For This Assignment You Will Submit A General Description Of

For This Assignment You Will Submit A General Description Of A Patien

For this assignment, you will submit a general description of a patient and his or her issue that you would like to design a treatment plan for. This will be your 'case study' that you will continue to use as you work on your Final Project. In addition, reference the instruction, main elements, be sure to include the theoretical orientation you have chosen to address the issue you described in your case study while addressing the following questions listed below.

· Identify a case study that you would like to design a therapy plan for.

· Discuss how this case study would be addressed in therapy according to your chosen theoretical orientation. Be sure to include specific concepts related to your chosen theory.

· Identify possible goals and interventions appropriate for the chosen orientation.

Paper For Above instruction

In this case study, I have selected a patient named Sarah, a 30-year-old woman experiencing symptoms of generalized anxiety disorder (GAD). Sarah reports persistent worry about her health, career, and relationships, which interfere with her daily functioning. She describes her thoughts as uncontrollable and often catastrophic, leading to physical symptoms like muscle tension, fatigue, and sleep disturbances. Sarah's history includes a childhood marked by overprotective parenting and recent significant life changes, such as a job loss and breakup, which have exacerbated her anxiety symptoms. This case presents a typical scenario suitable for treatment with Cognitive Behavioral Therapy (CBT), a widely supported approach for GAD.

According to the cognitive-behavioral orientation, Sarah’s anxiety is rooted in maladaptive thought patterns and behavioral responses. The CBT framework posits that automatic thoughts and cognitive distortions contribute to her excessive worry and physiological symptoms. The primary goal would be to help Sarah identify and challenge her irrational beliefs and thought patterns, thus reducing her anxiety levels. Specific techniques include cognitive restructuring, where Sarah learns to recognize distortions such as catastrophizing and overgeneralization, and cognitive homework assignments that encourage her to monitor her thoughts daily. Behaviorally, exposure exercises might be incorporated to gradually confront her fears in safe, controlled settings, reducing avoidance and enhancing her sense of mastery.

Interventions in this treatment plan will focus on enhancing Sarah’s coping skills through relaxation training, such as progressive muscle relaxation and mindfulness-based stress reduction, to help manage physiological symptoms. Psychoeducation about anxiety and its cognitive components will empower Sarah to understand the interplay between her thoughts, feelings, and behaviors. The therapy will advance through four phases: assessment and psychoeducation, cognitive restructuring, behavioral experiments and exposure, and relapse prevention. Goals include reducing overall anxiety by 50% within three months, increasing Sarah's confidence in managing her thoughts, and improving her sleep and daily functioning.

In summary, applying CBT to Sarah’s case involves a structured approach targeting her dysfunctional cognitions and maladaptive behaviors, fostering insight, and encouraging skill development. The interventions are highly effective for GAD, supported by extensive empirical research (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012; Beck, 2011). The collaborative therapist-client relationship facilitates the exploration of cognitive patterns and behavioral strategies, leading to symptom alleviation and improved quality of life. This case study exemplifies how CBT’s specific concepts—automatic thoughts, cognitive distortions, exposure, and relaxation—are employed to address anxiety disorders comprehensively.

References

  • Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). Guilford Press.
  • Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427–440. https://doi.org/10.1007/s10608-012-9476-1
  • Reinecke, M. A. (2018). Cognitive-behavioral therapy for GAD. In J. S. شهر، & A. M. Sadegh (Eds.), Evidence-based mental health practice (pp. 203-219). Academic Press.
  • Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behaviour Research and Therapy, 35(7), 693–710. https://doi.org/10.1016/S0005-7967(97)00022-4
  • Clark, D. M., & Wells, A. (1995). A cognitive model of social phobia. In R. G. Heimberg, M. R. Liebowitz, D. A. Hope, & F. R. Schneier (Eds.), Social phobia: Diagnosis, assessment, and treatment (pp. 69-93). Guilford Press.
  • Rapee, R. M., & Barlow, D. H. (2002). Generalized anxiety disorder, panic disorder, and agoraphobia. In D. H. Barlow (Ed.), Anxiety and Its Disorders: The Nature and Treatment of Anxiety and Panic (2nd ed., pp. 457-488). Guilford Press.
  • Cartwright-Hatton, S., & McNally, D. (2009). Cognitive-behavioral therapy for anxiety disorders. In P. E. Nathan & J. M. Gorman (Eds.), A Guide to Treatments That Work (pp. 343-370). Oxford University Press.
  • Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic. Guilford Press.
  • Rothbaum, F., & Trommsdorff, G. (2007). Culture and development: An overview. In F. Rothbaum & G. Trommsdorff (Eds.), Culture and development: Perspectives on primary and secondary prevention (pp. 1-29). Routledge.
  • Olatunji, B. O., Cisler, J. M., & Tolin, D. F. (2010). Acceptance and commitment therapy for anxiety and obsessive-compulsive disorder: A review of the empirical literature. Journal of Contextual Behavioral Science, 1(4), 182-191. https://doi.org/10.1016/j.jcbs.2012.09.002

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