Pages And Sources: A Team Of Experts From The Behavioral Soc

10 Pagesapasources20a Team Of Experts From The Behavioral Social Co

A team of experts from the Behavioral, Social Cognitive, and Cognitive schools of personality has been asked to evaluate a case involving Jane, a 38-year-old African American woman experiencing pronounced social withdrawal and emotional distress following her husband's death in a car accident. Each team will analyze the case through the lens of their respective theoretical perspectives, incorporating at least four constructs and considering current research on personality, brain functioning, culture, and ethical considerations. The perspectives include those of Pavlov and Skinner, Kelly, Bandura, and Mischel, as well as Ellis and Beck.

Paper For Above instruction

The evaluation of Jane's case through distinct psychological frameworks provides a comprehensive understanding of her symptoms and potential treatment avenues. This paper critically examines her situation from the viewpoints of behavioral, social cognitive, and cognitive theories, integrating ethical, cultural, and neurobiological considerations.

Behavioral Perspective: Pavlov and Skinner

The behavioral school, largely shaped by classical and operant conditioning principles, offers a view rooted in learned behaviors and environmental influences. Pavlov’s classical conditioning emphasizes how associate stimuli can evoke emotional responses. Applying this to Jane, her social withdrawal and depression could be secondary to conditioned emotional responses following her trauma—her husband’s death. For example, she might associate being outside her home with the pain of loss or fear of external threats, which reinforces her avoidance behavior.

Skinner’s operant conditioning underscores the role of reinforcement and punishment. Jane's family’s withdrawal of attention might function as a negative reinforcement, unintentionally maintaining her seclusion. If she receives attention only when she stays at home, her behavior of social withdrawal could be reinforced, creating a cycle that perpetuates her avoidance. Additionally, her incessant demands might be maintained through reinforcement of her anxious behaviors, which she might associate with seeking reassurance and emotional security.

Behavior therapies, such as contingency management and exposure therapy, would focus on changing environmental contingencies and gradually encouraging Jane to face her fears. Ethical considerations involve ensuring that therapy does not further reinforce maladaptive behaviors and that it respects her autonomy and cultural background, especially considering her African American identity, which might influence her perceptions of mental health treatment (Cervone & Pervin, 2013).

Neurobiologically, chronic stress from trauma affects brain regions such as the amygdala and prefrontal cortex involved in emotional regulation, potentially influencing her conditioned responses (VandenBos et al., 2014).

Social Cognitive Perspective: Kelly, Bandura, and Mischel

The social cognitive theory emphasizes the role of observational learning, self-efficacy, and cognitive processes. Bandura’s concept of self-efficacy is particularly relevant; Jane may feel powerless to control her environment or recover from her trauma, leading to learned helplessness. Her belief that she might as well give up reflects diminished self-efficacy, which perpetuates her withdrawal.

Bandura also highlights the importance of modeling in social learning. Jane may lack positive models of coping with grief and trauma, especially if her social environment discourages emotional expression or encourages avoidance. Therapy that fosters vicarious learning through demonstrating adaptive coping mechanisms could be effective.

Mischel’s cognitive-affective theory considers how situational variables interact with individual cognitive schemas. Jane’s perceptions of threat and her emotional responses are filtered through her cognitive schemas shaped by her trauma and cultural background. Her reluctance to venture outside may be an example of a maladaptive schema rooted in fear and loss.

Therapeutic techniques based on this perspective, including cognitive restructuring and social skills training, aim to modify her maladaptive beliefs and enhance her self-efficacy. Culturally sensitive interventions must respect her African American cultural identity, which influences her perception of mental health and help-seeking behaviors (VandenBos et al., 2014).

Cognitive Perspective: Ellis and Beck

The cognitive school focuses on how dysfunctional thought patterns contribute to emotional distress. Ellis’s rational-emotive behavior therapy (REBT) posits that emotional disturbances result from irrational beliefs. Jane may hold irrational beliefs such as "I am no longer lovable" or "Nothing will ever get better," which reinforce her hopelessness and social withdrawal.

Beck’s cognitive therapy emphasizes identifying and challenging cognitive distortions. Jane’s feelings of worthlessness and hopelessness may be maintained by core cognitive distortions like catastrophizing and personalization. her perception that she is being neglected or unloved could be a distorted attribution of her family's behavior, which she interprets as personal rejection.

Both approaches advocate for cognitive restructuring and behavioral experiments to test and modify these maladaptive beliefs. Ethical considerations include ensuring that these interventions are culturally adapted, respecting her experiences as an African American woman, and avoiding invalidation of her cultural identity (Yalom, 2009).

Culturally competent cognitive therapy would involve understanding her worldview and integrating culturally relevant narratives into therapy, fostering trust and engagement.

Neurobiological and Cultural Considerations

The neurobiological impacts of trauma, including alterations in brain structures involved in emotion regulation, are critical in understanding Jane's symptoms (VandenBos et al., 2014). Chronic stress and grief can lead to hyperactivation of the amygdala and reduced functioning of the prefrontal cortex, contributing to her fear and withdrawal response. Understanding these biological factors supports a biopsychosocial approach to treatment.

Culturally, African American women have unique experiences with stress, trauma, and mental health stigma, which influence their help-seeking behaviors and responses to therapy (Cervone & Pervin, 2013). For Jane, cultural considerations include recognizing the importance of community, spirituality, and familial roles. Culturally sensitive therapy would incorporate these elements, perhaps involving community-based supports or spiritual resources if appropriate.

Ethical issues in therapy with African American clients include promoting cultural humility, avoiding pathologizing culturally normative behaviors, and ensuring the client feels respected and understood (Yalom, 2009).

Conclusion

Analyzing Jane’s case through these diverse theoretical frameworks highlights the complexity of her symptoms and underscores the importance of integrative, culturally sensitive approaches. Behavioral theories emphasize modifying learned behaviors, social cognitive theories focus on self-efficacy and modeling, while cognitive theories target distorted beliefs. Combining these perspectives can lead to a comprehensive treatment plan that addresses her biological, psychological, social, and cultural needs.

Therapists must adopt an ethical stance that respects her cultural background, maintains client dignity, and utilizes evidence-based practices tailored to her individual circumstances. This multidimensional approach increases the likelihood of meaningful recovery and improved quality of life for Jane.

References

• Cervone, D., & Pervin, L. A. (2013). Personality: Theory and research (12th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
• VandenBos, G. R., Meidenbauer, E., & Frank-McNeil, J. (Eds.). (2014). Psychotherapy theories and techniques: A reader. Washington, D.C: American Psychological Association.
• Yalom, I. D. (2009). The gift of therapy: An open letter to a new generation of therapists and their patients. New York, NY: Harper Perennial.
• Beutler, L. E., & Harwood, T. M. (2000). Integrative models of psychological assessment and intervention. Journal of Clinical Psychology, 56(3), 319-338.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Ellis, A. (2001). Neurotic thinking: The core of emotional disturbance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 19(2), 93-115.
• Mischel, W. (2004). Toward an integrative science of the person. Annual Review of Psychology, 55, 1-30.
• Seligman, M. E. P., & Maier, S. F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74(1), 1-9.
• Harris, P. R., & Pomerantz, A. M. (2005). The cultural context of mental health treatment. Cultural Diversity and Ethnic Minority Psychology, 11(1), 27–37.
• Komblum, A. (2011). Traumatic stress and neurobiology: Implications for diagnosis and pharmacotherapy. Psychiatric Clinics of North America, 34(2), 247-260.