Rational:

During the second semester of junior year, we studied how Calvin and Hobbes comics are not
limited to comedy, but instead present real world issues from time to time. As Calvin never
shows any understanding that Hobbes is fake, I decided to conclude that Calvin has a mental
disorder that prevents him from viewing reality as it is.

Inspired by this, I decided to write a psychological report and use the key concept of
transformation to propel the world of Calvin and Hobbes 11 years into the future while taking a
more realistic and serious perspective on Calvin and Hobbes’ relationship. Throughout this
report, I have fabricated certain quotes from Calvin’s parents and friends, test data, and even
his full name. However, I made sure to justify every detail with at least one comic that would
support such claims. For example, every situation mentioned in the report has canonically
happened within the Calvin and Hobbes universe. Included in the report is also a final diagnosis
that pinpoints Calvin’s mental disorder in order to provide a satisfactory conclusion to this
exploration.

To understand the language psychiatrists use as well as the structure of a professional

psychological report, I studied a sample by Temple University professor W. Joel Schneider.
Generally, the audience for psychiatric reports are myself and other psychiatrists who decide to
work with Calvin. Therefore, the language I use will be formal, monotone, straightforward, and
professional. Furthermore, I will detach myself from the article in order to produce a non-biased
and impersonal report. To further communicate professionalism, I have also included fake
interviews from Calvin’s mother and friend, Susie. Though accurately emulating the mothers’
linguistic qualities was straightforward, for Susie, I had to form language around the assumption
that her voice has become even more formal sounding.

Word Count: 297

 Confidential Evaluation Report
Marymount Behavioral Health
Name: Calvin Watterson Birth Date: 11/18/1985
Age: 16 Evaluation Dates: 6/3/2002 – 7/19/2002
Client Number: 1995-1231 Report Date: 7/21/2002

Reason for Referral

Calvin Watterson was referred by his parents for an evaluation to help understand his unconventional
relationship with his stuffed tiger plush, named Hobbes, among other societal difficulties. Unlike traditional
schizophrenic episodes, Calvin is consistently conversing with Hobbes, further claiming that Hobbes
speaks back to him, without any emotional instigation of sorts since the age of 5. Furthermore, both his
parents and his current homeroom teacher have stated that even without the presence of Hobbes, Calvin
would burst into episodes where he portrays different personas. As Calvin continues to present such
behaviors during his adolescence, his parents are concerned that these interactions will maintain
throughout his adulthood.

Relevant Background Information

Calvin Watterson is a 16 year-old Sophomore at Glenville High School. He lives with his mother and
father in the suburban district. The family lives with little financial struggles and the parents are generally
caring and supportive of Calvin. As an outdoorsman, the father has maintained a close relationship with
Calvin by building snowmen and taking family trips. Though he has attempted to take Calvin biking on
multiple occasions, Calvin suspects the bike is attempting to murder him. As a stay-at-home parent,
Calvin’s mother has generally avoided indulging in Calvin’s consistent antics while still maintaining a
loving relationship with Calvin. In terms of discipline, the mother has yelled at Calvin in justified situations
but has never hit him. Though not without their flaws, the parents seem to present no major issues that
would cause Calvin to react with hallucinatory tendencies.

Though Calvin generally lacks human companionship, he has maintained a continuous friendship with 16
year old Susie Derkins as they have coincidentally been in the same homeroom class together since the
age of 6. Though, according to Calvin and Ms. Wormwood (Calvin’s elementary school teacher), their
friendship began with ambivalence, they have grown to tolerate each other's company. Since childhood,
both have exhibited incredible linguistic and mental capabilities, thereby forcing them to communicate
only with each other. Susie stated that “I consistently and continue to best Calvin academically in all
subjects, but for some reason, I find myself deeply conversing with Calvin, and Calvin only, as unlike the
other students, Calvin’s main topics of conversation include philosophical queries. Furthermore, his
vocabulary surpasses even my own. However, he is very selective in terms of when he wants to deeply
converse or muck around.”

To entertain himself, both at home and in public, Calvin enjoys role playing as different characters to mold
his mundane reality into a more entertaining platform. These personas include Spaceman Spiff, Captain
Napalm (superhero), Tracer Bullet (a film noir-esque detective), various animals, and many more.
However, unlike Hobbes, Calvin understands that these characters are based on imagination and is able
to distinguish them from reality. When playing as these characters, Calvin makes no attempts to change
his physical appearance. Instead, he simply imagines his surroundings and appearance to fit whatever
circumstances he decides to concoct in his head.

Procedures for Evaluation

● Review of school records

● Interviews with the parents, Susie Derkins, current high school teacher, past elementary school
teacher (Ms. Wormwood)
● Woodcock-Johnson IV Tests of Cognitive and Academic Abilities

Social and Emotional Adjustment

Despite not having many friends, Calvin does not consider himself as lonely as he is able to easily
entertain himself through his vibrant imagination and deep thoughts. As a very active teenager, Calvin
spends a lot of time outdoors. However, instead of engaging in sports with others his age, he spends
hours walking around in the woods with Hobbes exploring his surroundings and discussing social issues
and philosophical inquiries. However, as new condominiums continue to replace certain areas within the
forest, Calvin’s emotional distress increases. Interestingly, Calvin’s release for emotions, such as rage
and sadness, is conversations with Hobbes. After discussing his problems with Hobbes, he seems to
return to a happy go lucky mental state. Though a strong linguist, Calvin hates school, especially math.
Even after his mother would force him to the school bus stop, he would, at times, run away. This has
decreased as he grew older, but it continues to be an issue now and again. Almost all of his teachers
have reported multiple incidences of daydreaming and various hijinks’. From time to time he gets berated
by his school bully, referred to as Mo. However, Calvin does not consider this to be a major concern in his
life.

On many occurrences, Calvin has trouble admitting to his mistakes. Instead, Calvin blames some of his
wrongdoings on either Hobbes or his clone. The parents’ main concern stems from the fact that even after
multiple years, Calvin still believes that Hobbes or his clone are the true culprits of these actions. Calvin’s
mother stated that “Back when he was 5, he shaved his whole head off. I was shocked to say the least.
Of course, he blamed it on Hobbes and said ‘You think I’d do this??’ like he was completely innocent.
During dinner a few months back I talked about it with Calvin for a laugh, but what was weird was that he
still blames it on Hobbes...”
Cognitive Abilities
Woodcock-Johnson IV Academic

Scale Score Range

Broad Reading 80 Low
Basic Reading Skills 83 Low Average
Reading Comprehension 89 Average
Broad Written Language 76 High
Basic Writing Skills 73 Average
Written Expression 74 Very High

Behavioral Assessment Scales for Children

Scale Score Range

Emotional Symptoms Index 90 Very High
Sensation Seeking 87 Very High
Atypicality 92 Very High
Inattention/Hyperactivity 72 High
Attention Problems 69 Average
Hyperactivity 74 Average
School Problems 22 Very Low
Attitude to School 19 Very Low
Attitude to Teachers 20 Very Low
Adaptive Skills 91 Very High
Adaptability 73 Very High
Social Skills 52 Average
Leadership 83 Very High

DSM-5 Diagnosis

298.9 Unspecified schizophrenia spectrum and other psychotic disorder

 Works Cited

Schneider, W. Joel. "Assessment Report Template." Assessing Psyche, Engaging Gauss, Seeking

Sophia, Wordpress, assessingpsyche.wordpress.com/author/wjschne/. Accessed 9 June

2020.

---. "November 26, 1995." It's a Magical World, by Watterson, Kansas City, Andrews and

McMeel, 1996, p. 145. Comic strip.