Background
Emily is an 8-year-old girl who has recently been placed under the care of social services which led to a Psychological Assessment. Concerns were raised by her school about her frequent absences, noticeable decline in academic performance, and signs of emotional distress, such as withdrawal from peers and crying during class.
Emily lives with her mother, Sarah, who has a history of depression and substance misuse. Sarah has been struggling to maintain stable employment, and there have been several incidents of domestic violence reported by neighbours involving Sarah’s on-and-off partner, Tom.
Referral for Psychological Assessment
The social worker assigned to Emily’s case, Laura, noticed that Emily seemed fearful during home visits and appeared reluctant to speak about her home life. Emily’s teachers also reported that she had become increasingly anxious and withdrawn.
Given these concerns, Laura decided that a comprehensive psychological assessment was necessary to understand Emily’s emotional state and to evaluate Sarah’s capacity to provide a safe and nurturing environment.
Psychological Assessment Process
Initial Meeting
Laura scheduled an initial meeting with Dr. Jane Smith, a clinical psychologist with expertise in child welfare cases. During this meeting, Dr Smith explained the purpose of the assessment to Sarah and Emily, emphasising that the goal was to help understand Emily’s needs and to support the family.
Clinical Interviews
Dr. Smith conducted separate interviews with Emily and Sarah. Dr. Smith used age-appropriate techniques, such as drawing and playing with toys, with Emily to help her feel comfortable.
Emily eventually disclosed that she was scared at home because Tom often yelled and sometimes hit her mother. She also mentioned that she missed school because her mother couldn’t always wake up in the morning to take her.
In her interview, Sarah admitted to struggling with depression and acknowledged that her relationship with Tom was volatile. She expressed guilt over her inability to provide stability for Emily but seemed overwhelmed by her circumstances.
Observations and Questionnaires
Dr. Smith observed interactions between Emily and Sarah during a structured play session. She noted that while Sarah showed affection towards Emily, there were moments when Sarah appeared disengaged and irritable, especially when Emily sought her attention repeatedly.
Dr. Smith also administered several questionnaires to Sarah to evaluate her mental health, including measures of depression, anxiety, and substance misuse. Emily’s teachers completed behaviour checklists to provide additional context about her behaviour and emotional state at school.
Cognitive and Capacity Assessments
Emily underwent a cognitive assessment to evaluate her intellectual functioning and learning abilities. The results indicated that Emily’s mental abilities were within the average range, but her emotional distress was impacting her academic performance and social interactions.
Dr. Smith conducted a parenting capacity assessment with Sarah, focusing on her ability to meet Emily’s physical, emotional, and educational needs. This assessment highlighted Sarah’s strengths, such as her genuine love for Emily, but also underscored her difficulties with consistency and responsiveness due to her mental health issues and the unstable home environment.
Findings and Recommendations
Dr. Smith compiled a detailed report summarising her findings. She concluded that Emily was experiencing significant emotional distress due to the instability and domestic violence at home. The report highlighted Sarah’s challenges with mental health and substance misuse, which impaired her ability to provide consistent care and support for Emily.
Recommendations
- Therapeutic Interventions for Emily: Dr. Smith recommended that Emily receive individual therapy to address her anxiety and emotional distress. Play therapy was suggested as an appropriate intervention to help Emily express her feelings and develop coping strategies.
- Support for Sarah: The report recommended that Sarah engage in a comprehensive treatment program for her depression and substance misuse. Dr Smith also suggested parenting classes to help Sarah develop better coping mechanisms and improve her parenting skills.
- Domestic Violence Support: Given the reports of domestic violence, Dr. Smith recommended that Sarah access support services for domestic violence survivors and consider obtaining a restraining order against Tom.
- School Support: It was suggested that the school implement a support plan for Emily, including regular check-ins with a school counsellor and adjusting her academic workload to accommodate her emotional needs.
- Regular Monitoring and Review: The report emphasised the need for social services to monitor the family’s progress on an ongoing basis and conduct regular reviews to ensure that the recommended interventions effectively supported Emily and Sarah.
Outcome
Based on Dr. Smith’s recommendations, the court ordered that Emily and Sarah receive the proposed interventions. Emily began attending therapy sessions, which helped her process her experiences and improve her emotional well-being.
Sarah enrolled in a treatment program and parenting classes, and with the support of domestic violence services, she started taking steps to create a safer environment for Emily. The school implemented a support plan that included counselling and academic accommodations, allowing Emily to improve her performance and engagement at school gradually.
Through the collaborative efforts of social services, mental health professionals from ACCA’s expert panel, and the educational system, Emily and Sarah began to experience positive life changes.
The psychological assessment provided a comprehensive understanding of their needs, leading to tailored interventions that promoted healing and stability for the family.
