What Numbers Can’t Tell Us: The Importance of Seeing the Whole Person with Amelia Cho

Finding my Interest in Clinical Psychology

Hi! My name is Amelia Cho, and I am originally from Cary, NC. I am currently a senior at the University of North Carolina at Chapel Hill pursuing a B.S. in Psychology and minors in Medical Anthropology and Chemistry. This semester, I have had the opportunity to intern at Pragmatic Psychological Solutions in Durham, NC, under the supervision of Dr. Krystal Meares, as a clinical psychology intern.

My interest in clinical psychology has grown through my high school volunteering experiences working with neurodivergent children and adolescents. By regularly spending time with them, I soon became interested in how differences in cognition, behavior, and development shape people’s everyday experiences. Coming to UNC, I knew I wanted to continue exploring the relationship between psychology and healthcare, but I was still figuring out what that would look like. I became more deeply interested in clinical psychology after volunteering at UNC Neurosciences Hospital, where I spent time in the adolescent psychiatry unit. Being exposed to adolescent psychiatric care introduced me to the clinical side of mental health and encouraged me to explore how psychological knowledge can be applied in patient care.

I continued exploring these interests through research at UNC. I first joined the Cohen Lab as a research assistant for the CogMAP study, which examines changes in brain function and cognition during breast cancer treatment. I was drawn to the study because it connected cognitive functioning with physical health, an intersection I found particularly interesting. I later joined the lab’s BrainMAP study, where I currently assist with a longitudinal study examining cognitive development, behavioral symptoms, and school performance in children with and without ADHD as they transition to adolescence. Through both experiences, I’ve gained exposure to cognitive assessments and research methods, but I wanted to learn more about how clinicians use this information when working directly with individuals and families. That curiosity ultimately led me to my current internship.

A Closer Look at the Evaluation Process

One of the most rewarding parts of my internship has been shadowing different types of client appointments: intake, evaluation, and feedback session. Each offers a different perspective on the clinical evaluation process and has helped me understand how clinicians build a more complete picture of a client.

During intake sessions, I join virtual appointments where Dr. Meares speaks with parents about their child’s background, developmental history, behaviors, and concerns. I quietly listen and take notes, paying attention to the questions being asked and the information parents share. These conversations have shown me that understanding a client begins well before any formal assessment. A family’s perspective provides important context and helps guide the evaluation.

Evaluation sessions are particularly interesting to observe. These in-person appointments typically last around three hours, during which Dr. Meares administers cognitive assessments selected based on the child’s individual needs and concerns. I sit nearby and take notes on the assessment process, the client’s behavior, and the interactions between the clinician and child. It has been fascinating to see assessment tools I have learned about through coursework and research used in a clinical setting. I have also realized that an evaluation involves much more than administering a series of tests. Clinicians must pay attention to how a child approaches tasks, responds to questions, and engages throughout the session.

Feedback sessions offer another important perspective. During these virtual appointments, Dr. Meares walks parents through the evaluation report, explains the findings, answers questions, and discusses possible next steps, including accommodations and additional support. I have appreciated seeing how she communicates complex information in a way that parents can understand and apply to their child’s everyday life.

After each appointment, I have the opportunity to debrief with my mentor, ask questions, and discuss my observations. These conversations have become one of the most valuable parts of my experience because they help me better understand the clinical reasoning behind what I observe and connect it to what I have learned in the classroom.

Beyond the Assessment Scores

Outside of shadowing appointments, I contribute to projects that support the evaluation process. For instance, I created infographics to help explain different stages of an evaluation and communicate findings to parents. I also help organize assessment data for reports, transcribe handwritten appointment notes, and compile referral resources that families can use to find additional support for their children.

One of the biggest things I have learned through this experience is the importance of looking beyond quantitative results. Coming from a research background, I was accustomed to thinking about assessments in terms of scores and measurements. However, I have been surprised by how much emphasis Dr. Meares places on qualitative information and direct observations. Assessment scores provide useful information, but they do not tell the whole story. Observing how a child approaches a task, communicates, responds to challenges, or interacts with the clinician can reveal details that a score alone may not capture. Two children may have similar assessment results but very different experiences and needs. Understanding those differences requires looking at the individual as a whole rather than relying on numbers alone.

This has changed how I think about psychological evaluations. A diagnosis is not simply the result of comparing someone’s scores to a set of criteria. It requires considering their background, experiences, behaviors, and individual strengths and challenges. The assessment is only one part of understanding the person behind it. I have also come to appreciate how important rapport is in clinical work. Since many of the clients are children and adolescents, helping them feel comfortable is essential. I have enjoyed observing how Dr. Meares builds connections with clients and creates an environment where they feel at ease. This has also made me realize how much I value the interpersonal side of clinical care. I hope to be someone who can make others feel comfortable, heard, and supported, especially when they are navigating an unfamiliar or stressful experience.

Looking Ahead

As I look toward the future, I hope to attend medical school and pursue a career as a physician. I am still exploring which specialty would be the best fit for me, but my experiences in psychology, research, and clinical settings have continued to draw me toward psychiatry. I am interested in the relationship between mental and physical health, and I hope to approach medicine with an understanding of the whole person. This internship has reinforced that good care involves more than identifying symptoms or interpreting test results. It means taking the time to understand a patient’s experiences, relationships, concerns, and circumstances. I am grateful for the opportunity to learn from Dr. Meares and gain a closer look at the thought, patience, and communication involved in clinical psychological evaluations.

I came into this internship wanting to understand how clinicians apply psychological knowledge in practice. I am leaving with a greater appreciation for the importance of seeing each client as an individual. Numbers and assessments can help us understand someone, but they can never tell us everything. Behind every score, diagnosis, and report is a person whose experiences deserve to be understood.