PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 1

Abstract
The present study aimed to assess the psychological functioning of a 20-year-old female

undergraduate student using a multi-method approach. Standardized tools including the Outcome

Questionnaire-45 (OQ-45), Beck Depression Inventory-II (BDI-II), State-Trait Anxiety

Inventory (STAI), and Draw-A-Person: Screening Procedure for Emotional Disturbance

(DAP:SPED) were administered to evaluate symptom distress, mood, anxiety, interpersonal

functioning, and emotional stability. The results indicated clinically significant levels of distress

and elevated trait anxiety, with moderate impairment in interpersonal and social role functioning.

However, depressive symptoms were minimal, and the DAP did not reflect significant emotional

disturbance. These findings suggest the presence of chronic stress and anxiety-related challenges

affecting the participant's day-to-day functioning. Based on the assessment, interventions such as

Cognitive Behavioral Therapy, Interpersonal Therapy, and stress management were

recommended. The study highlights the value of integrative assessment in counselling practice

and the importance of early psychological support for young adults navigating academic and

personal transitions.

Keywords: counselling, Beck Depression Inventory-II (BDI-II), Draw-A-Person Test

(DAP:SPED), Outcome Questionnaire-45 (OQ-45), State-Trait Anxiety Inventory (STAI),
PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 2
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 3

Counselling

Counselling is a dynamic, collaborative process that facilitates psychological support and

emotional healing through structured interaction between a trained professional and a client. The

goal of counselling is to assist individuals in resolving personal, social, or psychological

challenges, thereby improving their overall functioning and well-being. The American

Psychological Association (2023) defines counselling as "the provision of professional assistance

and guidance in resolving personal or psychological problems." It is often brief, goal-directed,

and focuses on current life issues, although it may also touch upon long-standing concerns.

Counselling can occur in a variety of contexts, including academic institutions, mental

health facilities, hospitals, rehabilitation centers, and organizational settings. It addresses a wide

range of concerns such as stress, trauma, interpersonal conflicts, career indecision, grief, and

identity development. The effectiveness of counselling largely depends on the establishment of a

strong therapeutic alliance, built on empathy, trust, active listening, confidentiality, and

unconditional positive regard (Rogers, 1951). While counselling shares similarities with

psychotherapy, it is generally more focused on specific issues and is often shorter in duration.

Assessment in Counselling

Assessment is an essential component of the counselling process. It refers to the

systematic collection, evaluation, and integration of information pertaining to a client’s

emotional, behavioral, cognitive, and psychosocial functioning. Assessment in counselling

serves multiple functions: it helps identify the client’s needs, informs intervention planning,

tracks therapeutic progress, and aids in outcome evaluation (Whiston, 2009). Effective
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 4

assessment not only supports accurate diagnosis and treatment planning but also enhances client

self-awareness and fosters collaboration between the counsellor and client.

Significance of Assessments in Counselling

The significance of assessment in counselling cannot be overstated. It plays a critical role

in identifying mental health disorders, clarifying complex emotional issues, and establishing

measurable goals for therapy. According to Neukrug and Fawcett (2015), assessments improve

the quality of care by helping counsellors deliver targeted, evidence-based interventions and

track client progress over time. Additionally, assessments foster self-awareness in clients,

enabling them to recognize patterns in their thoughts, emotions, and behaviors. This

collaborative insight-building process enhances client motivation and engagement in therapy.

Moreover, culturally competent assessment practices ensure that counsellors consider factors

such as age, gender, cultural background, and socioeconomic status, which are vital for

understanding the client's worldview and avoiding misdiagnosis (Sue & Sue, 2016). Overall,

assessment is a cornerstone of effective counselling, promoting ethical practice, meaningful

change, and positive therapeutic outcomes.

Features of Assessments in Counselling

Assessment is a cornerstone of effective counselling practice. It provides a structured

method for understanding the client’s psychological state, identifying strengths and weaknesses,

guiding treatment, and evaluating progress. Without assessment, counseling risks becoming

vague or misdirected. To ensure that client care is precise, ethical, and culturally informed,

counselors rely on a variety of assessment tools and techniques. Below are the key features that

define assessments in the counselling process.

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 5

Systematic and Structured Process: Assessments are carried out in a methodical and

organized manner. This structure ensures that all relevant areas of a client’s life are explored

consistently, allowing for reliable comparisons over time and across populations (Whiston,

2017).

Client-Centered: The assessment process respects the individuality of each client. It

adapts to the client’s unique circumstances, personal narrative, and presenting concerns, making

the counselling experience more relevant and effective (Neukrug & Fawcett, 2015).

Multi-Method Approach: Counsellors use multiple methods—such as clinical interviews,

rating scales, direct observation, and psychological tests—to gain a well-rounded understanding

of the client’s functioning. This triangulation helps validate findings and minimizes errors or

biases (Gregory, 2014).

Culturally Sensitive: Ethical assessment practices are deeply rooted in cultural

competence. Counsellors must interpret results through a culturally informed lens to avoid

stereotyping or misdiagnosis, especially when working with clients from diverse backgrounds

(Sue & Sue, 2016).

Ethical and Confidential: Assessments adhere strictly to ethical codes of conduct.

Counsellors must obtain informed consent, protect client privacy, and ensure that assessment

tools are used appropriately and interpreted with care (Corey, 2016).

Goal-Oriented: Assessment serves a purpose—it is not conducted arbitrarily. Whether

the goal is diagnosis, treatment planning, or progress monitoring, each assessment is conducted

with a clear therapeutic objective in mind (Whiston, 2017).

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 6

Developmentally Appropriate: Effective assessments are tailored to match the client’s

developmental level. Children, adolescents, adults, and older adults each require tools that

consider cognitive, emotional, and social maturity (Neukrug & Fawcett, 2015).

Evidence-Based and Psychometrically Sound: Assessment tools are selected based on

established reliability and validity. Tools must be standardized on appropriate populations and

backed by research to ensure they produce consistent and meaningful results (Gregory, 2014).

Dynamic and Ongoing: Assessment is a continuous process, not just a single event at the

beginning of counseling. Counselors regularly reassess clients to monitor changes, evaluate the

effectiveness of interventions, and modify treatment plans as needed (Whiston, 2017).

Decision-Making Tool: Assessment helps counselors make critical decisions, such as diagnosing

mental health disorders, determining levels of risk, making referrals, or adjusting therapeutic

strategies to better meet the client's evolving needs (Corey, 2016)

Types of Assessments in Counselling

Self-Report Measures

Self-report assessments are among the most used tools in counselling. These involve

clients responding to structured questionnaires or inventories about their thoughts, feelings, and

behaviors. Examples include the Beck Depression Inventory (Beck et al., 1996), the Generalized

Anxiety Disorder Scale (Spitzer et al., 2006), and the Big Five Inventory (John & Srivastava,

1999). These tools are valuable for their ease of administration, cost-effectiveness, and capacity

to gather large amounts of data efficiently.

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 7

Self-report measures are highly accessible and efficient, making them suitable for diverse

settings such as clinical, school, and organizational counselling. They allow for rapid collection

of standardized data and are useful in both initial assessments and ongoing progress evaluations.

Their objectivity in scoring enhances reliability, and many tools are backed by strong

psychometric evidence. Additionally, self-report instruments can be tailored to specific issues,

such as depression (e.g., Beck Depression Inventory), anxiety (e.g., GAD-7), or personality traits

(e.g., Big Five Inventory), allowing for focused intervention planning. Despite their utility, self-

report measures have limitations, including susceptibility to response biases such as social

desirability and inaccurate self-perception. Nonetheless, they remain a foundational element of

assessment in both clinical and non-clinical settings.

Projective Techniques

Projective techniques involve the use of ambiguous stimuli, such as images or incomplete

sentences, to elicit unconscious thoughts, feelings, and conflicts from the client. These

assessments are rooted in psychodynamic theory and are designed to reveal deeper aspects of

personality that are not easily accessible through direct questioning. Common examples include

the Rorschach Inkblot Test (Exner, 2003), the Thematic Apperception Test (Murray, 1943), and

sentence completion tasks.

While projective techniques can offer rich qualitative insights, they require significant

training to administer and interpret effectively. Their subjective nature also raises concerns about

reliability and validity, which has led to debates regarding their scientific rigor. However, in

certain contexts, especially with children or resistant clients, projective assessments can be

particularly illuminating.
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 8

Case Study and Clinical Interviews

Case studies involve in-depth exploration of individual cases and may integrate data from

various sources, including interviews, observations, and test results. These are particularly useful

in formulating hypotheses, understanding complex or unique presentations, and evaluating the

effectiveness of interventions over time (Yin, 2014).

Clinical interviews and case studies provide a narrative and contextual understanding of

the client’s life experiences, challenges, and psychological functioning. Interviews can be

structured, semi-structured, or unstructured, and are used to collect detailed personal, familial,

medical, educational, and psychosocial histories. This type of assessment is instrumental in

building rapport, identifying presenting problems, and co-constructing therapeutic goals.

Interviews allow counsellors to build rapport and tailor their approach to the client’s

communication style and comfort level. They provide contextually rich data and enable flexible

exploration of concerns. Case studies are particularly beneficial for understanding complex or

rare presentations and for evaluating the efficacy of counselling interventions over time. These

methods also allow for integration of information from various sources—including the client’s

history, behavior, and test results—leading to a more personalized and thorough assessment.

Behavioural Assessment

Behavioral assessment involves observing, recording, and analyzing a client’s actions in

specific situations to understand patterns of behavior, triggers, and consequences. This method is

based on the behavioral model of psychology, which views maladaptive behaviors as learned

responses that can be changed through conditioning. Techniques may include direct observation,
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 9

self-monitoring, behavior rating scales, and functional behavior analysis. According to Whiston

(2017), behavioral assessments are especially effective when working with children, individuals

with developmental disorders, or clients in behaviorally focused therapies like cognitive-

behavioral therapy (CBT). The strength of this approach lies in its ability to link behaviors to

environmental factors, thus allowing counsellors to design practical, goal-oriented interventions

that target observable change.

Self-Report Inventories: –

Self-report inventories are questionnaires that clients complete to assess their own

thoughts, feelings, attitudes, or behaviors. These tools are convenient, cost-effective, and easy to

administer, making them widely used in both clinical and non-clinical settings. Common

examples include the Depression Anxiety Stress Scales (DASS), the Self-Esteem Inventory, and

the General Health Questionnaire (GHQ). While self-report inventories provide valuable insight

into a client’s internal experiences, they also depend on the client’s honesty, self-awareness, and

comprehension of the items. Neukrug and Fawcett (2015) emphasize the importance of using

self-report tools alongside other forms of assessment to ensure a more complete and accurate

understanding of the client. When interpreted carefully, these inventories can support diagnosis,

highlight treatment needs, and track emotional or cognitive changes over time.

Ethical Considerations in Counselling and Assessment

Ethical practice is central to the field of counselling and encompasses principles that

ensure respect, fairness, and protection of clients. Counsellors must adhere to ethical codes such

as those outlined by the American Counseling Association (ACA, 2014) and the American

Psychological Association (APA, 2017). Key ethical considerations include obtaining informed
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 10

consent, maintaining confidentiality, practicing within one's competence, and using assessment

tools appropriately.

In assessment, ethical responsibilities include selecting culturally appropriate tools,

explaining the purpose and process of assessment to clients, interpreting results accurately, and

safeguarding client data. Failure to uphold ethical standards can harm clients and undermine the

credibility of the counselling profession.

Aim

Based on the concepts discussed, the present study aims to assess an individual's psychological

profile through psychological assessments.

Method

Sampling

This study utilized convenience sampling to select one undergraduate student as a

participant, as per the convenience and availability of the researcher and the participant.

Convenience Sampling is a non-probability sampling technique in which participants are

selected based on their availability and willingness to participate rather than through a random

selection process. In this method, the researcher selects individuals who are easiest to reach or

accessible to them, such as volunteers, students in a class, or people within a specific

geographical area.

Tools Used

Outcome Questionnaire (OQ-45)

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 11

The Outcome Questionnaire (OQ-45) is a widely used assessment tool designed to

evaluate the effectiveness of therapy by measuring a client’s psychological well-being across

different dimensions. Developed by Lambert et al. in 1996, the OQ-45 consists of 45 items that

assess symptoms of distress, interpersonal functioning, and social role performance. It is

intended for use in a variety of mental health settings, including individual and group therapy.

The questionnaire uses a Likert scale format, with respondents rating their level of agreement

with each statement on a scale from 0 (never) to 4 (always). Higher scores indicate greater

psychological distress, while lower scores suggest improvement. The OQ-45 is scored by

summing the responses to the items, with higher scores indicating more significant distress and

poorer outcomes. It is commonly used by clinicians to track client progress throughout the

course of treatment (Lambert et al., 1996).

Draw-A-Person Test (DAP)

The Draw-A-Person Test (DAP) is a projective psychological assessment created by

Karen Machover in 1949. It involves asking a client to draw a person and then analyzing the

drawing to assess the client’s psychological state, particularly aspects of personality and

emotional functioning. The test is based on the premise that the way individuals represent

themselves and others in drawings can reveal unconscious emotions, conflicts, and perceptions.

There is no fixed number of items in the DAP as it depends on the instructions given, but the

analysis focuses on the content of the drawing (such as the size of the figure, facial features, and

posture) as well as any other details included in the image. While the DAP is considered to have

low reliability and validity as a diagnostic tool on its own, it is often used as a supplementary

tool within a broader psychological assessment. Scoring can be subjective, and interpretation

depends on the training and theoretical orientation of the clinician (Machover, 1949).
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 12

Beck’s Depression Inventory-20 (BDI20)

The Beck Depression Inventory-20 (BDI-20) is a shortened version of the original Beck

Depression Inventory (BDI), developed by Aaron T. Beck in 1961. The BDI-20 contains 20

items that assess the severity of depressive symptoms such as sadness, loss of interest, guilt, and

changes in sleep and appetite. Each item is rated on a 4-point scale, ranging from 0 (not present)

to 3 (severe), allowing the clinician to gauge the intensity of each symptom. The total score is

calculated by summing the individual item scores, with higher scores indicating more severe

depression. The BDI-20 is widely used in both clinical and research settings for screening,

diagnosing, and monitoring treatment progress in individuals with depression. A score of 0–13

typically suggests minimal depression, 14–19 suggests mild depression, 20–28 indicates

moderate depression, and 29–63 indicates severe depression. The BDI-20 has high internal

consistency and is a reliable tool for depression screening (Beck et al., 1996).

State-Trait Anxiety Inventory (STAI)

The State-Trait Anxiety Inventory (STAI) was developed by Charles D. Spielberger in

1964 and is one of the most widely used tools to assess anxiety in clinical and research settings.

The STAI distinguishes between two types of anxiety: state anxiety (temporary feelings of

anxiety in response to specific situations) and trait anxiety (a general tendency to experience

anxiety across various situations). The test consists of 40 items, divided into two subscales—20

items for measuring state anxiety and 20 items for measuring trait anxiety. Respondents rate each

item on a 4-point Likert scale, ranging from 1 (not at all) to 4 (very much so). Higher scores on

either subscale indicate greater anxiety. The STAI is widely used to assess both acute anxiety
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 13

responses to stressors and chronic anxiety tendencies, and it provides valuable insights for

therapists in diagnosing and monitoring treatment progress (Spielberger, 1964).

Participant demographics :

Name: S.B

Age: 21 years

Gender: Female

Marital status: Unmarried

Occupation: Student

Religion/ethnic group: Hindu

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 14

Procedure

Following classroom discussions on the use of psychological assessment tools in

counseling, a structured approach was developed to explore emotional and psychological functioning

through a combination of self-report and projective measures. An undergraduate female student, aged

20, was recruited through convenience sampling to participate in this study. Before beginning the

assessment, we engaged the participant in a brief conversation to establish rapport and explain the

purpose of the study: to gain insights into the participant’s emotional well-being and psychological

state using a variety of validated tools commonly used in counseling contexts. The participant was

informed of her right to withdraw at any time without any consequences and assured of the

confidentiality and anonymity of her responses. The participant then completed four assessment

tools: the Outcome Questionnaire-45 (OQ-45), the Beck depression inventory-II (BDI-II), the State-

Trait Anxiety Inventory (STAI), and the Draw-A-Person Test (DAP). Each tool was explained

clearly before administration, and we remained present throughout to offer clarification and support

if needed. Upon completion, the participant was debriefed and thanked for her participation. She was

reminded that all responses would remain confidential and be used solely for educational and

research purposes within a counseling framework.

Result

Table 1: Outcome Questionnaire (OQ 45)

Domain Raw Score Interpretation

Symptom distress 43 Mild to moderate distress

Interpersonal relations 15 mild impairment

Social role performance 13 moderate impairment

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 15

Total score 71 Clinically significant

Table 2: Beck Depression Inventory-II (BDI-II)

Item range Raw score Interpretation

Total score (out of 60) 18 Mild depression

Table 3: State-Trait Anxiety Inventory (STAI)

Sub scale Raw Score Interpretation

State anxiety (Y1) 51 High anxiety

Trait anxiety (Y2) 52 High anxiety

Table 4: Draw A Person Test (DAP)

Gender Raw score Interpretation
Male 7 No further evaluation
needed
Female 7
Total score 14

Discussion and Interpretation

The purpose of this assessment was to evaluate the psychological profile of an individual

through a battery of standardized psychological tests. These tests included the Outcome

Questionnaire-45 (OQ-45), Beck Depression Inventory-II (BDI-II), and the State-Trait Anxiety

Inventory (STAI). Together, these instruments offer a comprehensive understanding of the

individual’s psychological distress, interpersonal functioning, depressive symptomatology, and

anxiety levels—both situational and trait-based. The data obtained provides insights into the

client’s mental health status and can be instrumental in shaping future clinical interventions,

therapeutic goals, and treatment planning.

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 16

The Outcome Questionnaire-45 is a self-report measure designed to assess an

individual’s subjective experience of psychological distress and functioning across three primary

domains: Symptom Distress, Interpersonal Relations, and Social Role Performance, along with a

composite Total Score. The individual in question obtained a Total Score of 71, which exceeds

the clinical cutoff, thus indicating clinically significant distress. This score suggests that the

individual is experiencing considerable psychological discomfort, which may require

professional mental health support or intervention.

The Symptom Distress score was 43, which falls within the mild to moderate distress

range. This score suggests that the individual is experiencing notable but not overwhelming

emotional or psychological symptoms, such as anxiety, depression, irritability, or somatic

complaints. These symptoms may fluctuate in severity but are sufficient to interfere with daily

functioning or quality of life to some degree.

The Interpersonal Relations domain score of 15 is interpreted as mild impairment,

indicating some difficulties in forming or maintaining meaningful social relationships. This

could manifest in the form of conflicts with family or peers, social withdrawal, or feelings of

loneliness and rejection. However, the impairment is mild, suggesting that the individual may

still have some capacity to maintain supportive relationships, albeit with occasional challenges.

The Social Role Performance score was 13, indicating a moderate impairment in the

ability to fulfill responsibilities associated with work, academic, or domestic roles. This could

reflect difficulties in motivation, task completion, or coping with role expectations. The

moderate level of impairment suggests that these issues are significantly interfering with the
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 17

individual’s ability to function effectively in key areas of life, which may be exacerbated by

underlying emotional distress or comorbid symptoms of anxiety and depression.

The OQ-45 results paint a picture of an individual struggling with internal psychological

symptoms that are impacting their functioning across multiple life domains. The clinically

significant total score underscores the need for targeted therapeutic intervention and possibly

further diagnostic exploration to identify any underlying clinical disorders.

The BDI-II is a widely used self-report instrument that assesses the presence and severity

of depressive symptoms over the past two weeks. The individual obtained a total score of 18 out

of 60, which falls into the range of mild depression. Mild depression often includes symptoms

such as low mood, reduced interest in activities, fatigue, mild irritability, sleep disturbances, and

reduced concentration. Although not severe, these symptoms can still impair functioning and

quality of life, particularly when combined with anxiety or interpersonal difficulties, as indicated

in the other assessments.

The presence of mild depressive symptoms aligns with the OQ-45’s findings of mild to

moderate symptom distress and moderate impairment in social role performance. While the

depression may not be debilitating at this stage, its persistence and interaction with anxiety and

stress can contribute to a downward spiral in functioning if left untreated. Importantly, this level

of depression is often responsive to psychotherapy, especially cognitive-behavioral therapy

(CBT), and psychoeducation, which makes early intervention critical.

The State-Trait Anxiety Inventory (STAI) is designed to differentiate between state

anxiety (a temporary, situationally driven condition) and trait anxiety (a more enduring tendency
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 18

to experience anxiety). The individual scored 51 on the State Anxiety subscale and 52 on the

Trait Anxiety subscale, both of which indicate high anxiety.

A high State Anxiety score indicates that the individual is currently experiencing elevated

levels of anxious arousal, likely in response to specific environmental stressors or situations.

This could be due to academic pressure, interpersonal conflicts, or major life transitions.

Symptoms may include restlessness, rapid heartbeat, muscle tension, and heightened worry or

fear in response to perceived threats. Simultaneously, a high Trait Anxiety score points to a

general predisposition to perceive a wide range of situations as threatening and to respond with

anxiety consistently. This trait-like characteristic suggests that the individual is prone to chronic

worry and may have longstanding difficulties in managing stress, uncertainty, or negative

emotions. Such individuals may be hypersensitive to criticism, easily overwhelmed, or

excessively cautious in unfamiliar settings.

The co-occurrence of high state and trait anxiety is clinically significant, as it implies

both situational stress and an underlying vulnerability to anxiety that may not be fully situation

dependent. This dual pattern may increase the risk of developing anxiety-related disorders such

as generalized anxiety disorder (GAD), panic disorder, or social anxiety disorder, especially if

compounded by depressive symptoms.

The Draw-A-Person (DAP) test, a projective measure, offers insights into the individual's

self-perception, emotional state, and personality organization through non-verbal expression. The

client obtained a score of 14, which falls within the non-clinical range, suggesting that no further

evaluation is needed based on this test alone.

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 19

Overall, S.B profile reflects a pattern of mild to moderate psychological distress, with

clinically significant functional impairments in social roles and elevated symptoms of depression

and anxiety. The client may be at risk for developing more severe symptoms if current stressors

persist or intensify. Therefore, it is recommended that the individual be referred for short-term

psychotherapeutic intervention focusing on mood regulation, anxiety reduction, and functional

coping strategies. Interventions such as cognitive-behavioral therapy, interpersonal therapy, and

psychoeducation on emotional well-being may prove beneficial. Emphasis should also be placed

on enhancing interpersonal skills and improving role functioning, particularly in academic or

work-related settings.

Intervention

Based on the results of the psychological assessments administered to S.B.—including

the Outcome Questionnaire-45 (OQ-45), Beck Depression Inventory-II (BDI-II), State-Trait

Anxiety Inventory (STAI), and the Draw-A-Person Test—there is a clear indication of emotional

distress, anxiety, and depressive symptoms, which are contributing to interpersonal and role

functioning challenges. These findings call for a comprehensive intervention strategy

incorporating both evidence-based therapeutic approaches and supportive techniques to address

S.B.’s emotional distress, interpersonal challenges, and role-based impairments.

Cognitive Behavioral Therapy (CBT), which has demonstrated high efficacy for treating

mild depression and anxiety. CBT would help S.B. identify and challenge maladaptive thought

patterns that may be contributing to emotional distress. Cognitive restructuring techniques can be

used to address negative self-perceptions, hopelessness, and anticipatory anxiety. Furthermore,

behavioral activation strategies can counteract reduced motivation and anhedonia by encouraging
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 20

regular participation in pleasurable and goal-directed activities. In addition, exposure techniques

may be utilized if avoidance behaviors are present, particularly in relation to social or

performance-related anxiety. Relaxation methods, such as diaphragmatic breathing and

progressive muscle relaxation, can help S.B. manage physiological symptoms of anxiety.

Mindfulness-Based Stress Reduction (MBSR) can play a crucial role in reducing both

state and trait anxiety. S.B.’s elevated scores on both components of the STAI suggest a

persistent vulnerability to stress, as well as difficulty managing immediate emotional arousal.

Mindfulness techniques such as breathing exercises, body scans, and guided imagery can foster

present-moment awareness and reduce emotional reactivity. Daily mindfulness practices

integrated into S.B.’s routine—such as mindful walking or mindful eating—can improve

emotional regulation and reduce chronic worry.

Given the mild impairment in interpersonal functioning indicated by the OQ-45,

Interpersonal Therapy (IPT) may be beneficial in helping S.B. enhance the quality of personal

relationships and resolve social difficulties. IPT focuses on improving communication, managing

role disputes, and increasing social support. Through role-playing and structured dialogues, S.B.

can be guided to build assertiveness, repair strained relationships, and navigate interpersonal

transitions. Addressing potential conflicts or changes in important social roles—such as a shift in

academic or professional responsibilities—may also reduce emotional distress and improve self-

confidence.

Occupational and Role Functioning Support: To enhance S.B.’s ability to meet the

demands of academic and professional environments, targeted support in occupational and role

functioning is essential. The OQ-45 subscale score for social role performance (13), which
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 21

indicates moderate impairment, suggests that S.B. is likely facing challenges in areas such as

concentration, productivity, and achieving personal or academic goals. One important

intervention in this area involves the development of time management and goal-setting

strategies. Teaching S.B. how to create SMART goals—Specific, Measurable, Achievable,

Relevant, and Time-bound—can help structure daily activities, improve task completion, and

foster a sense of accomplishment. In conjunction with this, the implementation of Problem-

Solving Therapy (PST) can equip S.B. with systematic and adaptive strategies to approach both

academic and workplace stressors. PST can aid in decision-making and reduce feelings of

helplessness by breaking down problems into manageable steps. Psychoeducation will further

support these goals by helping S.B. understand the relationship between psychological distress

and impaired functioning. By promoting awareness of the cognitive and emotional effects of

stress, S.B. can begin to implement healthier coping mechanisms, prioritize self-care, and

develop a balanced approach to responsibilities.

Psychoeducation and Emotional Insight Building: Educating S.B. about the nature of

anxiety and depression, including how these conditions manifest and impact cognition and

behavior, serves to normalize their experience and reduce self-stigmatization. This approach

helps reframe symptoms not as personal failures, but as common and treatable psychological

responses to stress. Introducing the stress-vulnerability model can further assist S.B. in

understanding how individual susceptibilities interact with environmental stressors, leading to

emotional distress. Such insight can empower S.B. to recognize early warning signs and

implement preventative strategies. Furthermore, encouraging the use of self-monitoring tools,

such as mood logs or coping diaries, can cultivate self-awareness and allow for real-time

tracking of emotional states, behavioral triggers, and coping strategies. This ongoing self-
 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 22

reflection plays a pivotal role in fostering emotional intelligence and guiding therapeutic

progress.

Conclusion

S.B. presents with a psychological profile marked by mild depression, high anxiety, and

moderate role impairment, requiring a multimodal and client-centered intervention plan.

Combining evidence-based practices such as CBT, mindfulness, interpersonal therapy, and

psychoeducation will provide S.B. with both immediate coping strategies and long-term

emotional growth. A supportive therapeutic relationship and ongoing evaluation are essential to

facilitate sustained improvement in S.B.’s psychological well-being and daily functioning.

 PSYCHOLOGICAL ASSESSMENTS IN COUNSELLING 23

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Whiston, S. C. (2017). Principles and applications of assessment in counselling (5th ed.).

Cengage Learning.

Whiston, S. C. (2017). Principles and applications of assessment in counselling (5th ed.).

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