PSY FPX 8841 Assessment 1

Intervention Plan for Client Ashley

PSY FPX 8841 Assessment 1:Background

This is a report of an intervention plan tailored to Ashley’s needs, a 19-year-old Caucasian female college student-athlete who was referred to our services for focus training. Ashley is a member of the cross-country/track team who has been experiencing difficulty with concentration, anxiety, and performance in athletic and academic settings since her transition into college from high school. Specifically, she states that she feels overburdened by her class load, social obligations, and expectations on athletic performance.

Analysis

Ashley’s predominant problems are worry and stress relief to enhance sporting performance. Depression is not presently a problem but is at risk of developing from her elevated state of anxiety. With her high achievement background and family history of anxiety in the mother, intervening now is imperative to prevent continued deterioration in her sporting performance as well as general welfare.

Trust Building Phase

• Ashley will receive continuous support from her coach and management team, with clear roles and expectations.
• Integration of our services into Ashley’s training routine on a daily basis will establish a routine, with pre- or post-training sessions to alleviate anxiety and enhance performance.

Observation

• Field observations will provide us with valuable information regarding Ashley’s behavior and interactions during practice sessions.

Needs Assessment

• There will be regular meetings with Ashley and her coach to make possible an understanding of her performance problems at a deeper level and help align interventions appropriately, keeping in mind not to transgress confidentiality boundaries.

Assessment Instrument

• Utilization of the Competitive State Anxiety Inventory-2 (CSAI-2) will help identify Ashley’s cognitive anxiety, somatic anxiety, and self-confidence levels appropriately.

Interventions

• Focus: Ashley will be encouraged to maintain realistic social expectations in order to strike a balance between academic and sports ambitions without being overwhelmed.
• Confidence: Skills in positive self-talk will be used to boost Ashley’s confidence levels and eliminate the impact of mental blocks on performance.
• Performance Anxiety: Ashley will acquire coping skills for performance anxiety using self-talk and visualization skills in order to enter into competitions and races with a positive attitude.

Referral

• Where specialized skills are indicated, Ashley may be referred to a sports psychologist for further assistance with clinical issues.

Termination of Services

• Termination of services will be determined by Ashley’s progress and the degree of continuing need, with provision made to adapt as she changes.

PSY FPX 8841 Assessment 1 Intervention Plan for Ashley 

Martens, R., Burton, D., Vealey, R.S., Bump, L.A., & Smith, D.E. (1990b). Development and validation of the Competitive State Anxiety Inventory-2 (CSAI-2). In R. Martens, R.S. Vealey, & D. Burton (Eds.), Competitive anxiety in sport (pp. 193-208). Champaign, IL: Human Kinetics.

Smith, R. E., Smoll, F. L., & Passer, M. W. (2002). Sport performance anxiety in young athletes. In F. L. Smoll & R. E. Smith (Eds.), Children and youth in sport: A biosocial perspective (2nd ed.). Dubuque, IA: Kendall/Hunt.

Speed, H. D., & Andersen, M. B. (2014). Comprehensive sport psychology services. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (pp. 15–31). Washington, DC: American Psychological Association