In 12 Sentences, Identify And Describe The Presenting Proble

In 12 Sentences Identify And Describe The Presenting Problemin 12

In 1–2 sentences, identify and describe the presenting problem. In 1–2 sentences, briefly define and conceptualize the problem from a cognitive-behavioral theoretical orientation. Formulate two assessment questions that you will ask the client to better understand the client’s problem. Remember, the assessment questions should be guided by cognitive-behavioral theory. In 1–2 sentences, identify two goals for treatment. Again, remember, the goals should be consistent with cognitive-behavioral theory. In 1–2 sentences, describe the treatment plan from a cognitive-behavioral theoretical orientation. Remember, the treatment plan should align with the goal(s) for work. Discuss one outcome you would measure, if you were to determine whether the intervention worked, and explain how this is consistent with cognitive behavior theory. Explain how one merit and one limitation of cognitive behavior theory relates to the case study. Analyze the application of cognitive-behavioral theory in relation to a diversity issue pertinent to the case.

Paper For Above instruction

The presenting problem involves a client experiencing persistent anxiety and negative thought patterns that interfere with daily functioning. These symptoms manifest through heightened worry, avoidance behaviors, and feelings of helplessness, often triggered by stressors related to personal relationships and occupational pressures. From a cognitive-behavioral perspective, this problem is conceptualized as a cycle of maladaptive thoughts reinforcing emotional distress and behavioral avoidance, which in turn sustain the anxiety. The first assessment question I would ask is, “Can you identify specific thoughts that occur when you feel anxious?” to understand their thought patterns. The second question would be, “What behaviors do you engage in when your anxiety increases?” to explore avoidance strategies and behavioral responses. The primary goals for treatment are to help the client develop healthier thought patterns and reduce avoidance behaviors, thereby alleviating anxiety symptoms. The second goal is to promote adaptive coping strategies and improve overall emotional regulation. The treatment plan, guided by cognitive-behavioral principles, involves cognitive restructuring techniques to challenge and modify negative beliefs and exposure strategies to confront anxiety-provoking situations gradually. This approach aligns with the goals by addressing maladaptive thoughts and behaviors directly, fostering skill development and emotional resilience. To evaluate intervention effectiveness, I would measure reductions in anxiety levels using standardized scales like the Beck Anxiety Inventory, which is consistent with cognitive-behavioral emphasis on observable symptom change. One merit of cognitive-behavioral theory is its structured, goal-oriented nature, making it efficient and measurable. However, a limitation is that it may overlook deeper unconscious processes influencing behavior, which could be essential in understanding complex psychological issues. Regarding diversity, cognitive-behavioral therapy can be adapted to account for cultural differences in expressing distress or coping styles, but it requires cultural competence and sensitivity to avoid misinterpretation of culturally specific behaviors. Applying cognitive-behavioral theory to clients from diverse backgrounds enhances its relevance and effectiveness, provided therapists tailor interventions to individual cultural contexts. Overall, cognitive-behavioral therapy offers a pragmatic approach to addressing the presenting problem while recognizing the importance of cultural awareness and individualized treatment.

References

  • 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.
  • Huppert, J. D., & Foa, E. B. (2004). Cognitive-behavioral therapy for anxiety disorders. Psychiatric Clinics of North America, 27(4), 603-615.
  • Neenan, M., & Dryden, W. (2018). Cognitive Behavioural Therapy: Theories of Anxiety and Depression. Routledge.
  • Schmidt, N. B., & Joiner, T. E. (2014). Cognitive-behavioral therapy for anxiety disorders: Mastering clinical challenges. Guilford Publications.
  • Rapee, R. M., & Barlow, D. H. (2002). Generalized anxiety disorder, panic disorder, and agoraphobia. In D. H. Barlow (Ed.), Anxiety and Its Disorders (2nd ed., pp. 418-448). Guilford Press.
  • Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Press.
  • Williams, M. (2010). Cognitive-behavioral therapy: An overview. Journal of Psychiatry & Neuroscience, 35(3), 151-154.
  • Hinton, D. E., & Jalal, B. (2014). Culture and cognitive-behavioral therapy. Journal of Psychotherapy Integration, 24(2), 152-160.
  • Levitt, A. (2016). Cultural considerations in cognitive-behavioral therapy. Clinical Psychology & Psychotherapy, 23(2), 77-85.

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