Every answer made to the assessment tool has its own score for instance; the answer like ‘not at all' gives a score of 0, ‘several days' has a score of +1, ‘more than half the days' +2 and ‘nearly every' day has +3. The answers dealing with difficulties include ‘not at all', ‘somewhat difficult', ‘very difficult', and ‘extremely difficult' with the same scores with that dealing with days in respective order. The assessment tool contains many items ‘questions' linked to psychological tests and it includes; Feeling afraid as if something awful might happen?, Feeling anxious, or nervous, or on edge?, Trouble relaxing?, Becoming easily irritable or annoyed?, How hard have these troubles made it for you to do your work? among other questions (Fischer, 2012). The questions are closed-ended and the patient is given the questionnaire and ticks on the answers she feels they relate to him. The values of the chosen answers are all summed up and the answer is concluded as the score. Moreover, the tool has a management recommendation where the score of 5-9 has mild symptoms and requires monitoring. The score of 10-14 has moderate severity and symptoms and needs clinical caring, the scores above 15 requires active treatment warranted. The link to the assessment tool can be found in https://www.mdcalc.com/gad-7-general-anxiety-disorder. The patient recorded the scores of 16 to mean that she is in a severe state of acute depression and anxiety and requires immediate attention. For the patient to realize a change in her care and her overall self-image within a couple of weeks, an intervention plan was appropriate in helping Maria.
Preliminary intervention plan
Therapy was aimed at serving Maria to attach with her previous flourishing self and change her spotlight from her fatalities to her potencies.
1. Speaking bit by bit and give her sufficient time to answer queries.
2. Move slower when transferring her and utilize tender touches.
3. Constant eye contact always and face her when talking.
4. Listening carefully to every apprehension sympathetically and locate a solution to her concern if at all possible (David Kissane, 2017).
5. Give a brief time to revisit to care for her whenever one is incapable to focus on her needs at that time (Fischer, 2012)
6. Have a chat when providing care if possible.
Patient education was part of the recommendations because it helps the patient to sometimes deal with acute depression and anxiety. Since Maria is capable of reading and writing alone, it was not difficult for her to capture the educational concept linked to anxiety.
• The patient should understand pre-disposing factors and how to avoid them
• visiting the doctor on symptoms manifestation
• Understanding lifestyle and home remedies
• Following strictly the prescriptions of the physicians
My assessment experience with a patient was easy but it took more time because she wanted more time to think and respond to some questions. The patient was smart enough because she read one questions after the other and took her time to understand before answering it. This meant that the score achieved was genuine and the plan developed suitable for her. Moreover, Maria was satisfied with having completed her assessment despite severe results. She was very happy and thanked me severally and promised that she was going to strictly follow the prescriptions of the physicians with a hope that the score will drop to around 9 or 10. Nothing was confusing because we took each step by step without skipping anything. The patient was cooperative and took her time to answer the questions hence; she was not complicating anything at all. At last, she felt like somebody has listened to all her problems and on her side, she promised to support herself for a quick recovery.
Bock, K. L. (2018). Depressive Symptoms in Hospitalized Post Cerebrovascular Accident Patients.
Clinical Psychologist Consultant Honorary Research Professor of Clinical Health and Educational Psychology Maggie Watson, Kissane, D., & Professor and Head of Psychiatry David Kissane.
(2017). Management of Clinical Depression and Anxiety. New York, NY: Oxford University Press.
Fischer, C. T. (2012). Individualizing Psychological Assessment: A Collaborative and Therapeutic Approach. London, England: Routledge.