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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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CHILD'S EMOTIONAL INTELLIGENCE (EQ-C)
C. Alan Hopewell, Ph.D., ABPP
TC: 1493
FACILITY ID: 111
SOCIAL SECURITY NUMBER: 111-11-1111
LAST NAME: Doe
FIRST NAME: Jimmy
GENDER: Male
AGE: 8
RACE: White
HIGHEST GRADE COMPLETED: 3
DATE OF TESTING: 09/19/1998
____________________________________________________________________________
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: Jimmy Doe 09/19/1998
GENERAL MOOD MANAGEMENT
Score = 8
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 child can use his or her feelings to
make a better decision. Being emotional and being able to use emotions
adequately also helps children to understand how someone else feels.
Depression, anxiety, and mood fluctuations are the most common
difficulties encountered by children in terms of their general mood
management. Although every child 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 children 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 children tend to feel depressed at one time or another, but some
children 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 children and may become more pronounced
during adolescence, when the child 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 child 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 children and adolescents, such as
dysthymia, cyclothymia, major depression, and mania. However, there may be a
different clustering of symptoms in children and adolescents than adults.
There seems to be a more pronounced manifestation of psychomotor agitation in
the children, 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
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
cases of depression in adolescents have an insidious onset and occur as
exacerbation of chronic affective conditions. About a half of children
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 child is alert and well adjusted and interacts well in society
- The youngster achieves appropriate goals and makes appropriate decisions
- For older children, alcohol/substance abuse is controlled/treated
- The child 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 Jimmy Doe demonstrates mildly compromised levels of general mood
management. Jimmy Doe 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: Jimmy Doe 09/19/1998
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 Jimmy Doe 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 child 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 child limit junk food intake and substitute raw vegetables or
popcorn. Provide nutritious, regular meals
- Treat physical complaints matter of factly
- Help the child refrain from dwelling on physical complaints through
distractions such as music or physical activity
- Give positive feedback when the child is symptom free
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
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 child by the given name
- Assist the child in identifying source of negative feelings about self
- Reinforce the child 's expression of positive feelings about self
- Encourage the child to identify an verbalize feelings as they are
experienced, through active listening and reflecting
- Encourage the youngster to assume responsibility for his/her] own
feelings by reinforcing positive behavior
- Discourage statements that reflect the child 's lack of control over
feelings
- Use role playing
- Assist the child in identifying automatic emotional reactions (fear or
anxiety in response to particular events or thoughts
- Be available and accessible to the child
- 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 child to write at least one positive affirmation statement
about self daily
- 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 child 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
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
INTELLECTUAL COMPONENT:
- Provide information about depression
- Allow adequate time for the child to respond
- Assist the child in distinguishing between thoughts and feelings
- Help the child identify negative thoughts and irrational beliefs
- Explore with the child relationship between negative thoughts, irrational
beliefs and the state of depression.
- Help the child distinguish ideas from facts
- Assist the child in assuming responsibility for own thoughts and beliefs
by providing feedback as the child expresses thoughts and beliefs
- Help the child identify illogical conclusions and painful feelings
- Teach the child to identify depressive thought patterns and to replace
them with task-oriented coping methods
- Help the child realistically assess needs and identify those that are not
being met
- Teach problem solving
- Teach the child to replace self-criticisms and negative thoughts with
self affirmations
- Teach visualization techniques
- Help the child develop achievable goals that are directly relevant to
the child's needs and develop action plans
- Discuss with the child 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 child when preoccupation with self is evident
- Assist the child in focusing on the present
- Stimulate the child's motivation to relieve depression with positive
reinforcement
- Help the child identify personal strengths, assets and accomplishments
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
SOCIAL COMPONENT:
- Encourage the child to participate in activities with other people
- Assist the child in identifying typical behaviors in primary
relationships, e.g. dependence or negativism
- Discuss with the child consequences of various behaviors exhibited in
relationships
- Help the child identify behaviors that may be more appropriate and
effective than present behaviors
- Encourage the child to practice alternative behaviors and to discuss
responses from others
- Help the child set realistic limits in relation to other people
- Encourage the child to verbalize his/her] needs
- Assist the child in recognizing that other people will not always be
willing to meet needs
- Assist the child in acknowledging his/her] own responsibilities in
relationships
- Teach communication skills ("I" messages and empathic listening)
- Give feedback about exploitative or demanding behaviors
- Encourage the child to establish specific interaction times with
significant other people in which a positive exchange occurs
- Encourage the child to make and accept positive statements about self and
others
- Help the child identify potential areas of social interest
- Teach the child effective ways to deal with criticism from others
- Encourage the child to seek feedback from other people
Factors which characterize Jimmy Doe's general mood management include
the following:
- Gets very excited for no reason.
- Gets very happy for no reason.
- Thinks people are talking about him/her.
- Says that people are trying to make him/her do or think things s/he
doesn't want to.
- Often seems angry at others.
- Demonstrates good control over emotions.
- Very seldom has temper tantrums.
- Gets annoyed easily.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
INTERNAL MOOD MANAGEMENT
Score = 11
Long ago, the Greeks recognized that both physical health and emotional
well-being lay in the foundations of moderation and well-roundedness as well
as the admonition to "know thyself." A child 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.
Mild Difficulties with Internal Mood Management
levels of internal mood recognition and management are adequate, emotional
coping skills may be improved and some mild difficulties may be noted.
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 Jimmy Doe to identify and label internal feelings and emotions.
Work with Jimmy Doe 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 Jimmy Doe 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.
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Client Id: Jimmy Doe 09/19/1998
Assist Jimmy Doe 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 Jimmy Doe
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 Jimmy Doe to withdraw from others or avoid recognizing
his/her] own emotions. Promote acceptance of painful feelings in a healthy,
constructive manner.
Factors which characterize Jimmy Doe's internal mood management include
the following:
- Often able to admit to own mistakes and work to correct them.
- Appears to be in touch with own emotions.
- Is able to cooperate and also stand up for self appropriately.
- Overly self conscious about race or other personal characteristics.
- Pessimistic and expects failure.
- Seems to lack self confidence.
- Requires constant supervision and structure.
- Afraid of being by self; clings to or needs others.
- Acts as if s/he doesn't t have much energy or direction.
- Sets and works toward age-appropriate goals such as improved grades,
sports achievements, things desired etc.
- Is able to work to achieve a grade, goal, or prize.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
GENERAL STRESS MANAGEMENT
Score = 7
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.
Mild Levels of Stress
currently demonstrates generally adequate levels of stress management, but
is at risk for some stress-related symptoms. Although Jimmy Doe can face
and meet most challenges successfully, he/she] may be susceptible to some
stress-related risks. Stress management skills may be improved.
Recommendations
- Help the child 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.
- Help the child 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
youngster the processes used to problem-solve, in order to cope with and
reduce stress by teaching the child 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.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
Factors which characterize Jimmy Doe's management of stress include the
following:
- Is able to "pace" self by following work, play, and rest schedules.
- Involved in sports.
- Is often restless and/or overactive.
- Does not finish work or assignments.
- Often has temper outbursts or temper tantrums.
- Quick to react; often does not think or listen.
- Follows directions well.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
EMOTIONAL FLEXIBILITY
Score = 16
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 child 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 realistic, and
easily adapt to change. Children 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 child is "mind storming" in sharp
contrast with the times when he feels "blank" or "brain dead".
The emotionally rigid child lacks thoughtfulness, insight, and the
common thread which would integrate the different parts of his/her] mind. As
a result, when the child 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 child 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 child with mental inflexibility often
wants a "quick fix" to the problem. Usually when the child 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 judgment of
the child is decreased by mental inflexibility through a variety of ways;
the child 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 child needs to do the opposite of what s/he has been
doing when s/he has been acting rigidly, be able to suspend judgment, and be
able to consider and integrate alternate approaches or hypotheses. For
example, to learn from experience, the child needs to think about what
happened and analyze it in detail. After the analysis, the child 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 child needs to remember the last mistake so
that s/he will not repeat it in a new situation. More importantly, to learn
from experience the child 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: Jimmy Doe 09/19/1998
Moderate Difficulties with Emotional Flexibility
Scores on the Emotional Intelligence Test suggest that Jimmy Doe is
likely to demonstrate significant mental rigidity and at least some degree
of impaired levels of emotional flexibility. Jimmy Doe is like to be seen
by others as being rigid, concrete, and inflexible, and may often have
trouble forming opinions and incorporating and processing new facts as they
become available. They are likely to be able to see only one side of any
argument and to have significant difficulty in being able to analyze and
readjust to different hypotheses or solutions. Jimmy Doe is likely to see
things only in terms of being "black and white," and often times becomes
"stuck" and immovable.
Jimmy Doe is likely to be intolerant with other children and adults and
to have trouble making friends. Due to these difficulties, Jimmy Doe is
likely to be susceptible to dysfunctional peer influences, "clique," or even
gang activity. Even when making friends, Jimmy Doe is likely to have
difficulties in keeping stable relationships, even when minor or expected
conflicts or friction arise. Jimmy Doe may have difficulty seeing things
from another's perspective even when pointed out by others and is likely to
be argumentative even when "faced with the facts." Such youngsters
frequently fail to accept their own shortcomings, are unrealistic and
impractical, refuse to take responsibility for their own actions, and blame
their own problems upon others. Although they tend to do poorly in formal
therapy as a result of these problems, some type of mental health
interventions should definitely be considered.
Recommendations
Continue to encourage Jimmy Doe to expand his/her] horizons and to
exercise a wide variety of interests. Involve Jimmy Doe in a variety of
sports and social activities, extracurricular clubs or religious groups, or
arrange exchange student experiences. Some such children respond well to
therapeutic camps or wilderness challenge experiences, especially
disadvantaged urban children who may not have had the ability to have such
experiences. The "contingency-based, natural consequences" system of
behavior management programs of such experiences often help these youngsters
to develop cooperative and realistic behavior patterns rather than unduly
competitive and self -defeating patterns. For example, if you do not fix
your bed and your meal when on a camping trip, you don't get to eat and you
learn the consequences of your behavior as well as the fruits of your
inflexibility! Similarly, gang activities and dysfunctional peer
relationships should be identified, terminated, and healthy relationships
substituted and encouraged.
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 Jimmy Doe 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.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
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 may be
used to good effect, as can be classroom or home discussions of movies which
present moral dilemmas and a variety of choices, such as the recent
screenplay "William Shakespeare's Romeo and Juliet," set in modern Los
Angeles.
Factors which characterize Jimmy Doe's emotional functioning profile
include the following:
- When problems arise, can talk to other children and figures out ways to
solve the problem.
- Asks adults or others for help when needed.
- Works on ways to improve grades when s/he has trouble with a subject.
- Demonstrates positive motivation - tackles new problems rather than
shies away from them.
- Demonstrates good study and homework skills; good practice skills for
subjects such as music, sports, and extracurricular activities.
- Considers various options when solving problems.
- Sets realistic goals in classes and sports.
- Is good at "figuring things out" and working practical problems.
- Engages in "magical thinking;" viz., problems will get solved on their
own, someone or something will mysteriously solve problems.
- Tells tall tales; has a hard time with accuracy and adhering to the
facts.
- Fears new situations.
- Prefers a routine and predictable environment.
- Often develops physical symptoms as a response to change; headaches,
stomach aches, etc.
- Hard for the child to change their mind or listen to others.
- Has trouble changing old habits.
- Is "never wrong" or "never to blame".
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
PEOPLE SKILLS
Score = 16
Many less impaired children 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 children 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 children and adults. The child 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 child 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 children with poor "people
skills" are also representational of difficulty in being able to discern
and/or process perceptual cues in communication. The child 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 child 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.
Moderately Impaired People Skills
Responses to the Children's Emotional Intelligence Scale suggests that
Jimmy Doe demonstrates significantly poorly developed "people skills." Jimmy
Doe is likely to have trouble meeting and making friends, and may have
frequent conflicts with the friends that he/she] has. Jimmy Doe is likely
frequently to have difficulties in understanding the emotions, needs, and
desires of his/her] peers and may often be isolated to self or involved
with much younger children, gang, or otherwise dysfunctional groups.
He/She] will at times have trouble in "reading" others well and teamwork,
collaboration, and interpersonal problem solving is quite difficult for
him/her].
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
Emotional difficulties to be monitored include:
- impaired use of non-verbal behaviors to regulate social interaction,
- failure to develop age-appropriate peer relationships,
- lack of spontaneous interest in sharing experiences with others, and lack
of social or emotional reciprocity.
- inability to interact with peers
- lack of desire to interact with peers
- poor appreciation of social cues
- socially and emotionally inappropriate responses
- limited or inappropriate use of gesture
- clumsy body language
- limited or inappropriate facial expression
- peculiar or "stiff" gaze
- difficulty adjusting physical proximity; poor understanding of personal
space or boundaries
Recommendations
- Teach the child to establish and maintain eye contact when speaking to
teachers and peers.
- Teach the child to be respectful of peer's opinions and to seek them when
possible.
- Help the child to learn to be positive in communicating with teachers and
peers.
- Help the child to share their expertise (good athlete, plays musical
instruments, etc.) and special interests with peers.
- Teach the child how to initiate discussions with peers. Follow this up
with the teaching of active listening, responding, and turn-taking
skills.
- Teach the child how to respond appropriately to peers in social
situations.
- Use role playing.
- Teach the child to compliment peers when appropriate.
- Help the child to accept the success of peers without making negative
comments.
- Teach the child to attempt to learn the interests of peers.
- Help the child to develop the skills necessary to participate
appropriately not only in class, but in extracurricular and other social
activities.
The school counselor or social worker can provide direct social skills
training, as well as general emotional support. Formal, didactic social
skills training can take place both in the classroom and in more
individualized settings. Approaches that have been most successful utilize
direct modeling and role playing at a concrete level (such as in the
Skillstreaming Curriculum). By rehearsing and practicing how to handle
various social situations, Jimmy Doe can hopefully learn to generalize the
skills to naturalistic settings. It is often useful to use a dyad approach
where the child is paired with another to carry out such structured
encounters. The use of a "buddy system" can be very useful, since these
children relate best 1-1 . Careful selection of a higher-skills peer buddy
for the child can be a tool to help build social skills, encourage
friendships and reduce stigmatization.
It will be helpful if Jimmy Doe can be given opportunities to help other
children at times, thereby becoming both "mentor" as well as "Mentee."
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
Factors which characterize Jimmy Doe's people skills include the
following:
- Afraid other children do not like him/her.
- Fights frequently.
- Feels cheated or jealous of others.
- Bothers or disturbs other children.
- Picks on other children.
- Seems to enjoy helping others.
- Works well with others.
- Often picked by others for games or activities.
- Is "in synch" with a group and works well with other children.
- Considered by others to be a good "team player" in sports and
activities.
- Is involved in extracurricular activities such as sports, cheerleading,
scouting, church activities; school clubs or projects for older
children.
- Seen as sociable by others.
- Has qualified for Honor Roll or other academic awards.
- Tries to help other children, especially those younger.
- Consoles other children when they are upset.
- Worries when friends are ill or absent.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
SENSORIMOTOR SKILLS
Score = 1
Children 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,
children 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 children as
being "nerds," "dorks," or "kids who don't fit in."
With children exhibiting difficulties with sensorimotor development, it
is often helpful to involve the child in noncompetitive sports in which
social pressure is much lower and in which the child 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 child
competes against self. A more "esoteric" sport such as snow skiing, for
example, often gives children 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 child may gauge and pace
their own performance rather than being constantly judged in relation to
others. Pick sports and activities at which the child 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. Children may also run the
risk of being preoccupied with "Sega," "Nintendo," or similar games
actually to 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 Jimmy
Doe shows generally intact physical, communicative, and sensorimotor
functioning. Jimmy Doe should be able to participate adequately in sports,
social, and school activities. Few, if any, physical or sensorimotor
difficulties are noted.
_______________________________________________________________________________
Client Id: Jimmy Doe 09/19/1998
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 Jimmy Doe's sensorimotor skilss include the
following:
- Participates and is good at a variety of athletic activities.
OMITTED ITEMS
1. Frequently cries.
2. Often appears to be unhappy or stressed.
3. Feelings are often hurt or easily hurt.