Internship in clinical psychology

Objective of my internship
1.Develop proficiency in conducting individual and group therapy
session.
2.Enhance my ability to create and maintain accurate and confidential
patient’s records.
3.strengthen my understanding of ethical and legal consideration in the
field of clinical psychology.
4.i also gain my experience in case management and documentation.

17-november-2023
Topic personality type/trait

“Analytical psychologist Carl Jung is well known for his theory of

personality”.

This theory suggests that personality is inherited and part of

the collective unconscious—which includes both conscious and
unconscious aspects.

According to Jung, personality appears in the form of archetypes, or

universal patterns of thought and behavior that affect what we focus on
and how we interact with the world. Jungian archetypes categorize
people in terms of various personality patterns.

The psychological types identified by Jung are based on factors such as

general attitude and psychological functions.

The four basic psychological functions or dimensions that are the

focus of Jung's theory are:
 1. Extraversion vs. introversion
2. Sensation vs. intuition
3. Thinking vs. feeling
4. Judging vs. perceiving

Jung's theory later led to the development of the famous personality

test, the Myers-Briggs Type Indicator.

This Jungian learning style is based on how learners interact with the
outside world.

Extraverted learners enjoy generating energy and ideas from other

people; they prefer socializing and working in groups. Activities that
benefit extraverted learners include teaching others how to solve a
problem, collaborative work, and problem-based learning.

Characteristics of extravert learners include:

Learns best through direct, hands-on experience (learning by doing)

Enjoys working in groups, sharing both ideas and tasks

Gathers feedback from outside sources

Likes using aids, such as objects or PowerPoints, when presenting to

others

Self-motivated, jumping in without guidance

Often thinks out loud

Introverted Learning Style

While introverted learners can still be sociable, they prefer to solve

problems on their own. They enjoy generating energy and ideas from
internal sources such as brainstorming, personal reflection, and
theoretical exploration. Introverted learners tend to like solitary
studying, individual work, and abstract ideas.

Characteristics of introverted learners include:

 Would rather work alone

 Enjoys quiet, solitary work
 Often generates ideas from internal sources
 Prefer to listen, watch, and reflect
 Want to observe others before attempting a new skill.

Sensing Learning Style

Jung described these individuals as being interested in the external

world as they are focused on the physical environment. Sensing
learners tend to be realistic and practical, preferring to rely on facts and
well-established problem-solving methods.

Characteristics of sensing learners include:

 Work in a methodical way

 Pay attention to details
 Okay with repetitive work
 Prefer concrete vs. abstract information
 Generally, take more time to solve problems

Intuitive Learning Style

Intuitive learners focus more on the world of possibility. Unlike sensing

learners who are interested in the here and now, intuitive learners
enjoy considering ideas, possibilities, and potential outcomes. These
learners like abstract thinking, daydreaming, and imagining the future.

Characteristics of intuitive learners include:

  Prefer to work in short sessions rather than finishing a task all at
once
 Enjoy new challenges, experiences, and situations
 More likely to look at the big picture rather than the details
 Like theories and abstract ideas

Thinking Learning Style

individuals with a thinking learning style place more emphasis on the

structure and function of information and objects. Thinking learners use
rationality and logic when dealing with problems and decisions. These
learners often base decisions on personal ideas of right, wrong,
fairness, and justice.

Characteristics of thinking learners include:

 Interest in logic and patterns

 Dislike basing decisions on emotions
 Make decisions based on reason and logic

Feeling Learning Style

People with a feeling learning style manage information based on the

initial emotions it generates. They are interested in personal
relationships, feelings, and social harmony. Feeling learners also dislike
conflict and make decisions based on what they feel in their hearts.

Characteristics of feeling learners include:

 Interest in people and their feelings

 In tune with their own emotions and those of other people
 Base decisions on immediate feelings
 Generate excitement and enthusiasm in group settings

Judging Learning Style

Judging learners are very decisive, sometimes making decisions too
quickly, before learning everything they need to know. These learners
prefer order and structure, which is why they often plan out activities
and schedules very carefully. They're also highly organized, detail-
oriented, and have strong opinions.

Characteristics of judging learners include:

 Do not like ambiguity or mystery

 Tend to be firm in their decisions
 Very organized and structured
 Have strong opinions
 Generally, follow the rules

Perceiving Learning Style

Perceiving learners make decisions impulsively in response to new

information and changing situations, focusing more on indulging their
curiosity than decision-making. These learners prefer to keep their
options open.

Characteristics of perceiving learners include:

 Often make impulsive decisions

 Change decisions based on new information
 Dislike structure and organization
 Are flexible and adaptable
 Sometimes have trouble making decisions

“Trait”

A ‘trait’ is something that refers to a way in which we generally tend to

describe a person.
Gordon Allport was one of the first researchers to come up with a trait
theory. His main idea was that personality came about like a series of
 building blocks; referred to here, of course, as traits. He further
believed that personality was biologically determined but could be
shaped by someone’s environment.
He argued that there are three classes of trait:

 Cardinal traits: these are the traits around which someone

organizes their whole life. They are thought to develop later in life
and become synonymous with a person because that is how
people primarily see them – ‘greedy Sam’ or ‘angry Tony’ for
example
 Central traits: these refer to major characteristics of someone’s
personality and lead to its foundation, such as shy, intelligent,
deceitful or unkind
 Secondary traits: these refer to traits which refer to patterns of
behavior that only occur under specific circumstances, for example
a person who is usually confident becomes nervous when they
have to walk over a bridge

20-November-2023

MMSE AND MSE

Appearance Gait,posture,clothes,grooming.
Behavior Mannerisms, gestures, psychomotor activity,
expression, eye contact, ability to follow
command/request. Compulsion.
Attitude Cooperative, hostile, open, secretive, evasive,
suspicious

aphetic, easily distracted,focused,defensive.

Level of Vigilant,alert,drowsy,lethargic,stuporous,asleep,comat
consciousnes ose,confused,fluctuating.
s
orientation What is your full name.? Where are we
 at(building,floor,city,country,and state.)
Quantity-

talk active, spontaneous, expansive, paucity, poverty.

Rate-

Speech and Fast, slow, normal, pressured.

language
Volume-

Loud, soft, monotone, weak, strong.

fluency and rhythm

slurred, clear, with appropriately placed inflection,

hesitant, with good articulation, aphasic.

How are your spirit. How are feeling. Have you been
depressed/energized.?
Mood

Affect Appropriateness to situation, consistency with mood,

congruency with thought content.

Fluctuation-labile, even.

Range-broad, restricted. Intensity.

Quality -
 sad,anger,hosyile,euthymic,dysphoric,euphoric,anxious
.
Suicidality Do you ever fee that life is not worth living?
and
homicidally. What would happen after you were dead?

Homicidally

Do you think about hurting others or getting even with

people who have wronged you.?

Have you had desires to hurt others. If so, how.

Insight and What seems to be the problem.

judgment
What do you think is causing your problem?

Attention Digit span (forward and reverse)

Spelling backward. Calculation.

memory Recent memory-remote memory-immediate memory.

intellectual Information,vocabulary,abstration

22 –November-2023
Topic “personality disorder”

Cluster a Cluster b Cluster c

Paranoid personality Borderline Avoidant personality
disorder personality disorder disorder

 Lacks trust and is  Has a strong fear  Is very sensitive to

suspicious of of being alone or criticism or rejection.
others and the abandoned.
 Does not feel good
reasons for their
 Has ongoing enough, important or
actions.
feelings of attractive.
 Believes that emptiness.
 Does not take part in
others are trying
 Sees self as being work activities that
to do harm with
unstable or weak. include contact with
no reason to feel
others.
this way.  Has deep
relationships that  Is isolated.
 Doubts the
are not stable.
loyalty of others.  Does not try new
 Has up and down activities and does not
 Is not willing to
moods, often due like meeting new
trust others.
to stress when people.
 Hesitates to interacting with
 Is extremely shy in
confide in others others.
social settings and in
for fear that
 Threatens self- dealing with others.
others will use
harm or behaves
that information  Fears disapproval,
in ways that could
against them. embarrassment or
lead to suicide.
being made fun of.
 Takes innocent
 Is often very
remarks or
angry.
situations that
are not  Shows impulsive
threatening as and risky
 personal insults behavior, such as
or attacks. having unsafe
sex, gambling or
 Becomes angry or binge eating.
hostile to what
are believed to be  Has stress-related
slights or insults. paranoia that
comes and goes.
 Has a habit of
holding grudges.
 Often suspects
that a spouse or
sexual partner is
unfaithful with no
reason to feel this
way.

Schizoid personality Histrionic personality Dependent personality

disorder disorder disorder

 Appears to be  Always seeks  Relies on others too

cold to or not attention. much and feels the
interested in need to be taken care
 Is overly
others. of.
emotional or
 Almost always dramatic or stirs  Is submissive or clingy
chooses to be up sexual feelings toward others.
alone. to get attention.
 Fears having to take
 Is limited in how  Speaks care of self if left alone.
emotions are dramatically with
 Lacks confidence in
expressed. strong opinions
abilities.
but has few facts
 Cannot take
 pleasure in most or details to back  Needs a lot of advice
activities. them up. and comforting from
others to make even
 Cannot pick up  Is easily led by
small decisions.
typical social others.
cues.  Finds it hard to start or
 Has shallow
do projects due to lack
 Has little to no emotions that
of self-confidence.
interest in having change quickly.
sex with another  Finds it hard to
 Is very concerned
person. disagree with others,
with physical
fearing they will not
appearance.
approve.
 Thinks
 Endures poor
relationships with
treatment or abuse,
others are closer
even when other
than they are.
options are available.
 Has an urgent need to
start a new relationship
when a close one ends.

Schizotypal Narcissistic
personality disorder personality disorder

 Has unusual  Has beliefs about

thinking, beliefs, being special and
speech or more important
behavior. than others.
 Feels or thinks  Has fantasies
strange things, about power,
such as hearing a success and being
voice whisper attractive to
 their name. others.
 Has flat emotions  Does not
or emotional understand the
responses that needs and
are socially feelings of others.
unusual.
 Stretches the
 Has social truth about
anxiety, including achievements or
not being talents.
comfortable
 Expects constant
making close
praise and wants
connections with
to be admired.
others or not
having close  Feels superior to
relationships. others and brags
about it.
 Responds to
others in ways  Expects favors
that are not and advantages
proper or shows without a good
suspicion or lack reason.
of interest.  Often takes
 Has "magical advantage of
thinking"— the others.
belief that their  Is jealous of
thoughts can others or believes
affect other that others are
people and jealous of them.
events.
 Believes that
some casual
incidents or
events have
hidden messages.

Antisocial personality Obsessive-compulsive

disorder personality disorder

 Has little, if any,  Focuses too much on

concern for the details, orderliness
needs or feelings and rules.
of others.  Thinks everything
needs to be perfect
 Often lies, steals, and gets upset when
uses false names perfection is not
and cons others. achieved.
 Has repeated run-  Cannot finish a
ins with the law. project because
reaching perfection is
 Often violates the
not possible.
rights of others.
 Needs to be in control
 Is aggressive and of people, tasks and
often violent. situations.
 Cannot assign tasks to
 Has little, if any,
others.
concern for
 Ignores friends and
personal safety or
enjoyable activities
the safety of
because of too much
others.
focus on work or a
 Behaves project.
impulsively.  Cannot throw away
broken or worthless
 Is often reckless.
  Has little, if any, objects.
regret for how  Is rigid and stubborn.
their behavior  Is not flexible about
negatively affects morality, ethics or
others. values.
 Holds very tight
control over
budgeting and
spending money.

28-November-2023

Group therapy

29-November-2023

“Topic formal vs informal group and types of group”

Formal group are formulated Informal groups are formed by

when two or more members of
any organization are
assembled by the management
with the purpose of achieving a
specific goal.
two or more members with the
purpose of satisfying their
personal and psychological
needs.

Types of group therapy

Psychoeducational groups
Psychoeducational group therapy aims to educate group
members about their condition by providing information specific
to the issue. Healthy coping strategies are taught to help group
members overcome the problem they are facing.

Psychotherapy groups

Psychotherapy groups aim to deal with conscious and

unconscious problems and are oriented towards solving long term
issues and psychological disorders that are more serious.

Skills development groups

These groups focus on cultivating the skills that group members

need to overcome issues such as addiction.

For example, how to refuse offers for drugs, avoid triggers,

manage anger, or even, how to distress and relax.

Cognitive behavioral groups

Cognitive behavioral group therapy deals with negative or harmful

behaviors by restructuring the beliefs that have led to them.
Patterns of behavior are identified and participants are taught
how to control their thought processes.

Support groups/self-help groups

Support groups or self-help groups are made up of people who

share a common condition as well as a common goal. Members of
support groups receive unconditional acceptance from each
other.
For example, Alcoholics Anonymous is a mutual self-help support
group in which all the participants want to overcome their
addiction.

Counseling groups

Counseling groups tend to focus on problem-solving strategies as

well as interpersonal processes to help the members overcome
their issues. Group members are usually able to function relatively
well but are looking for personal growth.

Dynamic group therapy

These are often used in programs created to overcome addictive

behaviors. This group therapy focuses on participants’ deficits in
character and behavior regulation.

Relapse prevention groups

Relapse prevention groups are aftercare programs that help those

who struggle with addiction to stay on track once their treatment
program or group therapy program comes to an end.

Interpersonal process groups

These groups promote change and healing by recognizing

conflicting forces in the mind and the way people function
psychologically. Fundamental development issues, as well as
environmental influences, are raised and examined.