Ira Hogg

April 10, 2023

SOWK 312
Psychosocial Assessment
Section One – Client Identifying Information/Demographics:

Date of the interview

Name: Jennifer McArdle

Address: Northeast Columbia, SC

Age: 27

Gender: Female

Race: White

Marital status: Divorced

Referral Source: Mike Ottone, University Counseling Center

Section Two: Background

As a non-traditional student from Rockport, Maryland, Jennifer wanted a fresh start from the

norm. She decided to attend the MSW program at the University of South Carolina, downtown Columbia

campus. She currently does not know anyone in SC and does not have any family residing here. Her

undergraduate degree is in the field of Psychology. Reason for visiting the counseling center is her

inability to adapt to the overwhelmingness of graduate school mentally and socially. There aren’t any

preexisting health conditions or a medical background to list. If possible, she enjoys eating healthy, with

the help of organic foods found at the farmers market in Sandhills. Before relocating to South Carolina,

Jennifer enjoyed reading, watching silly British sitcoms, and going or walks with friends.

Jennifer was raised in a devout Catholic family and attended service on a regular basis. Jennifer

married her high school sweetheart right out of high school. Four years into their marriage she feels

they began to become two totally different people. The difference in views and motivations led to their

amicable and mutually agreed upon divorce.

 Ira Hogg
April 10, 2023
SOWK 312
Psychosocial Assessment
In a previous profession, Jennifer worked at a residential in-patient facility for adolescents with

severe and persistent mental illness and substance use disorder. She became burned out due to the

overwhelming duties and responsibilities. She mentioned having a hard time leaving work problems at

work. Instead, she would battle with those items mentally at home.

Section Three: Current Situation

Currently, Jennifer does not have any hobbies. She prefers to avoid social gatherings and sit

around her apartment. Depression causes her to lose sleep and feel easily distracted when participating

in normal tasks. Jennifer suffers from an irregular sleeping pattern. She claims waking 3-4 times a night

and not being able to fall back asleep.

In an academic and social setting, Jennifer feels separate from her peers. She is aware of the age

difference between her classmates and herself. She talks about not sharing the same social interests of

partying or frequenting a bar as a source of enjoyment. Jennifer also credits her distaste in social

gatherings to not being happy with the way she perceives herself. She expresses her feelings about

losing 20-25 pounds since moving to SC. This feeling is similar to her sudden weight gain within a year,

during her divorce. She claims it is all due to stress eating during the divorce, and not holding an

adequate appetite while managing the rigorous schedule of the MSW graduate program. Her financial

situation is good, as she is still receiving alimony from her divorce. She desires to reconnect with her

spiritual devotion, but is a little discouraged that it now takes 45 minutes to get to a Catholic church;

when in Maryland, Catholic churches stood almost on every block.

Section Four: Client Strengths, Capacities, and Resources:

 Ira Hogg
April 10, 2023
SOWK 312
Psychosocial Assessment
Jennifer has the university counseling center and other various organizations throughout

Columbia to assist in her battle with depression. Jennifer visited a therapist, for a total of 8 sessions,

while going through the process of filing for her divorce. These sessions could’ve strengthened her

resilience and been an aid in her successful enrollment into the university’s MSW program.

Section Five – Impressions, Assessment, and Recommendations

Upon first impression of Jessica McArdle, an assessment with a focus on the Person in

Environment (PIE) method, and concepts pulled from an ecological method, I can describe, classify, and

code the issues that are common and reoccurring in her life. While identifying the client’s problems in

social relations, issues within the community, and other external factors impeding her ability to

cognitively function, we’ll become aware of individuals to avoid, institutions to gather more insight on,

and social constructs that may pose threats to Ms. McArdle’s ability to transition into a new set of

positive norms and routines. This beginning process will help layout a foundation for a useful change-

oriented approach. After thorough analysis of Jennifer McArdle’s case, it is evident to utilize cognitive

restructuring in our attempt to alter her state of mind.

To move forward in the cognitive restructuring process, we must first understand the meaning

of thinking, cognitions, and behavioral change. Thinking is the primary determinant of behavior and

involves statements that people say to or about themselves. Thinking is devoid of feelings, although

they are often accompanied by and generate feelings or emotions. Cognitions are classified as an affect

behavior, which is manifested in behavioral responses. Behavioral responses are a function of the

cognitive processes of attention, retention, production, and motivation, as well as of rewarding or

unrewarding consequences (Bandura, 1986). Lastly, behavioral change involves assisting clients to make

constructive change by focusing on their misconceptions and the extent to which they produce or
 Ira Hogg
April 10, 2023
SOWK 312
Psychosocial Assessment
contribute to their problems. Being effective in knowing these three items, will render a desired

outcome in the use of cognitive restructuring. Cognitive restructuring is a therapeutic process derived

from cognitive behavioral therapy (CBT). Interventions in CBT are designed to help clients modify their

beliefs, faulty thought patterns or perceptions, and destructive verbalizations, thereby leading to

changes in behavior. On a simpler scale, we are aiming to restructure, or change Jennifer’s thoughts,

feelings, or unpleasant actions that contribute to and maintain adverse behavior. In knowing that

cognitive development is dynamic, meaning it has the ability to change as the individual progresses

through life, I am confident this method will be successful. Research studies have also shown this

approach to be particularly useful in altering negative perceptions, distorted beliefs, and thought

patterns that result in self-defeating behaviors.

To aid the client, Jennifer McArdle, in changing the way she feels about her recent move to

South Carolina, we must assign her with two realistic goals. The first goal would be for her to determine

the cause of her perception of herself prior to moving, upon settling in, and going forward. Based on the

assessment, Jennifer came to South Carolina in a depressive state, hoping the change would alter her

emotion about her failed marriage and distaste in an overwhelming job. As a team, we will find the root

problem and find subtle steps to rectifying that root feeling. The steps will be specific and relevant to

her previous obstacles. Objective one would be the acknowledgement that there is a problem with her

cognitive development. Objective two will be for Jennifer to list items that triggered her depressive

state. Objective three will have Jennifer search for previous activities that used to help her manage

stress when she lived in Maryland. Objective three will take us into the second goal.

The second goal will be to find items, activities, and mentally stimulating cognitive exercises that

will help Jennifer gain a new view of her current situation. In this second goal, self-determination will be

the key to grasping an understanding of the move to a new location and its true purpose. Along with her
 Ira Hogg
April 10, 2023
SOWK 312
Psychosocial Assessment
motivation to earn a higher degree and secure a job that she feels is worthy of her skills, we will

construct reasons why a move can also benefit her socially. Objective one in the second goal will be to

list things that bring her tranquility, stimulate her mind, and motivates her productivity. The second

objective is to slowly make her way into a social setting. She will be assigned a journal to log her weekly

interactions with people in her community. The journal has questions such as, “Have you met the

mailman/woman? If so what are their names?”, “Did you spark a conversation in the produce section at

the farmer’s market?”, “What were the librarians that loaned you three books on community

involvement?”, and “How was your first meeting with your classmates at a coffee shop on campus?”.

These specific objectives will encourage Jennifer to step outside of her comfort zone and engage in small

talk, community involvement, and academic networking.

The seed of her social anxiety is her dissatisfaction with how she looks. In changing the way she

feels about her appearance through cognitive restructuring sessions, we will come to a point where she

will endure a growth in confidence and self-esteem. To accurately evaluate our progress, Jennifer will be

given milestones to reach and will receive praise upon completing these measurable checkpoints. When

she completes an objective from either goal set, she will be rewarded with verbal praise. Verbally

acknowledging to an individual that they have accomplish a feat so great in their eyes helps them

identify their truthful yearn for change. It empowers them to act on their own accord in rectifying

internal problems.

Goals one and two will be completed within a six-month time frame. The first month I will check

to see which goal set she decided to start with, or if she chose to begin both at the same time. The

objectives will be recorded out of order, as life happens in random occurrences. Month two we will

meet to see how much confidence she has gained during her first month. Month three will be an

evaluation of both goals being executed simultaneously. To accurately measure the outcome, in month
 Ira Hogg
April 10, 2023
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Psychosocial Assessment
four, Jennifer will be given a questionnaire to answer and gauge her new social and academic

involvement. She will then follow up with me at a month-to-month increment until the six-month mark

or when I feel she has overcome her depression, found various activities to positively occupy her spare

time, and maintained a healthy lifestyle; through adequate sleep, proper eating habits, and a joyful

social contribution to her community.

 Ira Hogg
April 10, 2023
SOWK 312
Psychosocial Assessment
References

Hepworth, D. H., Rooney, R., Rooney, G. D., & Strom-Gottfried, K. (2017). Empowerment Series: Direct

Social Work Practice, 10th Edition. Brooks-Cole, Belmont, CA.