatment can be targeted to specific situations and requests (Cohen &Swerdlik, 2005).
Finally, full evaluation of the cognitive and mental health parameters of Ms. Z brings forth the light of her abilities as well as her issues and solution options. Through the application of a list of alternatives designed for her mental health and academic needs, Ms. Z will have the power to cruise through her scholarly and personal goals with determination and fortitude.
Cohen, R. J., &; Swerdlik, M. E. (2005). Psychological testing and assesment: an introduction to tests and measurement 10th ed. New York: Tata McGraw Hill.


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