To Begin Your Assignment Do A Search Of The Kaplan Library

To Begin Your Assignment Do A Search Of The Kaplan Library And The In

To begin your Assignment, do a search of the Kaplan Library and the internet. You are also to use course material, but your project should include at least four additional references from the library and/or the internet (your final Assignment must include one library resource). The internet sources you use for the Assignment should be credible. You should not use internet sites such as Wikipedia where anyone can post information or About.com. Your information should be from acceptable psychological or medical societies, such as the National Institute of Health, Web MD, etc.

You will address the following areas that are outlined in the patient portfolio document. Part 2 through Part 4 of the patient portfolio should be a minimum of 675 words. All work should be in the student’s own words with quotes used very sparingly. No more than 10% of the work should be direct quotations. Be sure to address each of the issues with the use of several sources in the form of in-text citations to support your answers, and use proper APA format, including Times New Roman 12-point font.

For help with APA writing style, please refer to the APA Quick Reference on Course Home and the Kaplan Writing Center (accessible from your student home page). Using the provided template, as-is, develop the patient’s portfolio by addressing the following:

Part 1: Background information about the patient

Provide background information that includes (a) the patient’s disorder, and (b) a list of the diagnostic criteria that the patient meets listed in the DSM-5 under the diagnostic criteria for the disorder.

Part 2: Psychological Approach

Select a psychological theory from the course textbook (choose either a cognitive or behavioral theory). Refer directly to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 3: Biological Approach

Select a theory from the biological approach from the course textbook (choose either the genetic or neurological influence). Refer directly to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 4: Sociocultural Approach

Select a theory from the social and cultural or interpersonal relationship approach from the course textbook. Refer to the textbook or an academic source to explain the theory. After explaining the theory, apply it by discussing how it may explain the development of the case study’s mental illness. (Approximately 225 words)

Part 5: Treatment

Discuss what types of medical approaches (ECT, prescription medications, psychosurgery, or current medical devices) you would recommend for the patient by referring to studies showing its effectiveness in treating the disorder. (Approximately 75 words)

Compare and contrast the side effects the patient may experience from the selected type of medical approach and support what benefit the treatment has on the brain chemistry or neurotransmitter activity. (Approximately 75 words)

Discuss psychotherapy options (e.g., cognitive behavioral therapy, group therapy, exposure therapy). Explain the chosen therapy and specifically how the patient would benefit from it. (Approximately 100 words)

Provide both short and long-term goals for the patient’s treatment plan. Include accomplishments or behavioral changes you want to see in the patient. (Approximately 75 words)

Part 6: Conclusion

Defend which of the approaches can best explain the development (or cause) of the case study’s mental disorder and why your chosen treatment plan would be the most beneficial plan for the patient (biological approach, psychological approach, or sociocultural approach). (Approximately 150 words)

Paper For Above instruction

Introduction

Generalized Anxiety Disorder (GAD) is a prevalent mental health condition characterized by excessive, persistent, and uncontrollable worry about various aspects of daily life. The case study presented involves James, a 31-year-old man with a history consistent with GAD, including pervasive anxiety, somatic symptoms, and behavioral avoidance affecting his personal and professional life. This paper synthesizes different psychological, biological, and sociocultural perspectives to understand James's disorder and discusses comprehensive treatment options grounded in current empirical evidence.

Part 1: Background Information

James exhibits core symptoms of GAD as outlined in the DSM-5, including excessive anxiety and worry occurring more days than not for at least six months (American Psychiatric Association, 2013). He reports difficulty controlling his worry, fatigue, irritability, muscle tension, and sleep disturbances—all characteristic features of GAD. His history of persistent anxious rumination, avoidance of stressful situations, and somatic complaints such as headaches, body aches, and dizziness reinforce the diagnosis. James’s childhood background further predisposes him; growing up in a high-pressure environment with an overexpectant father likely contributed to early risk factors for anxiety development (Kaplan, n.d.).

Part 2: Psychological Approach – Cognitive Theory

The cognitive theory posits that maladaptive thought patterns and cognitive distortions underpin anxiety disorders (Durand & Barlow, 2012). In GAD, individuals tend to overestimate danger, catastrophize minor problems, and exhibit hypervigilance to threat. James’s persistent worry reflects distorted cognition where he perceives even minor mistakes as catastrophic, reinforcing his anxiety (Beck, 2011). According to cognitive models, these dysfunctional beliefs contribute to a vicious cycle of heightened anxiety and avoidance behaviors. For example, James’s tendency to ruminate and fear making errors perpetuates his feelings of worthlessness and low self-esteem. Cognitive-behavioral therapy (CBT) aims to identify and modify these maladaptive thought patterns, fostering healthier cognitive processes and emotional regulation (Hofmann et al., 2012). Considering James’s case, CBT could help him challenge irrational fears, develop coping strategies, and reduce avoidance, thereby addressing both cognitive distortions and behavioral symptoms.

Part 3: Biological Approach – Genetic and Neurobiological Influences

The biological approach suggests that genetic predispositions and neurobiological dysfunctions significantly contribute to anxiety disorders (Rosenzweig et al., 2011). Familial aggregation studies show that GAD has a heritable component, indicating a genetic vulnerability (Hettema et al., 2001). Neurobiologically, dysregulation of the gamma-aminobutyric acid (GABA) system, which inhibits excessive neuronal activity, has been implicated in GAD (Hariri & Holmes, 2015). Reduced GABAergic activity results in decreased neuronal inhibition, leading to heightened arousal and anxiety. Additionally, hyperactivity of the amygdala, the brain’s center for threat detection, heightens fear responses in individuals with GAD (Etkin & Wager, 2007). For James, these neurochemical influences suggest that his anxiety may partly stem from inherent neurobiological factors that create a predisposition to exaggerated threat perceptions. Pharmacological interventions targeting GABA transmission, such as benzodiazepines or selective serotonin reuptake inhibitors (SSRIs), can modulate neural activity to reduce symptoms, supporting the biological basis of his condition (Cummings & Brouwer, 2018).

Part 4: Sociocultural Approach – Psychosocial and Cultural Factors

The sociocultural perspective emphasizes the role of environment, cultural background, and interpersonal relationships in the development of anxiety disorders (Sue et al., 2019). James’s upbringing in a high-pressure household, with significant familial expectations, likely intensified his perfectionism and fear of failure. Cultural factors, such as societal emphasis on achievement, may have reinforced his self-critical tendencies and avoidance behaviors. Additionally, interpersonal relationships can influence anxiety; James’s breakup with his partner and familial disappointment exacerbate feelings of worthlessness and social isolation. Social learning theory indicates that anxious behaviors can be reinforced through interactions within this environment, solidifying maladaptive coping mechanisms (Bandura, 1977). For James, addressing these sociocultural influences through supportive therapy and psychoeducation can facilitate adaptive coping strategies and alleviate cultural pressures that perpetuate his anxiety.

Part 5: Treatment Options

Pharmacologically, selective serotonin reuptake inhibitors (SSRIs), such as sertraline, are first-line treatments for GAD due to their safety profile and effectiveness (Bandelow et al., 2015). SSRIs enhance serotonergic neurotransmission, reducing anxiety symptoms by modulating neural circuits involved in fear and worry. Side effects may include gastrointestinal disturbances, sleep disruptions, and sexual dysfunction; however, these are often mild and manageable (Bandelow et al., 2015). The benefit of SSRIs lies in their ability to correct neurotransmitter imbalances and produce long-term improvements in brain chemistry, particularly in modulating the serotonin system (Cummings & Brouwer, 2018).

Psychotherapeutically, cognitive-behavioral therapy (CBT) has demonstrated robust efficacy in treating GAD (Hofmann et al., 2012). CBT focuses on identifying maladaptive thoughts, modifying distorted beliefs, and implementing exposure strategies to reduce avoidance behaviors. For James, therapy would specifically target catastrophic thinking patterns, teach relaxation techniques, and promote behavioral experiments to build confidence in confronting feared situations. Short-term goals include symptom reduction and improved coping, while long-term goals encompass behavioral changes such as increased resilience, reduced avoidance, and resumed occupational functioning. Achieving these outcomes would significantly enhance James’s overall quality of life.

Part 6: Conclusion

The psychological approach, particularly cognitive-behavioral theory, provides the most comprehensive understanding of James’s GAD because it directly addresses the maladaptive thought patterns and avoidance behaviors that sustain his anxiety. While biological factors, such as genetics and neurochemical imbalances, predispose individuals to GAD, cognitive models emphasize the pivotal role of learned cognitions and beliefs in the manifestation and maintenance of symptoms. The proposed treatment plan, combining pharmacotherapy with CBT, offers synergistic benefits by targeting both neurochemical dysfunctions and maladaptive thinking. Evidence supports that integrated approaches yield better outcomes, leading to reduced symptom severity, improved functioning, and enhanced coping skills (Hofmann et al., 2012; Cummings & Brouwer, 2018). For James, adopting this multifaceted treatment approach stands the greatest chance of alleviating his anxiety, restoring confidence, and enabling him to regain occupational and personal stability.

References

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
2. Bandura, A. (1977). Social learning theory. Prentice Hall.
3. Bandelow, B., Michaelis, S., & Wedekind, D. (2015). Treatment of anxiety disorders. Dialogues in Clinical Neuroscience, 17(3), 317-329.
4. Cummings, J. R., & Brouwer, K. (2018). Neurobiology of generalized anxiety disorder. International Journal of Neuropsychopharmacology, 21(2), 77-88.
5. Durand, V. M., & Barlow, D. H. (2012). Essentials of abnormal psychology (6th ed.).
6. Etkin, A., & Wager, T. D. (2007). Functional neuroimaging of anxiety: A meta-analysis. The American Journal of Psychiatry, 164(10), 1476–1488.
7. Hariri, A. R., & Holmes, A. (2015). DNA methylation and GABAergic dysfunction in anxiety disorders. Trends in Cognitive Sciences, 19(4), 145-150.
8. 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.
9. Hettema, J. M., Neale, M. C., & Kendler, K. S. (2001). A review and meta-analysis of the genetic epidemiology of anxiety disorders. The American Journal of Psychiatry, 158(10), 1568–1578.
10. Rosenzweig, S., et al. (2011). Neurobiological mechanisms of anxiety. Nature Reviews Neuroscience, 12(8), 491–503.