The Effectiveness of Therapeutic Assessment With an Adult Client: A Single-Case Study Using a Time-Series Design

Abstract

This article presents the therapeutic assessment (TA; Finn, 2007) of a traumatized young woman named Claire. Claire reported feeling debilitated by academic demands and the expectations of her parents, and was finding it nearly impossible to progress in her studies. She was also finding it difficult to develop and sustain intimate relationships. The emotional aspects of close relationships were extremely difficult for her and she routinely blamed herself for her struggles in this arena. The assessor utilized the TA model for adults, with the exception of not including an optional intervention session. The steps of TA, particularly the extended inquiry and the discussion of test findings along the way, cultivated a supportive and empathic atmosphere with Claire. By employing the single-case time-series experimental design used in previous TA studies (e.g., Smith, Handler, & Nash, 2010; Smith, Wolf, Handler, & Nash, 2009), the authors demonstrated that Claire experienced statistically significant improvement correlated with the onset of TA. Results indicated that participation in TA coincided with a positive shift in the trajectory of her reported symptoms and with recognizing the affection she held for others in her life. This case illustrates the successful application of case-based time-series methodology in the evaluation of an adult TA. The potential implications for future study are discussed.

Acknowledgments

The authors wish to thank Deborah Tharinger and Stephen Finn for their helpful suggestions and thoughtful comments during the preparation of this article.

Justin D. Smith is now affiliated with the Child and Family Center at the University of Oregon, Eugene, OR.

Notes

The client's name and all potentially identifying information have been altered to sufficiently disguise the client's identity. Additionally, the client provided explicit permission to write about her TA experience in deidentified form.