IMPORTANT For assessment purposes, it is important that you submit both parts of

IMPORTANT
For assessment purposes, it is important that you submit both parts of the intake assignment in one document in both Canvas and Tevera. Simply add this part of the assignment (Intake Part Two: Mental Status Exam (MSE) Assignment) to the first part (Intake Part One: Initial Interview Assignment) and submit them as one Microsoft word document. Your assignment will not be considered complete until you upload both parts together.
OVERVIEW
One task in the initial interview is a gathering of information about the client’s mental status. You already have gathered background information in the Intake Part One: Initial Interview Assignment. In this Intake Part Two: Mental Status Exam (MSE) Assignment, you will write up the Mental Status Exam (MSE) portion of that Benchmark Initial Interview Assignment. In the Initial Interview Assignment report, you primarily focused on what the client revealed to you. For the Mental Status Exam (MSE) Assignment, most of what you report on will be based on your observations from that initial interview (appearance, behaviors, mood, affect, thought processes, etc.), from specific questions you would ask in the initial interview. These observations provide information about the client that is not readily discernable from the initial interview data.
INSTRUCTIONS
• Length of Mental Status Exam (MSE) Assignment: 600-900 words (not including the title page)
• Format of Mental Status Exam (MSE) Assignment: APA for font (Times New Roman, 12 pt.), title page, margins, and section headings
• Number of citations: none
• Acceptable sources: none
For this Mental Status Exam (MSE) Assignment, you will continue to the fictional character that you interviewed for the initial interview. Remember, the client that you selected is a relatively well-adjusted individual who has already passed the initial interview process with the referring agency. Therefore, your Mental Status Exam (MSE) Assignment will mainly indicate functioning that is considered within the normal limits (WNL) of adaptive functioning.
Important points regarding the Initial Interview:
1. Because the psychological evaluation was not performed for clinical, forensic, or legal reasons, your character did not have a life-threatening medical condition, a chronic or debilitating psychological disorder, or an extensive criminal history.
2. Report all applicable MSE information.
Format of the Mental Status Exam:
1. Gather the MSE information using the categories from pages 345-346 of the Sheperis et al. (2020) text and the “How to Conduct a Mental Status Exam” handout. Report the information using the Mental Status Exam Rubric as a guideline. Remember, you will use this information for another project. As you can see, there are various ways to organize and present MSE information (e.g., the text, the handout, and the sample is up to you). However, for the purposes of this Benchmark Mental Status Exam (MSE) Assignment, make sure that you have all of the information required on the grading rubric.
2. Please make sure to note if the functioning is adaptive. For example, if no delusional thoughts are present, state it. If you do not specifically note this, the reader does not know if the client did not have delusions or if the counselor simply forgot to ask.
3. Written in the third person (e.g., “Mr. Jones is a 42 years old…,” or “His greatest strengths are…”).
4. Be sure that the information is consistent with the Initial Interview. Remember that your client is a well-adjusted individual that does not present with severe pathology.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Be sure to review the Benchmark Mental Status Exam (MSE) Grading Rubric before beginning the Benchmark Mental Status Exam (MSE) Assignment.
Categories of Mental Status Exam from the Text
Appearance: How was the client dressed and groomed (e.g., neat, disheveled, unkempt)?
Behavior/Psychomotor Activity: Did the client exhibit slow movement, restlessness, or agitation? Did the client have any unusual behaviors such as tics, mannerisms, gestures?
Attitude toward Examiner: Was the client’s attitude toward the examiner cooperative, friendly, attentive, defensive, hostile, evasive, guarded, and so forth?
Affect and Mood: Did the client have sad, angry, depressed, or anxious mood? Was the client emotionally responsive (affect)? Was affect congruent with mood?
Speech: How was the quantity, rate of production, and quality of the client’s speech (e.g., minimal – mostly yes and no answers; talkative; rapid/pressured speech)?
Perceptual Disturbances: Did the client experience hallucinations or illusions? If so, what sensory system did they involve (e.g., auditory, visual, olfactory, tactile)?
Thought: Did the client have any disturbances in thought process, which involves the rate of thoughts and how they flow and are connected (e.g., racing thoughts, flight of ideas, tangential). Were there any disturbances in thought content, such as delusions, obsessions, preoccupations, or suicidal or homicidal thoughts?
Orientation: Was the client aware of (a) the date and time, (b) where he or she was, and
(c) who the people around him or her were (i.e., oriented to time, place, and person)?
Memory: How was the client’s recent memory (e.g., what did he or she have for breakfast?) and remote memory (e.g., memories from childhood)?
Concentration and Attention: Was the client’s concentration or attention impaired? Was the client distractible?
Information and Intelligence: Can the client accomplish mental tasks that would be expected of a person of his or her educational level and background?
Judgment and Insight: Does the client have the capacity for social judgment? Does the client have insight into the nature of his or her illness?
Reliability: How accurately was the client able to report his or her situation?