Free Essay on Content Scales Are Considered very Elevated

Published: 2023-10-09
Free Essay on Content Scales Are Considered very Elevated
Type of paper:  Essay
Categories:  Teaching Social psychology Mental disorder
Pages: 3
Wordcount: 641 words
6 min read


The content t-scales CBRS for the Caucasian male that can be considered highly elevated include emotional distress with a score of 80, thoughts that are upsetting with scores of 80, academic difficulties with scores of 85, and a language with scores of 80. Others are math with scores of 80, social problems with scores of 70, physical symptoms with scores of 75, Attention deficit or hyperactivity inattentive at a score of 90, major and depressive episodes with a score of 79 (Conners, 2010).

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Content scales considered clinically significant but not very elevated

The content t-scales from CBRS to be considered clinically significant include social anxiety with a score of 56, hyperactivity with a score of 50, perfectionistic/compulsive behaviors with a score of 58, and violence potential with a score of 55. Others encompass attention-deficit/hyperactivity-impulsive with a score of 55, generalized anxiety disorder with a score of 60, and social anxiety with a score of 58 (Conners, 2010).

Settings where the symptoms appear to occur in

Based on the case, the symptoms could be appearing in class and his social setting. The student has moved to a new school and it is evident that he is facing difficulty adjusting to the new environment. His poor adjustment not only affects his academic performance, but also his psychological orientation. It is highly likely that the student is undergoing social problems, including bullying, lack of supportive friends, and lack of guidance from teachers as well as classmates. The DSM-5 Symptom scale places his lack of attention at a score of 90. This indicates that the student is struggling to adapt to the new school.

Using the very elevated interpretation, what are some possible diagnoses for this individual?

Based on the elevated t-scores from the CBRS scale, the possible diagnoses of the student include Attention Deficit Hyperactivity Disorder (ADHD), depression, or bipolar disorder. These mental disorders are highly similar in progression, and they often occur as a complication of the other condition. Bipolar disorder for example possesses similar symptoms with ADHA, thus making it very difficult for psychologists and psychiatrists to differentiate both conditions. Another possible diagnosis could be a learning disability. Learning disability does not affect one’s intelligence. However, it causes kids to lag when it comes to schoolwork (Safaan et al., 2017). The student in the case study could be facing a similar problem as indicated by his low scores in language and math, lack of attention in class, academic difficulties among other class-related issues.

Plausible explanations for why this individual might be having such a difficult year

The individual presented in this case could be having difficulty in school indicated by his very elevated scores in emotional distress, thoughts that are upsetting, academic difficulties, attention deficit as well as depressive episodes. These scores indicate that the individual is finding it very hard to cope with his school environment given that he has been transferred recently. In addition to adjustment, he might be also facing difficulties making friends who would make his school life more interesting for instance helping with settling in and studying. The other explanation could be related to attention-deficit, which comes because of combined factors including dis-interest in schoolwork, lack of guidance from teachers and parents, lack of motivation to continue with school, and the overall attitude towards his academic performance (Thapar et al., 2013). It is possible that the student is highly upset with his performance making him perceive that learning is a challenging task.


Conners, C. K. (2010). Conners comprehensive behavior rating scales (Conners CBRS). Multi-Health Systems.

Safaan, N. A., El-Nagar, S. A., & Saleh, A. G. (2017). Teacher s’ knowledge about attention deficit hyperactivity disorder among primary school children. American Journal of Nursing Research, 5(2), 42-52.

Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). Practitioner review: what have we learnt about the causes of ADHD?. Journal of Child Psychology and Psychiatry, 54(1), 3-16.

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