Create A Comprehensive Plan For An Individual Struggling Wit

Create a comprehensive plan for an individual struggling with anxiety and stress

After thoroughly reviewing readings, lecture notes, and websites, complete the following assignment: Complete, score, and submit the Profile of Mood States (found in the Content Section), and complete and submit the SCAT anxiety measure at this website. You are completing these inventories for yourself, a self-study.

After carefully reviewing the Achievement Motivation model and information, create a comprehensive plan for an individual that is struggling with anxiety and stress, lacks self-esteem, and generally has low performance expectations. How are you going to help this individual improve their self-esteem, self-worth, and ultimately, self-confidence? Provide an explanation and recommendations for the following components of this model and use these bullets as headings: The why of selection, Aspirations Attentional Needs and focus Intrinsic vs Extrinsic Motivation Self-worth, Self-efficacy Anxiety, Stress, Arousal

Paper For Above instruction

Introduction

Addressing the psychological well-being of individuals facing anxiety, stress, and low self-esteem is a critical aspect of sports psychology and mental health interventions. The present plan aims to provide a comprehensive approach rooted in the Achievement Motivation model, focusing on understanding the individual's motivations, self-perceptions, and emotional states to facilitate meaningful improvements in self-esteem and performance expectations. The strategies outlined will consider the individual's intrinsic and extrinsic motivations, attentional needs, and emotional regulation, aiming to foster confidence and resilience.

The Why of Selection

The first step in designing an effective psychological intervention involves understanding why the individual has chosen to participate in the activity or situation that causes them stress or anxiety. In this case, the individual’s participation might be driven by external pressures such as family or coach expectations, or by internal desires such as personal achievement or self-improvement. Clarifying this motivation is vital because it influences how motivation and engagement are addressed. If the individual is participating due to external pressures (extrinsic motivation), strategies may focus on shifting towards more intrinsic motivators. Conversely, if internal factors dominate, interventions can foster a deeper internal drive and enjoyment, ultimately promoting sustainable engagement and confidence (Ryan & Deci, 2000).

Aspirations, Attentional Needs, and Focus

Understanding the individual's aspirations and attentional needs involves assessing what the person values and how they focus their attention during task execution. For individuals with anxiety, attention often becomes narrow or overly focused on negative outcomes, which exacerbates stress. Strategies like attentional control training and mindfulness can help shift focus to process-oriented cues rather than outcome-based concerns (Cohen & Taylor, 2011). Encouraging goal setting centered on personal mastery rather than comparison aligns with their intrinsic aspirations, helping redirect attention to effort and progress, thereby reducing anxiety and fostering a sense of achievement.

Intrinsic vs. Extrinsic Motivation

Motivational orientation plays a crucial role in sustained engagement and self-confidence development. For individuals with low self-esteem, fostering intrinsic motivation—such as enjoyment, personal growth, and mastery—is more sustainable than relying solely on extrinsic rewards or comparisons. Interventions should emphasize activities that promote mastery, provide meaningful feedback, and emphasize the process rather than the outcome. This shift encourages internal satisfaction and diminishes dependency on external validation, which can intensify anxiety if unmet (Deci & Ryan, 1985).

Self-Worth and Self-Efficacy

Building self-worth involves enhancing the individual’s perception of their value and capabilities. Evidence suggests that self-efficacy—the belief in one's ability to execute behaviors necessary to produce specific performance attainments—is a critical factor in boosting confidence (Bandura, 1997). Strategies such as setting realistic, incremental goals, providing positive reinforcement, and encouraging self-reflection can improve self-efficacy. Incorporating mental skills training, like visualization and positive self-talk, further reinforces beliefs in one's abilities, which ultimately elevates self-worth and promotes resilience against setbacks.

Anxiety, Stress, and Arousal Management

Effective management of anxiety and stress involves equipping the individual with emotional regulation strategies. Techniques such as diaphragmatic breathing, progressive muscle relaxation, and cognitive restructuring help reduce heightened arousal states that interfere with performance (Hanin, 2000). Additionally, educating the individual about arousal levels and their impacts enables them to harness their physiological responses rather than be overwhelmed by them. Developing a pre-performance routine that incorporates these techniques can foster calmness and focus, promoting optimal arousal levels conducive to peak performance.

Conclusion

This comprehensive approach integrates motivational theories, emotional regulation techniques, and cognitive strategies to enhance self-esteem, reduce anxiety, and improve performance expectations. By understanding the individual's motivations and emotional states, tailored interventions can be developed that promote internal motivation, confidence, and resilience. Continuous assessment and personalized adjustments are essential to ensure sustainable progress and to support the individual through their psychological development journey.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Cohen, D., & Taylor, J. (2011). Mindfulness and attention regulation: A review. Journal of Sports Psychology, 12(3), 214-226.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Hanin, Y. L. (2000).Emotions, motivation, and athletes' performance: A cognitive-affective theory of athletic performance. In M. Murphy (Ed.), Sport psychology: Theories and applications (pp. 87-104). Fitness Information Technology.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.