SUMMER INTERNSHIP REPORT

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF THE DEGREE OF
BSc
IN
CLINICAL PSYCHOLOGY

Submitted By:
PALAK PARASHAR
ENROLMENT NUMBER: A51340721015
COURSE: BSC CLINICAL PSYCHOLOGY
BATCH: 2021-2024

Submitted To:
Program coordinator
Dr Ravinder Kumar

AMITY INSTTUTE OF BEHAVIORAL AND ALLIED SCIENCES

AMITY UNIVERSITY HARYANA
 DECLARATION

This is to declare that the present project work entitled 'Summer Internship Projects’ an
original piece of work conducted by Palak Parashar, under the supervision of Dr Ravinder
Kumar, AMITY INSTITUTE OF BEHAVIORAL AND ALLIED SCIENCES, AMITY
UNIVERSITY, HARYANA

This project work is original to the best of my knowledge and has not been submitted earlier.
in part or in full for other degree or diploma in this or any other university.

Dr Ravinder Kumar

Palak Parashar

Program coordinator

Candidate
 ACKNOWLEDGEMENT

The internship was an excellent experience. The successful completion and compilation of
this report would not have been possible if I did not have the support of some crucial people,
who have been a constant source of guidance and supervision. Therefore, I would like to
extend my sincere gratitude to each one of them.

It is my radiant sentiments to place on the record my best regards and express my sincere
thanks to the Director of Amity Institute of Behavioural and Allied Sciences. Dr. Rajesh Nair,
and Summer Internship Programme Coordinator, Dr Ravinder Kumar for providing me with
this opportunity to gain knowledge in this new field of science.

The internship at Moolchand Hospital was something that helps me shape my interests. I got
to learn many new things about this field. It gave me a perspective of my career interest.
Hence, I felt extremely fortunate that got this opportunity.

I am thankful to Dr. Nagpal for this opportunity. The knowledge he imparted to me was
unique. It helped me know major things about the field of clinical psychology, I'll always be
grateful for the time and knowledge he imparted.
 INDEX

S.no. CONTENTS PAGE NO.

1 Introduction 5

2 About the host organization 6

3 Weekly Report 7-25

4 Major learnings 26

5 Conclusion 27

6 References 28

7 Feedback form 29-34

8 Certificate 35
 INTRODUCTION

An internship is a trained and supervised experience in a professional setting in which the

student is learning and gaining essential experience and expertise. Internship is meant for
introducing candidate either fill time or part time to a real-world experience related to their
career goals and interests. It may, but does not have to be related connected to one’s
academic major ton minor. Internships can be done during the academic semester and or
summer depending upon the spaced-out curriculum. There are 4 several varieties of
internship: some are paid some are not and some offer credit towards graduation.

Internship is an excellent way to build those all-important connections that are invaluable in
developing and maintaining a strong professional network for the future. Internships provide
real world experience to those looking to explore or gain the relevant knowledge and skill
required to enter into a particular career field. Internship is relatively short term in nature with
the primary focus on getting some on the job training and taking what’s learning the
classroom and applying it to the real world. Interns generally have a supervisor who assigns
specific tasks and evaluates their overall work. For internship for credit, usually a faculty
sponsor will work along with the site supervisor to ensure that the necessary learning is
taking place. Internship can be done by high school or college students to gain relevant
experience in a particular career field as well as to get exposure to determine if they have a
genuine interest in the field.

OBJECTIVES OF INTERNSHIP

The main objective of the internship course is to facilitate reflection on experiences obtained
in the internship and to enhance understanding of academic material by application in the
internship setting. Internship will provide students the opportunity to test their interest in a
particular career before permanent commitments are made. Apart from it is more important
because:

1. Internship students will develop employment records or reference that will enhance
employment opportunities.
2. Internship will provide students the opportunity to develop attitudes conducive to
effective interpersonal relationship.
3. Internship will provide students with an in- depth knowledge of the formal functional
activities of a participating organization.
4. Internship programs will enhance advancement possibilities of graduates.
 ABOUT THE HOST ORGANIZATION

Moolchand has been pioneering advances in Mental Health and Behavioural Sciences. They
have earned the reputation of being a national referral centre for several mental health
conditions. The present eminence is the culmination of efforts put by our outstanding mental
health professionals who worked seamlessly with a focus on advanced psychological
evaluation and clinical quality. At Moolchand, they provide patient-focused management of
various mental conditions with children, adolescents, adults and elderly.

At Moolchand Mental Health and Behavioural Sciences, you can take some things for
granted: compassionate patient care, cost-effective rehabilitation therapies, outstanding
psychiatrists, and superior clinical outcomes.
 WEEKLY REPORTS

WEEK 1

In the first week of our field practice, we were orientated with the hospital, its mental health
department and its staffs by our supervisor, DR Nagpal, Schedule and syllabus of the
internship was provided, and brief introduction of case history taking, mental status
examination and some cases were discussed.

CASE HISTORY FORMAT

Demographic Information

Name

Age

Sex

Religion

Marital Status

Education

Informant

Chief Complaints

In chronological order and patient language

Duration (since how many days/weeks/ months/ yrs.)

History of presenting complaints/illness (HOPI)

Hopc

History of past illness

Similar illness in past

Any history of hospitalization

Any history of surgery

Treatment history

Present and past, including drug allergy

Family History

History of similar illness in family

History of chronic diseases in the family

Any know hereditary condition in the family

Occupational history

Dietary history

Personal history

Smoking

Alcohol

Sexual

Any change in bowel/urinary habit

Premorbid personality

Menstrual History (in females)

Age at menarche

Menstrual pattern
Obstetric History (in females)

Mode of delivery

Any complications

Full term/ pre term

Social history/living circumstances

Possible relevant factors in and around the house and work place

Travel history if relevant

Sexual history if relevant

Pets if any

MSE (MENTAL STATUS EXAMIATION)

The mental state examination (MSE) is a structured way of observing and describing a
patient’s current state of mind, under the domains of appearance, attitude, behaviour, mood,
and affect, speech, thought process, thought content, perception, cognition, insight and
judgement.

The purpose of the MSE is to obtain a comprehensive cross-sectional description of the

patient’s mental state, which when combined with the biographical and historical information
of the psychiatric history, allows the clinician to make an accurate diagnosis and formulation.
Below is a framework that demonstrates the type of information that the mental state
examination hopes to gather.

Common domains covered in the MSE include:

Level of consciousness

This refers to the client’s level of alertness and responsiveness to questions or other stimuli.

Orientation

Awareness of date/time, current location, and current situation (e.g., reason for appointment).

Gross/fine motor movement

The client’s gait, posture, manual dexterity, etc.

Dress/grooming and hygiene

Is the client neatly dressed or more dishevelled? Neatly or poorly groomed? Are they
attending to personal hygiene?

Sensory function

Can the client hear well enough to understand questions and see well enough to complete
forms or visual tests?

Speech

A client’s speech pattern is typically described in terms of fluency (the ease or flow), rate
(from slow to rapid to pressured), volume (from soft to loud), and intonation (from normal to
flat or monotone, as well as any odd tonality, such as in foreign accent syndrome (Kurowski,
Blumstein, & Alexander, 1996).

Speech is obviously a critical domain, as it carries much verbal and nonverbal information,
including about emotional state and coherence of thought.

Affect

A client’s range of emotional expression, based on their speech, facial expressions, or other
behaviours.

Mood

What the client reports about their internal mood state, especially as concerns any depressive
or anxious symptoms.

Attention/working memory

Ability to focus on tasks (attention) and briefly hold information in mind (working memory)
before using it.

Memory

Ability to recall information, based on examiner observations, client self-report, or brief

tests, such as short-term recall of three objects stated to them.

Note: Cognitive assessment within an MSE, covering basic attention and memory capacities,
is typically done by psychologists, neuropsychologists, or psychiatrists with specialized
training in this area.
Thought process

The flow and coherence of thoughts, inferred from a client’s observable behaviours,
especially speech. For example, if the client’s speech is rambling and disorganized, the
examiner may infer that their thinking is also disorganized.

Thought content

Thought content can be inferred from spontaneous speech and direct questioning by the
examiner. For example, the examiner might ask, “Have you ever heard things other people
don’t hear or seen things other people don’t, see?” An answer of “yes” to such questions
raises the possibility of hallucinatory thought content.

Insight

How aware is the client of their own strengths and limitations?

Strengths and limitations

Traditional forms of the MSE have been designed to record any cognitive, emotional, or
behavioural deficits.

CASE

Demographic Information

Name: XYZ

Age: 19yrs

Sex: Male

Religion: Hindu

Marital Status: Not married

Education: 12th pass

Informant: Father and mother

Chief Complaints

According to patient
“I feel like to kill everyone I don’t want to live also; my mother and father fight a lot I have
list of people I want to kill and first name is of my father I want to put full stop to them. Can’t
give attention to one thing, I am very creative I like to write songs but now I don’t write them
because my parents said that there is no future in this. I have no will power left.”

Informant states that

“His condition is causing a lot of distress to the family; he has attempted 3 suicides but was
saved we want him to recover as early as possible.”

History of presenting complaints/illness (HOPI)

No history of present illness is present.

History of past illness

Similar illness in past- no

Any history of hospitalization-no

Any history of surgery-no

Treatment history

No treatment history present

Family History

They had a nuclear family he got no brother his relationship with mother is good but not with
father but now even relationships with mother are not in good terms.

Personal history

Smoking- No

Alcohol-No

Sexual- No

Any change in bowel/urinary habit- No change

Premorbid personality

He was very extroverted had friends and he used to write songs and plays.

MSE of this case was not discussed with us.

Diagnosis-

It was the first session still needed some more sessions to diagnose but symptoms may be
leading to ADHD and depression.

WEEK 2

In week 2, we were lectured on personality disorders, learning disabilities and IQ testing and
ethics of clinical set up with some case discussed.

CASE

Demographic Information

Name: ABC

Age: 61yrs

Sex: male

Religion: NA

Marital Status: divorced

Education: had a fashion designer degree

Informant: hospital

Chief Complaints

According to patient

Questions were asked to him he was in ICU “feeling proud that I didn’t drink any drink and I
have people who care for me”

According to the case taker

“He said that he is feeling proud because his pancreas is failed and body don’t allow to drink
him anymore not because he has not tried to drink and he actually don’t have anyone to care,
he is used to fight with neighbours move naked around the colony his career was at fail and
was not orientated”

History of presenting complaints/illness (HOPI)

NA
HOPC

NA

History of past illness

NA

Similar illness in past

Alcohol addicted for 10 years.

Any history of hospitalization

NA

Any history of surgery

NA

Treatment history

NA

Present and past, including drug allergy

NA

Family History

History of similar illness in family

NA

History of chronic diseases in the family

Was not able to take all this information because he was in ICU

Any know hereditary condition in the family

NA

Occupational history

His career was at fail

Personal history
Smoking – no

Alcohol- yes

Sexual-no

Any change in bowel/urinary habit-no

Premorbid personality

Was very active and extrovert and good at this career.

Social history/living circumstances

Travel history if relevant-no

Sexual history if relevant-no

Pets if any-no

Diagnosis- alcohol addicted

Treatment

1. Detox- liquid diet

2. Alcohol anonyms groups
3. Medications
4. Rehabs

PERSONALITY DISORDERS

Cluster a personality disorders

Cluster a personality disorders are characterized by odd, eccentric thinking or behavior. They
include paranoid personality disorder, schizoid personality disorder and schizotypal
personality disorder.

Paranoid personality disorder

● Pervasive distrust and suspicion of others and their motives

● Unjustified belief that others are trying to harm or deceive you

● Unjustified suspicion of the loyalty or trustworthiness of others

 ● Hesitancy to confide in others due to unreasonable fear that others will use the
information against you

● Perception of innocent remarks or nonthreatening situations as personal insults or

attacks

● Angry or hostile reaction to perceived slights or insults

● Tendency to hold grudges

● Unjustified, recurrent suspicion that spouse or sexual partner is unfaithful

Schizoid personality disorder

● Lack of interest in social or personal relationships, preferring to be alone

● Limited range of emotional expression

● Inability to take pleasure in most activities

● Inability to pick up normal social cues

● Appearance of being cold or indifferent to others

● Little or no interest in having sex with another person

Schizotypal personality disorder

● Peculiar dress, thinking, beliefs, speech or behaviour

● Odd perceptual experiences, such as hearing a voice whisper your name

● Flat emotions or inappropriate emotional responses

● Social anxiety and a lack of or discomfort with close relationships

● Indifferent, inappropriate or suspicious response to others

● "Magical thinking" — believing you can influence people and events with your
thoughts

● Belief that certain casual incidents or events have hidden messages meant only for
you.
Cluster B personality disorders

● Cluster B personality disorders are characterized by dramatic, overly emotional or

unpredictable thinking or behavior. They include antisocial personality disorder,
borderline personality disorder, histrionic personality disorder and narcissistic
personality disorder.

Antisocial personality disorder

● Disregard for others' needs or feelings

● Persistent lying, stealing, using aliases, conning others

● Recurring problems with the law

● Repeated violation of the rights of others

● Aggressive, often violent behavior

● Disregard for the safety of self or others

● Impulsive behavior

● Consistently irresponsible

● Lack of remorse for behavior

Borderline personality disorder

● Impulsive and risky behavior, such as having unsafe sex, gambling or binge eating

● Unstable or fragile self-image

● Unstable and intense relationships

● Up and down moods, often as a reaction to interpersonal stress

● Suicidal behavior or threats of self-injury

● Intense fear of being alone or abandoned

● Ongoing feelings of emptiness

● Frequent, intense displays of anger

 ● Stress-related paranoia that comes and goes

Histrionic personality disorder

● Constantly seeking attention

● Excessively emotional, dramatic or sexually provocative to gain attention

● Speaks dramatically with strong opinions, but few facts or details to back them up

● Easily influenced by others

● Shallow, rapidly changing emotions

● Excessive concern with physical appearance

● Thinks relationships with others are closer than they really are

Narcissistic personality disorder

● Belief that you're special and more important than others

● Fantasies about power, success and attractiveness

● Failure to recognize others' needs and feelings

● Exaggeration of achievements or talents

● Expectation of constant praise and admiration

● Arrogance

● Unreasonable expectations of favours and advantages, often taking advantage of

others

● Envy of others or belief that others envy you

Cluster C personality disorders

Cluster C personality disorders are characterized by anxious, fearful thinking or behaviour.

They include

Avoidant personality disorder, dependent personality disorder and obsessive-compulsive

personality disorder.
Avoidant personality disorder

● Too sensitive to criticism or rejection

● Feeling inadequate, inferior or unattractive

● Avoidance of work activities that require interpersonal contact

● Socially inhibited, timid and isolated, avoiding new activities or meeting strangers

● Extreme shyness in social situations and personal relationships

● Fear of disapproval, embarrassment or ridicule

Dependent personality disorder

● Excessive dependence on others and feeling the need to be taken care of

● Submissive or clingy behaviour toward others

● Fear of having to provide self-care or fend for yourself if left alone

● Lack of self-confidence, requiring excessive advice and reassurance from others to

make even small decisions

● Difficulty starting or doing projects on your own due to lack of self-confidence

● Difficulty disagreeing with others, fearing disapproval

● Tolerance of poor or abusive treatment, even when other options are available

● Urgent need to start a new relationship when a close one has ended

Obsessive-compulsive personality disorder

● Preoccupation with details, orderliness and rules

● Extreme perfectionism, resulting in dysfunction and distress when perfection is not

achieved, such as feeling unable to finish a project because you don't meet your own
strict standards

● Desire to be in control of people, tasks and situations, and inability to delegate tasks
 ● Neglect of friends and enjoyable activities because of excessive commitment to work
or a project

● Inability to discard broken or worthless objects

● Rigid and stubborn

● Inflexible about morality, ethics or values

● Tight, miserly control over budgeting and spending money

IQ TESTING

- Basic for intervention

- Level of insight the child has
- Don’t depend on the IQ test but be comprehensive
- If adaptive functioning is normal and IQ is below 70 than is not labelled as
intellectual disability

ETHICS

- Fertility
- Responsibility
- Integratory
- Justice
- Respect of anatomy
- Component
- Cannot have multiple relationship with the client
- Unethical to give therapy to close relations like family and friends
- Formal relationship should be only form
- No sexual relationship should be formed with the client

LEARNING DISABILITY

Learning disabilities are a group of neurodevelopmental disorders1 that can significantly

hamper a person’s ability to learn new things.

As a result, the person may have trouble with tasks such as speaking, reading, writing, paying
attention
Understanding information, remembering things, performing mathematical calculations, or
coordinating movements.

SYMPTOMS OF LEARNING DISABILITY

-Poor memory
-Difficulty focusing
-Short attention span
-Difficulty with reading or writing
-Inability to distinguish between sounds, letters, or numbers
-Difficulty sounding out words
-Tendency to put numbers or letters in the wrong sequence
-Difficulty telling time
-Confusion between right and left
-Tendency to reverse letters
-Difficulty grasping certain words and concepts
-Disconnect between words and meaning (i.e., saying one thing but meaning another)
-Difficulty expressing thoughts and emotions
-Poor hand-eye coordination
-Delayed speech development
-Disorganization
-Trouble with listening and following instructions
-Inappropriate responses
-Restlessness and impulsiveness
-Tendency to act out
-Difficulty with discipline
-Resistance to change
-Inconsistent performance on a daily or weekly basis

WEEK-3

During week 3, we were taught about breathing techniques and thematic appreciation test
(TAT) along with this we were also thought about difference between brain and mind.

CASE
Demographic Information
Name: ABC
Age: 15yrs
Sex: male
Religion: N.A
Marital Status: not married
Education: 9th
Informant: government send him to hospital
Chief Complaints
His informant told that “he was diagnosed with ADHD, below average IQ, SLD, depression
and conduct disorders. He is adopted and child doesn’t know about it. Overeats, flashing his
private parts to strangers. He was abused in 5 th and 6th class, he showed sexual behavioural in
7th and 8th class.” he was brought to the hospital because he was put on charge for raping
32yrs old lady in lady’s washroom.
Duration – 2yrs
History of presenting complaints/illness (HOPI)
He had been diagnosed with depressions, conduct disorders and AHDH when he was 13 yrs.’
old.
Similar illness in past
Showing sexual behaviours in 7th and 8th class
Family History
Joint family
Premorbid personality
He was a pampered child used to be very irritating and fighting with others.
Some tests were done for him sentence completion test, sacks personality test, TAT
No several urges were shown in these tests.

ACTIVITY OF DAILY LIVING SCHEDULE

● Next three days schedule of patients
● Prediction/assume
● Eating, exercise, sleep, hygiene, timings, hobbies, family, life work, study and other
things
● Having to do it

BREATHING TECHNIQUES
Deep Breathing
Deep breathing helps to relieve shortness of breath by preventing air from getting trapped in
the lungs and helps inhalation of more fresh air into base of lungs. It may help client to feel
more relaxed and centred.
Technique:
While standing or sitting, draw elbows back slightly to allow your chest to expand.
Take a deep inhalation through the nose.
Retain your breath for a count of 5.
Slowly release your breath by exhaling through the nose
Pursed Lips Breathing
Pursed-lip breathing is a breathing technique that consists of exhaling through tightly pressed
(pursed) lips and inhaling through the nose with the mouth closed. It is a simple breathing
technique that helps with making deep breaths slower and more intentional. This technique
has been found to benefit people who have anxiety associated lung conditions e.g.
emphysema and chronic obstructive pulmonary disease (COPD)
Box Breathing
Box breathing can be helpful with relaxation. Box breathing is a breathing exercise to assist
patients with stress management and can be implemented before, during, and/or after stressful
experiences. Box breathing involves visualizing a journey around the four sides of a square,
pausing while travelling horizontally and breathing in while travelling up the square and out
while travelling down it. This exercise can be implemented in many environments, not
requiring a calm environment to be effective.
Step One: Breathe in through the nose for a count of 4.
Step Two: Hold breath for a count of 4.
Step Three: Breath out for a count of 4.
Step Four: Hold breath for a count of 4, Repeat.
THEMATIC APPERCEPTION TEST
The Thematic Apperception Test, or TAT, is a type of projective test that involves describing
ambiguous scenes to learn more about a person's emotions, motivations, and personality.
Popularly known as the "picture interpretation technique," it was developed by American
psychologists Henry A. Murray and Christina D. Morgan at Harvard University in the
1930s.1 The TAT is one of the most widely researched and clinically used personality tests.
How the TAT Works
The TAT involves showing people a series of picture cards depicting a variety of ambiguous
characters (that may include men, women, and/or children), scenes, and situations.
They are then asked to tell as dramatic a story as they can for each picture presented,
including:
What has led up to the event shown?
What is happening in the scene?
The thoughts and feelings of characters
The outcome of the story
The complete version of the TAT includes 31 cards. Murray originally recommended using
approximately 20 cards and selecting those that depicted characters similar to the subject.
Today, many practitioners only utilize between 5 and 12 cards, often selected because the
examiner feels that the scene matches the client's needs and situation.
We had a session with Dr. Nagpal sir on how brain works.
Difference between brain and mind
In contrast to the mind, which is a theoretical and conceptual construct that does not exist, the
brain is a
concrete and physical construct that is an organ of the body.
The mind does not have a distinct form and structure that can be touched, but the brain does
have a distinct shape and structure that can be connected.
There is no issue with its manufacture because the mind does not physically exist. However,
the brain exists, and it is composed of thousands of billions of nerve cells and millions of
blood vessels, so its production is possible.
The mind is divided into three primary levels: conscious, subconscious, and unconscious,
while the brain is divided into three parts: the cerebellum, the cerebrum, and the brainstem,
respectively.
A person’s mind is utilized for logical thinking, and it is the mental process they go through
and how they comprehend and interpret things. On the other hand, the brain is in charge of
coordinating the motions and activities of the body. The brain is nothing if there is no
mentality to employ it.
Lobes of brain
Frontal lobe
The frontal lobe is where most of your everyday planning and self-management take place,
such as emotional regulation, higher planning, and problem-solving. It helps facilitate body
movement and memory consolidation.
Moreover, the left frontal lobe is in charge of speech production and word comprehension.
Parietal lobe
The parietal lobe is responsible for signals of pain perception, sense of touch, and feelings of
pressure. The ability to perceive different sensations played a great role in our evolution.
Without the feeling of pain, our bodies can’t let us know that we are in a dangerous situation.
Today, we know about congenital insensitivity to pain or CIP, a condition when a person
can’t feel any pain which can be quite dangerous for their wellbeing. So, as you can see, the
proper function of the parietal lobe is quite important.
Temporal lobe
The main task of the temporal lobe is to transmit and process signals coming to the primary
auditory cortex. In other words, it allows us to make a distinction between different types of
sounds or languages. But what does the temporal lobe do that the other lobes of the brain
cannot? It allows us to learn, feel, and remember.
The temporal lobe consists of the left temporal lobe and the right temporal lobe. The primary
function of the left temporal lobe is to manage sight and sound processing, while the right-
side controls visual memory and language comprehension.
Occipital lobe
The primary function of the occipital lobe is to decode the visual information it receives by
processing it and sending it back to our eyes. The main vision centre is located in the
occipital lobe, and it allows us to distinguish the shapes and ranges of the objects we see.
Week-4
In week 4 some child cases were discussed with us and one field trip was visited and ended
by a presentation.
CASE
Demographic Information
Name: xyc
Age: 63yrs
Sex: male
Religion: Hindu
Marital Status: married
Education: NA
Informant: wife
Chief Complaints
“Happy and strong man, wife fight gets angry and drink, he is happy and didn’t want to come
in here he told
he don’t want to tell anyone. All type of drugs was consumed by him. He had been
performance which was
Childish he play tabla goes to prostitute with no guilt do a lot of drinking.”
History of presenting complaints/illness (HOPI)
NA
Hopc
NA
History of past illness
Similar illness in past
Any history of hospitalization
Any history of surgery
Treatment history
Present and past, including drug allergy
Family History
History of similar illness in family
History of chronic diseases in the family
Any know hereditary condition in the family
Occupational history
Didn’t play well in his last performance in aboard.
Dietary history
Appetite disturbs
Personal history
Smoking- yes
Alcohol- yes
Sexual-yes
Premorbid personality
Strong minded man
Social history/living circumstances
No social manner
CHILD CASE 1
7.5 years, pregnancy c section, no complications, delayed milestones, mirror imaging, didn’t
go to play school, not able to speak, hyperactive, visual and auditory hallucinations, daily
activities are delayed, memory is sharp, good relationships with parents and now have
separation anxiety.
CHILD CASE 2
3yrs, female, don’t eat only drink water, only eat junk good Maggie and bourbon biscuits,
coping mechanism- ABCD recite, less social interaction, after covid, can’t talk about her
needs, proper speech is not present, have separation anxiety, babbled for 6 months same pair
of objects she wants.
CHILD CASE 3
15yrs, 10th class, female, weak in maths, all subjects are good but not able to perform good in
maths, good
dancer, languages are good, when 10th started speech is disorganised, diagnosed with ADHD.
FIELD TRIP
We went to Khanpur for spreading awareness about substance abuse. We went to JJ
colony in khanpur went spreading about awareness and we met several people and
asked those following questions:
Q1. Do you see children doing substance abuse?
Q2. If yes, what age of children is involved in substance abuse?
Q3. What type of substance abuse are they taking?
Q4. What can you do for them to bring them back on track?
We asked these questions in whatever language were they comfortable and made
them understood why we are doing this.
We even gave them pamphlets and requested them if you see anyone doing any sort of
substance abuse can come to our centre and they can get free treatment and free medicine.
Outcome of our awareness that we learned is people are not much aware about the substance
abuse even if they aware they don't tell us because they know that people in their own house
are taking substance abuse this is the drawback. People are not totally honest about substance
abusers but I found some people who really want to their family Members to get rid of
alcohol and drugs and stop doing substance abuse.

PREAENTATION CASE
Demographic details
Education – M.Sc. cp
Occupation- psychologist
Marital status- unmarried
Referral- father
Informant- Mr. Satish
Chief complaints
“Anxious, anxiety, phobia, past complaints of body pain, can’t walk because of balance
issues and insomnia (now resolved).”
How are you feeling in past one week?
Balanced issues can’t able to walk and can’t maintain balance.
Course- progressive
Triggering factors – loud noise, heat
Maintaining factors- hobbies
Protective factors- exercise and therapies
HOPI
Pseudo seizure, very stressful because of stress during exams after that pain started in hand
and legs
Appetite – increased
Sleep pattern- increased
Treatment from someone before – yes (Dr. Goyal from AIMS)
Medical history
Muscles contraction and hypo thyroid
Family history
Nuclear
Family with any issues of mental/physical- uncle has diagnosed anxiety
Premorbid personality
Normal and positive
 MAJOR LEARNINGS

Major learnings taken during the field practice are as mentioned below:

1. Case History and Mental Status Examination taking- Increased the ability to integrate
formal case conceptualization and treatment in a cleat empirically based format as
demonstrated by formal presentation through MSE (Mental Status Examination) and case
history taking.

2. Strengthened base of theory- Aided in integrating psychological theory into meaningful

conceptualization and appropriately blending the information from the scholarly literature
into clinical work for better application of understanding about problems in human behaviour
and their treatment

3. Enhanced knowledge on therapeutic relationships- Increased the knowledge and

competence in basic micro-counselling skills (reflection of feeling and content, paraphrasing,
open-ended questions, etc. It also aided in enhancing the ability to strengthen the therapeutic
relationship with the client (i.e., immediacy, constructive use transference & counter
transference)
4. Enhanced knowledge on psychological assessments- Increased the knowledge and
competence in psychometric and psychodiagnostics assessments/techniques of various
different domains like intelligence, mental disorders (personality disorders etc.), and
personality (projective and non-projective tests)

5. Increased Competency- Increased ability to make use of a variety of supervisory

techniques to facilitate growth (i.e., joint observations, suggested readings, case discussion
and formulation.) It also enhanced overall competency required for management and
professionalism.

CONCLUSION
The internship program this semester served to give me awareness on some of the important
approaches to dealing with psychological disorders such as Cognitive Behavioural Therapy. I
enjoyed the guest lectures as well. It was overall a good learning experience.
The internship this semester served to give me insight on cases and tasks related to
application of psychological disorders beyond mere theoretical concepts learned during
academic session’s Case formulation, case history taking. Mental status examination taking
and discussions have been credible in building up my skills and clearing up doubts. Getting
an offline exposure to file of psychology made me more interest in this subject it was a good
experience of learning and actual discussing cases give a real insight on how therapies work
and how we deal we clients. Overall, it was a great experience.

REFERENCES

Beck, AT, Epstein, N, Brown, G., Steer, RA (1988). An inventory for measuring clinical
anxiety Psychometric properties Journal of Consulting and Clinical Psychology, 56, 893-897
Goodman, W. K., Price, L. II, Rasmussen, S. A, Mazure, C., Fleischmann, R. L. Hill, C.
LCharney, D. S (1989a). The Yale-Brown Obsessive-Compulsive Scale I Development, Use,
and Reliability Archiver of General Psychiatry, 46(11), 1006- 1011

Goodman, W. K., Price, L. II., Rasmussen, S. A, Mazure, C., Delgado, P., Heninger, G.R &
Charney, D. S. (1989b). The Yale-Brown Obsessive Compulsive Scale II Validity. Archives of
General Psychiatry, 46(11), 1012-1016

Lovibond, S.H. & Lovibond, P.F. (1995). Manual for the Depression Anxiety & Stress Scales
(2nd Ed) Sydney Psychology Foundation.

K. Ciccarelli, S., & White J., & Misra G (Eds.). (2017). Psychology by Pearson.