Review The Fictitious Case Study Below Based On This Scenari

Review the fictitious case study below based on this scen

Review the fictitious case study below. Based on this scenario, complete the following: Document a stressor or problem the client discussed in the scenario. Using CBT as your evidence-based practice model, plan one intervention that could be used to help your client with her stressor. Clearly articulate why you chose this particular intervention and the CBT concept(s) that support your choice.

Case Study: Hannah Johnson is a 24-year-old Caucasian female who was referred to you for outpatient therapy by her primary care physician. Hannah sought treatment from her physician for symptoms of depression and anxiety following an intense argument with her boyfriend of 6 months, which caused him to break-up with her. Hannah informed her physician that she has been having panic attacks daily for the last five days since the break-up. She also stated that she had called into work “sick” each day because she had no motivation, felt “hopeless,” had insomnia nightly, and could not stop crying. Hannah denied feeling suicidal. Hannah asked her physician for medication to “make the pain go away.” Her physician prescribed her seven pills of 0.5mg Xanax to take at night, as needed, with no refills. She was told by her physician that what she really needed was therapy to help her address her depression and anxiety and that a quick fix from medication would not be a long-term solution. Her physician had seen her request medication numerous times “to make the pain go away” when she was facing the ending of a relationship. At her intake session with you, Hannah disclosed that she had a history of failed romantic relationships and “hated” being single. She described herself as “a romantic” and “fell in love easily,” but her relationships never lasted more than six months. She described her past relationships as “exciting and intense at first” but full of drama as the excitement wore off. She also stated she felt extremely anxious, abandoned, and depressed when her relationships ended. Hannah stated that her ex-boyfriends always ended the relationships, stating she was “too needy.” She said she “felt like a failure” and wanted to know “what is wrong with me? Why can’t I keep a boyfriend?” Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included. Length: 3-5 pages, not including title and reference pages.

Paper For Above instruction

The case of Hannah Johnson presents a multifaceted scenario of emotional distress rooted in her recent breakup, underlying relational patterns, and personal beliefs. Her current stressor is primarily her intense emotional reaction to her breakup, characterized by panic attacks, feelings of hopelessness, insomnia, and crying episodes. These symptoms not only reflect acute emotional suffering but also suggest underlying cognitive distortions and maladaptive patterns related to attachment, self-worth, and intimacy. A comprehensive therapeutic approach using Cognitive Behavioral Therapy (CBT) can effectively address these issues by targeting Hannah’s thought patterns, emotional responses, and behavioral habits that perpetuate her distress.

CBT emphasizes the interconnectedness of thoughts, feelings, and behaviors. It operates on the premise that maladaptive thoughts contribute to emotional distress and behavioral problems, and by restructuring these cognitions, clients can achieve improved emotional regulation and healthier behavior patterns (Beck, 2011). For Hannah, her tendency to interpret her breakup as a personal failure and her beliefs about being “too needy” reflect core cognitive distortions such as catastrophizing, overgeneralization, and negative self-labeling. Addressing these distorted thinking patterns is crucial for her recovery and personal growth.

One evidence-based intervention suitable for Hannah’s case is the use of cognitive restructuring combined with emotion regulation techniques. Cognitive restructuring involves helping Hannah identify, challenge, and modify her irrational or maladaptive thoughts, particularly the beliefs that she is fundamentally flawed or undeserving of lasting relationships. This process aligns with CBT’s core concept of cognitive restructuring, which posits that changing detrimental thought patterns can lead to emotional relief and behavioral change (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012).

The intervention would begin with psychoeducation about the cognitive model, helping Hannah understand how her thoughts influence her feelings and behaviors. For example, her belief “I am too needy” can be challenged by examining evidence for and against this thought, exploring alternative perspectives, and developing more balanced and compassionate self-perceptions. This process reduces feelings of worthlessness and self-criticism, helping her develop healthier relational expectations and decrease anxiety related to abandonment fears.

Additionally, teaching Hannah emotion regulation techniques, such as mindfulness and grounding exercises, can help her manage her panic attacks and emotional upheaval. Mindfulness practices promote acceptance of distressing feelings without overreacting or avoiding, thus decreasing the intensity and frequency of her panic episodes (Kabat-Zinn, 2013). These techniques allow her to pause and observe her thoughts and feelings non-judgmentally, fostering self-awareness and emotional resilience.

The rationale for choosing this intervention lies in its foundation on the cognitive-behavioral model and its proven efficacy in treating depression, anxiety, and emotional dysregulation associated with breakup-related distress (Harvey, Watkins, Benson, & Williamson, 2017). Cognitive restructuring specifically targets the distorted thinking patterns that perpetuate her negative self-view and feelings of abandonment, while emotion regulation strategies equip her with practical skills to cope with acute distress.

Overall, the combined approach of cognitive restructuring and emotion regulation offers Hannah a comprehensive framework to understand and modify her maladaptive thoughts and manage her emotional responses. This, in turn, can help her develop a more realistic and compassionate view of herself, improve her coping skills, and foster healthier relational patterns in the future. Reinforcing her progress with homework assignments, such as thought records and mindfulness practices, will further consolidate her gains and promote long-term resilience.

References

• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). Guilford Press.
• Harvey, A., Watkins, E., Benson, A., & Williamson, B. (2017). Cognitive Behavioural Therapy and Mindfulness for Mood Disorders. Routledge.
• 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.
• Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Bantam.
• Schwarz, R. (2013). The Anxiety and Phobia Workbook (6th ed.). New Harbinger Publications.
• Reivich, K., Seligman, M. E. P., & McBride, S. (2011). The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hassles. Random House.
• Becker, M. P., & Zayfert, C. L. (2006). Cognitive-Behavioral Therapy for Posttraumatic Stress Disorder: A Review. Journal of Consulting and Clinical Psychology, 74(6), 898–911.
• Clark, D. M. (2014). Cognitive therapy of anxiety disorders: Science and practice. Guilford Publications.
• Priest, P., & Monahan, P. (2001). Cognitive-behavioral therapy for emotional dysregulation: Techniques and applications. Journal of Cognitive Psychotherapy, 15(4), 387–404.
• Linehan, M. M. (2014). DBT® Skills Training Manual (2nd ed.). Guilford Publications.