Case Study Analysis: Humanistic And Existential Theory Modul

Case Study Analysishumanistic And Existential Theorythe Module Assess

CASE STUDY ANALYSIS–HUMANISTIC AND EXISTENTIAL THEORY The Module Assessment in Week 8 is a personality theory case study analysis that will be developed during Weeks 2 - 8. The Module Assessment is based on a case study found in your Learning Resources, "The Case of Mrs. C." This week you examined personality theories from the humanistic and existential theoretical orientation. Supported by the information you gathered in your Personality Theory Matrix, analyze the case of Mrs. C based on one theory from the humanistic or existential orientation.

The case study analysis considers Mrs. C’s symptoms (including cultural considerations) and offers relevant assessments and interventions for her case. Additionally, it must be supported by scholarly materials from research of reputable sources.

Paper For Above instruction

Introduction

The case study of Mrs. C provides a nuanced glimpse into her psychological presentation, which includes symptoms that may be understood through humanistic and existential perspectives. Her cultural background and personal experiences profoundly influence her current mental state. This analysis explores her symptoms through the lens of Carl Rogers’ humanistic theory, particularly focusing on the concept of unconditional positive regard and self-actualization. The aim is to understand her experiences better, recommend appropriate assessments, and suggest interventions grounded in humanistic principles.

Analysis of Mrs. C’s Symptoms through Humanistic Theory

Carl Rogers’ humanistic theory emphasizes the importance of a nurturing environment where individuals can develop a healthy self-concept and achieve self-actualization (Cervone & Pervin, 2019). Mrs. C exhibits symptoms such as feelings of inadequacy, low self-esteem, and emotional distress—all of which may be rooted in conditions where her self-perception has been negatively influenced by cultural or familial factors.

Mrs. C’s cultural considerations—possibly involving societal expectations, gender roles, or acculturation stress—may contribute significantly to her symptoms. For example, if her cultural background promotes strict gender norms, she may experience conflicting feelings about her identity, leading to feelings of incongruence. Rogers posited that incongruence between one’s perceived self and ideal self can lead to anxiety and dissatisfaction (Rogers, 1947). In Mrs. C’s case, her symptoms might be manifestations of this incongruence, exacerbated by cultural pressures.

Assessment and Intervention Strategies

From a humanistic perspective, assessments should focus on Mrs. C’s subjective experiences and her current self-concept. An empathetic, client-centered approach—such as Carl Rogers’ Client-Centered Therapy—would facilitate a non-judgmental environment where she feels safe to explore her feelings and beliefs. Techniques like unconditional positive regard from the therapist can help Mrs. C develop a more accepting view of herself, fostering congruence between her self-perception and her experiences (Cervone & Pervin, 2019).

Interventions should aim at enhancing her self-awareness, promoting growth, and addressing cultural influences. Techniques such as active listening, reflection, and genuineness in therapy can build trust and facilitate her journey toward self-acceptance. Group therapy incorporating culturally sensitive approaches could also be beneficial, encouraging Mrs. C to share her experiences and normalize her feelings within a supportive community.

Furthermore, integrating mindfulness-based interventions can help Mrs. C become more attuned to her internal states without judgment, aligning with humanistic ideals of acceptance and presence. These strategies can help her realize her intrinsic worth, irrespective of external societal pressures, thus promoting her path toward self-actualization (Timulak, 2018).

Conclusion

Applying Carl Rogers’ humanistic theory provides a compassionate and holistic lens through which to view Mrs. C’s symptoms. By emphasizing empathy, unconditional positive regard, and personal growth, therapists can create a therapeutic environment conducive to her healing and self-discovery. Assessments focused on her subjective experience, combined with culturally sensitive interventions, can effectively support her toward achieving greater congruence and well-being.

References

• Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
• Maslow, A. (1965). Self-actualization and beyond. In Proceedings of the Conference on the Training of Counselors of Adults, 108–131.
• Prochaska, J. O., & Norcross, J. C. (2018). The case of Mrs. C. In Systems of Psychotherapy: A Transtheoretical Analysis (9th ed., pp. 15–17). Oxford University Press.
• Rogers, C. (1947). Psychotherapy. In W. Dennis (Ed.), Current trends in psychology (pp. 109–137). University of Pittsburgh Press.
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
• Timulak, L. (2018). Humanistic experiential therapies in the treatment of generalized anxiety: A perspective. Counselling and Psychotherapy Research, 18(3), 233–236.
• Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Brooks Cole.
• Joseph, S., & Salyers, V. (2020). Cultural competence in counseling psychology. Journal of Counseling & Development, 98(3), 289–298.
• Watson, J., & Leather, P. (2016). Person-centered therapy and cultural sensitivity. The Humanistic Psychologist, 44(2), 183–198.
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.