Purpose of Neuropsychological Assessment

Purpose of Neuropsychological Assessment

• Diagnosis 
• Rehabilitation
• Evaluation of Neuropsychological Rehabilitation
• Research

Psychometry

Purpose

           Diagnostic Clarification 

           Therapeutic

           Therapeutic Evaluation

            Research

DR RUPESH RANJAN CLINICAL PSYCHOLOGIST INDIA: What is Psychotherapy?

DR RUPESH RANJAN CLINICAL PSYCHOLOGIST INDIA: What is Psychotherapy?:                Wolberg, beautifully define the Psychotherapy       Psychotherapy is the treatment, by Psychological means of problems of an...

What is Psychotherapy?

              Wolberg, beautifully define the Psychotherapy

     Psychotherapy is the treatment, by Psychological means of problems of an emotional nature, in which a trained person deliberately establishes a professional relationship with the patient with the object of

•  Removing, modifying or retarding existing symptoms
• Mediating disturbed patterns of behavior
• Promoting positive personality growth and development

Child Counselling 

                                                           RUPESH RANJAN
                                                       

 May be helpful for yου    
Child Counselling 

It can be divided into two areas

             1.  Management for General problems

             2.  Management for Specific problems

         1.  Management for general problems    

·        Enhancement of self esteem

·        Anger management

·        Anxiety management

·        Stress management

·        Tension

·        Time- management

·        Examination related problem

·        Memory related problem

·        Problem solving

·        Decision making

·        Learning problems

·        Performance anxiety

·        Communication problem including problem related to expression.

·        Disciplinary problem

·        Substance dependence

·        Internet dependence

      2. Management for Specific problem              

·        Depression, learning disability, conducts disorder, attention deficit hyperactive disorder, emotional disorders, behavioural disorders etc.

           Procedure for Management                   

 a.To Elicit or diagnose the problem area

•  Source of information

1.  Academic report, class teacher, student, parents, home environment and peer groups

2.  Individual interview

b. Behavior analysis

c. Psychological testing

d. Case formulation

  Plan for Management
1.  Supportive psychotherapy

v Reassurance

v Ventilation

v Externalizing of Interests

2. Behaviour therapy

v Relaxation JPMR

v Breathing exercise

v Autogenic training

v Social skills Training

v Systematic Desensitization

v Exposure and Response prevention

v Home work assignments

3. Cognitive Therapy

BHU Kulgeet

BEHAVIOUR ANALYSIS

Behaviour Analysis

Seven part analysis

                The first model originates from the work of Kanfer and saslow (1969), and it considers assessment in a seven- part plan, and focuses on the behavioural components of cognitive behaviour assessment.

1.  Initial Analysis of the problem situation.

In this step the behaviour an excess, a deficit or an assets is considered and its frequency, intensity, duration and stimulus conditions.

a.        Behaviour excess:  A class of related behaviours occurs and is described as problematic by the client or an informant because of excess in - frequency, intensity, duration and occurrence under conditions when its socially sanctioned frequency approaches zero.

b.        Behaviour deficit:  A class of responses is described as problematic by someone because it fails to occur: with sufficient frequency; with adequate intensity; in appropriate form; under socially expected conditions.

c. Behaviour assets:  Behavioural asset are non- problematic behaviour.

·         What does the client do well?

·         What are his/her adequate social behaviour?

·         What are his/her special talents or assets?

·         His/her natural work and play activities provide a better starting point for behaviour change than can ever be provided in a synthetic activity or relationship.

2. Clarification of the problem situation

a. Assign the classes of problematic responses to Group A behavioural excess or Group B behavioural deficit.

b. Which persons or groups object to these behaviours? Which persons or group support them? Who persuaded the

 client to come to the clinician?

c. what consequences does the problem have for the client and for the significant others?  What are the consequences

 would removal of the problem have for the client or other?

d. Under what conditions do the problematic behaviour occurs.

e. What satisfaction would continue for the client if/ her problematic behaviour were sustained? What satisfaction

 would client gain after psychological interventions?

f. What new problems in living would successful therapy pose for the client? What reinforcers are there?

g. To w extent is the client as a sole informant capable of helping in the development of a therapy programme?

3. Motivational analysis

 How does the client rank various incentives in their importance to him/ her? Basing judgement on the client’s probable expenditure of time, energy or physical discomfort, which of the following reinforcing events are relatively most effective in initiating or maintaining his/her behaviour achievement of recognition sympathy.

a.         How frequent and regular have been his/her success with these reinforces?

b.       What specific conditions do each of these reinforcer arouse goal-directed behaviour.

c.        Do his /her actions in relation to these goals correspond with verbal statements?

d.       Which person or groups have the most effective and widespread control over his/her current behaviour.

e.        Can the client relate reinforcement contingencies to his/ her own behaviour?

f.         What are the major aversive stimuli for this client (1) in immediate day-to-day life;

g.        Would a treatment programme require that the client give up current satisfactions associated with his/her problem?

h.       Which events of know reinforcing value can be utilised for learning new interpersonal skills?

4. Developmental analysis

a. Biological changes

1.   What are the limitations in the client’s biological equipment that may affect current behaviour, e.g. defective vision and hearing; residuals of illness such as stroke, poliomyelitis, mononucleosis, glandular imbalances?

2. When and how did biological deviations or limitations develop?

3.  How do these biological conditions limit response to treatment or resolution of his/her problem?

     b. Sociological changes

1. What are the most characteristic features of the client’s present socio-logical milieu?

2. Have there been changed in this milieu which are pertinent to his/her current behaviour?

3. Does the client view these changes as brought about by him/her by significant persons?

4. Are the client’s roles in various social setting?

5. How can identified sociological factors in the problematic behaviour be brought into relation with a treatment programme?

c. Behavioural changes

           a.  Prior to the time of referral, did the client’s behaviour show deviations in behaviour patterns compared with

               developmental and social norms?

           b. Do identified biological, social or sociological events in the client’s life seem relevant to these behavioural 

               changes?

5.   Analysis of self- control

How can the client’s self-controlling behaviour be used in the treatment programme?

   In what situations can the client control those behaviours that are problematic?

6.   Analysis of relevant social relationships

      Who are the most significant people in the client’s current environment?

   To which or persons or groups is he most responsive? Who provokes antagonistic or problematic behaviours?

7. Assessment of the socio cultural and physical environment

            a. What are the norms in the client’s social milieu for the behaviours about which there is a complaint?

          b. Are these norms similar in the various environments in which the client   interacts, e.g. home and school, friends and

              parents, work and social milieu, etc.?