Psychological Report
You are a psychologist working in a private practice.
In 2014, you conducted a cognitive assessment on Samuel Smith (DOB: 14/02/2000). The initial referral information can be found on page 3.
In class, you will be shown a video recording of Samuel being administered the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV). You will be guided to score the test and interpret the test results. You are also required to observe Samuel’s behaviour during the testing session and to note down any observations that may be relevant to the interpretation of the test results.
In 2022, you have now received a letter from Samuel Smith’s lawyer informing you that Samuel has recently been charged with possession of controlled substances. This letter can be found on page 2.
The lawyer has asked you to write a report on your opinion of whether Samuel Smith could possibly have a defence pursuant to Section 269 of the Criminal Law Consolidation Act (1935) based on your previous assessment. Your task is to write a report/ letter in response to the lawyer outlining the reasons for your opinion and any further information you may require.
Requirements:
- The word limit is 1500 words. In-text citations and references are not included in the word count. There is no minimum word count.
- The assignment can be styled as a report or a letter, and you do not need to adhere to APA style guidelines for formatting the paper.
- You may use headings and tables if you wish. Headings and tables are included in the word count.
- All information that is not your own must be referenced. In-text citations and references must still adhere to APA formatting.
The marking rubric for this assignment can be found on page 4.
JONES & CO. LAWYERS
510 Attorney Street, Adelaide SA 5000 | Ph: (08) 8123 5678 | Fax: (08) 8123 6789
25 July 2022
Dear Psychologist,
RE: Mr Samuel SMITH (DOB: 14/02/2000)
Thank you for agreeing to prepare a psychological report for Mr Smith, whom you previously assessed in 2014.
Mr Smith is next before Adelaide Magistrates Court on 15 January 2023 in relation to alleged possession of controlled substances. In his interactions with both myself and the police, Mr Smith has not been able to discuss the alleged offence and has provided minimal information, often stating “I don’t know.”
I understand that there are some concerns held by Mr Smith’s mother that there have been changes in Mr Smith’s behaviour following a car accident in February 2021.
I would be grateful if you could provide a report addressing whether you believe it is likely that Mr Smith could possibly have a defence pursuant to Section 269 of the Criminal Law Consolidation Act (1935) based on your previous assessment. In particular, please outline:
- What were the results of Mr Smith’s assessment in 2014? Did these results indicate any cognitive impairment?
- Was the assessment in 2014 a reliable and valid assessment of Mr Smith’s IQ? Please state your reasons as to why you are of this opinion.
- Do you think Mr Smith was mentally competent to commit the offence? Please state your reasons as to why you are of this opinion.
- What is your opinion on why Mr Smith has provided minimal information to myself and the police? Please state your reasons as to why you are of this opinion.
- Is any further information or testing required? If so, please specify what information/ tests would be required and why.
I am grateful once again for your assistance and please contact me should you have any questions.
Yours sincerely,
Barry Solomon
Mr Barry Solomon
Client Information Form
Thank you for making an appointment for a psychoeducational assessment for your child. Your appointment has been confirmed for 1 May 2014, 9am.
Please complete and return the form below prior to your appointment.
Client Details
Child’s Name: xxxxxx
Child’s Date of Birth: xxxxxxxxxxx
Child’s Gender: xxxx
Parent/ Guardian Name: xxxxxxx
Is your child of Aboriginal or Torres Strait Islander origin? Yes, Aboriginal
| Referral Details |
| Please describe the reasons you are seeking an assessment: |
| Samuel does not enjoy school and is often reluctant to attend. His teachers have |
| reported that he always seems distracted in class and sometimes gets in trouble for |
| talking to his friends during lessons. He did not submit any of his assignments in |
| Term 1. His school has recommended that we attend a psychoeducational assessment |
| to help with identifying strategies to improve Samuel’s engagement at school. |
| Family History | |
| Is there any family history of: | |
| Intellectual disability: | No |
| Learning disorders: | No |
| Hearing impairment: | No |
| Mental health illness: | No |
| Medical History | |
| Has your child’s hearing been tested? | Yes, no issues |
| Has your child’s vision been tested? | Yes, no issues |
| Is your child currently on any medication? | No |
| Education | |
| Name of School: | SA High School |
| Year Level: | 9 |
| Task | Weight | Psychological Report Marking Rubric | ||||
| High Distinction | Distinction | Credit | Pass | Fail | ||
| Provide background and context to address Samuel’s situation and the purpose of the current report (approx. 100 words) | 5% | Excellent and well-written account of Samuel’s situation and the purpose of the current report | Good account of Samuel’s situation and the purpose of the current report | Adequate account of Samuel’s situation and the purpose of the current report but some information lacking | Some information provided about Samuel’s situation and the purpose of the current report but contains inaccuracies or missing some key points | Failed to place Samuel’s situation in context and explain the purpose of the report or description contains major inaccuracies |
| Reporting of 2014 assessment (approx. 350 words) Getting started with academic writing | 20% | Excellent and well-written description of 2014 assessment Excellent reporting and interpretation of Full-Scale IQ, index scores, percentile ranks and confidence intervals Excellent identification and discussion of other significant details in Samuel’s IQ profile | Good description of 2014 assessment Good reporting and interpretation of Full-Scale IQ, index scores, percentile ranks and confidence intervals Good identification and discussion of other significant details in Samuel’s IQ profile. | Adequate description of 2014 assessment but some information lacking Adequate attempt at reporting and interpretation of Full-Scale IQ, index scores, percentile ranks and confidence intervals, but some information lacking/contains some inaccuracies May appropriately identify other significant details in Samuel’s IQ profile | Description of 2014 assessment provided but contains inaccuracies or missing some key points Attempt made to report and interpret of Full-Scale IQ, index scores, percentile ranks and confidence intervals, but significant information lacking/contains significant inaccuracies Attempt made to identify other significant details in Samuel’s IQ profile, but lacks significant detail or contains significant inaccuracies | Description of 2014 assessment contains major inaccuracies or missing key points Reporting and interpretation of Full-Scale IQ, index scores, percentile ranks and confidence intervals incomplete or contains major inaccuracies No identification of other significant details in Samuel’s IQ profile or the information identified contains major inaccuracies |
| Task | Weight | Psychological Report Marking Rubric | ||||
| High Distinction | Distinction | Credit | Pass | Fail | ||
| Behavioural observations (approx. 100 words) | 5% | Excellent description of both Samuel’s presentation during testing and how any reported behavioural observations may impact upon the interpretation of test results | Good description of both Samuel’s presentation during testing and how any reported behavioural observations may impact upon the interpretation of test results | Identifies behavioural observations with some attempt to establish how the reported behavioural observations might impact upon the interpretation of test results | Identifies behavioural observations but does not convincingly establish how these behavioural observations might impact on the interpretation of test results | No behavioural observations identified or contains major inaccuracies |
| Validity and reliability of assessment (approx. 100 words) | 5% | Excellent conclusions regarding validity and reliability of test scores, justified with solid evidence and information provided | Good conclusions regarding validity and reliability of test scores, justified with solid evidence and information provided | Adequate attempt at drawing conclusions regarding validity and reliability but conclusions could use further justification with evidence and information provided | Attempt to draw conclusions regarding validity or reliability of the test but not fully justified with evidence and/or contains some inaccuracies | No discussion on the validity and reliability of assessment or inaccurate conclusions about validity and reliability of test scores |
| Opinion on competence to commit the offence (approx. 350 words) | 20% | Excellent discussion of Samuel’s competence to commit the offence specific to Samuel’s circumstances and justified with solid evidence | Good discussion of Samuel’s competence to commit the offence, specific to Samuel’s circumstances and justified with solid evidence | Adequate discussion of Samuel’s competence to commit the offence but could use further justification with evidence and/or connection to Samuel’s circumstances | Attempt to discuss Samuel’s competence to commit the offence but conclusions were not justified with evidence and/or contains some inaccuracies | No discussion on Samuel’s competence to commit the offence or discussion contains major inaccuracies |
| Opinion on lack of engagement with lawyer and police (approx. 250 words) | 15% | Excellent discussion of potential explanations for Samuel’s behaviour, specific to Samuel’s circumstances and justified with solid evidence | Good discussion of potential explanations for Samuel’s behaviour, specific to Samuel’s circumstances and justified with solid evidence | Adequate discussion of potential explanations for Samuel’s behaviour, but could use further justification with evidence and/or connection to Samuel’s circumstances | Attempt to discuss potential explanations for Samuel’s behaviour but conclusions were not justified with evidence and/or contains some inaccuracies | No discussion on potential explanations for Samuel’s behaviour or discussion contains major inaccuracies |
| Task | Weight | Psychological Report Marking Rubric | ||||
| High Distinction | Distinction | Credit | Pass | Fail | ||
| Recommendations for further testing (approx. 250 words) | 15% | Excellent recommendations for further testing strongly supported by evidence and the information provided | Good recommendations for further testing strongly supported by evidence and the information provided | Adequate recommendations for further testing but could use further justification with evidence and/or elaboration | Attempt to make recommendations regarding further testing but recommendations not linked to evidence and/ or contains some inaccuracies | No recommendations for further testing and/or recommendations contain major inaccuracies |
| OVERALL: Coherence, integration, and written expression (including spelling and grammar) Writing style Editi proof | 10% ng and reading | This is an excellent report that is well-integrated and tells a cohesive story. It embraces the purpose and nature of the report. | This is a good report that is well-integrated and tells a cohesive story. It embraces the purpose and nature of the report. | This is an adequate report, but the flow of the report could be improved. | This report only addresses the questions but does not bring it all together to tell a cohesive story. Some errors in written expression, grammar, and spelling. | Poor written expression, grammar, and spelling. |
| OVERALL: Referencing (see APA guidelines) APA referencing 7th edition | 5% | Meets all the requirements of APA style referencing | Minor errors in APA style referencing either in-text or in the reference list | Some errors in APA style referencing either in-text or in the reference list | Significant errors in APA style referencing either in- text or in the reference list | No referencing either in- text or in the reference list or not in APA format |
*The suggested word counts for each section are only a rough guide – there is no minimum word count and you do not need to use all 1500 words. Citations and references are not included in the word count.
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