Sarah is an 18-year-old college student who has been referred to you by her academic advisor due to concerns about her recent behavior lack of interest in school or other activities. Sarah is a first-generation college student who is attending a traditional residential college on a combination sport (soccer) and academic scholarship. Sarah's grades have been slipping, and she has been showing signs of social withdrawal.

Upon meeting Sarah, you notice that she appears tense and guarded. You begin the session by introducing yourself and asking Sarah how she has been feeling lately. She responds by saying that she has been feeling "really down" and that she doesn't want to talk about it. As you continue to talk with Sarah, you notice that she becomes increasingly agitated. She begins to fidget in her seat, and her responses become more clipped and defensive. You suspect that Sarah may be experiencing some anxiety or depression, but you don't want to push her too hard.

You decide to change tactics and try to build a rapport with Sarah. You ask her about her hobbies and interests, and she begins to open a bit more. She tells you that she enjoys playing soccer, but that she hasn't been able to practice as much lately due to her schoolwork. as the session ends, you ask Sarah if she would be interested in scheduling another appointment. She hesitates for a moment but ultimately agrees. You make a note to follow up with her academic advisor and to work on building a stronger relationship with Sarah in your next session.

a. Develop a one paragraph summary of the scenario. Summarize what you know about Sarah from this brief scenario.
b. Make a list of questions that are important to ask Sarah as part of a later meeting with her, as part of determining reasonable diagnoses.