Unit 3 Assignment Discussion 1 Due Friday

Unit 3 Assignment Discussion 1 4000 Due Friday 4202018unit 3

Examine three models of abnormality—biological, psychological, and sociocultural—and apply key principles from each model to interpret Annie's behavioral and emotional presentation. Analyze how each model explains her fears, anxiety, and associated behaviors. Formulate a culturally sensitive assessment strategy using at least two measures to evaluate Annie and her family, describing how assessments will be administered and interpreted with scholarly support.

Paper For Above Instruction

Understanding the multifaceted nature of psychopathology requires a comprehensive analysis through diverse theoretical models, including biological, psychological, and sociocultural perspectives. In applying these to Annie's case, a detailed exploration can offer nuanced insights for effective diagnosis and intervention strategies rooted in cultural sensitivity.

Introduction

Psychopathology is best understood through an integrative approach encompassing biological, psychological, and sociocultural models. Each provides unique perspectives on the origins and maintenance of psychological disorders, facilitating a holistic understanding of clients' experiences. Annie's case exemplifies the importance of these models in forming accurate, culturally sensitive assessments and treatment plans.

The Biological Model

The biological model attributes mental health disorders primarily to genetic, neurochemical, and neuroanatomical factors. Applied to Annie, her anxiety-related behaviors — such as racing heart, trembling, and difficulty breathing — can be viewed through this lens as manifestations of neurochemical imbalances, potentially involving dysregulation of neurotransmitters like serotonin or gamma-aminobutyric acid (GABA). Her prior hospitalization for a serious illness could suggest biological stressors or vulnerabilities, increasing her predisposition to anxiety disorders. Genetic predisposition is also relevant, considering her family’s history, although this information isn’t explicitly provided. Pharmacological interventions, such as selective serotonin reuptake inhibitors (SSRIs), might be considered in conjunction with psychological therapies, supported by research indicating their efficacy for anxiety disorders in adolescents and young adults (mann et al., 2014).

The Psychological Model

The psychological perspective emphasizes intra-psychic processes, learning history, and cognitive patterns. Annie’s intense fears and avoidance behaviors, such as her reluctance to be alone at night and her avoidance of social interactions, can be understood through cognitive-behavioral frameworks. Her fear of making mistakes and anxiety during testing symbolize maladaptive thought patterns, including overgeneralization and catastrophizing. Behavioral learning theories suggest her fears may be reinforced through avoidance, which reduces anxiety temporarily but maintains the cycle long-term. Moreover, her previous hospitalization might have contributed to developmental trauma, influencing her self-efficacy and behavioral responses (Beck, 2011). Cognitive-behavioral therapy (CBT) is a well-supported approach for childhood anxiety, aiming to modify these maladaptive thoughts and behaviors.

The Sociocultural Model

The sociocultural model highlights the influence of cultural, familial, and societal factors on mental health. Annie's ethnic background as an Asian American girl navigating American and Indian cultural expectations plays a crucial role. The collectivist values of her culture might emphasize familial harmony and conformity, potentially rendering her fears of social rejection and need for reassurance more salient. Her parents’ immigrant status and frequent trips to India expand her cultural context, possibly affecting her sense of identity and belonging. Societal factors such as stigma around mental health, language barriers, and cultural norms about expressing vulnerability also influence her help-seeking behaviors and symptom presentation. Recognizing these factors ensures culturally sensitive assessment and interventions that resonate with Annie’s lived experiences (Sue & Sue, 2016).

Integrating the Models

Integrating the three models offers a comprehensive understanding of Annie's condition. The biological model underscores her vulnerability to anxiety rooted in neurochemical factors; the psychological model explains her maladaptive thought patterns and avoidance behaviors; and the sociocultural model contextualizes her anxiety within her cultural identity and familial relationships. Together, these perspectives inform a multimodal approach, combining medication, cognitive-behavioral therapy, and culturally sensitive family engagement strategies.

Assessment Strategy

To assess Annie in a culturally sensitive manner, employing at least two validated measures is essential. First, the Anxiety and Related Disorders Interview Schedule for Children (A-RDIS-C), a semi-structured interview, allows clinicians to explore her anxiety symptoms with flexibility, considering cultural variables influencing her presentation (Silverman & Albano, 2016). Second, the Multigroup Ethnic Identity Measure (MEIM) assesses her cultural identity strength, providing insights into how her cultural background influences her experiences and coping mechanisms (Phinney, 1992). These assessments should be administered in a language comfortable for Annie and her family, allowing for cultural nuances to be captured accurately.

Administering the A-RDIS-C involves conducting a face-to-face interview with Annie and her parents, focusing on the frequency, severity, and context of her anxiety symptoms. Cultural factors influencing her responses, such as family expectations and cultural norms around emotional expression, should be explored. The interpretation should be informed by existing literature that emphasizes cultural considerations in anxiety assessment (Lewis-Fernández & Aggarwal, 2018).

The MEIM can be administered through self-report questionnaires or structured interviews, with assistance provided as needed to account for language or literacy barriers. The results will shed light on her cultural identity and integration, which are crucial for tailoring a culturally responsive treatment plan. Recognizing that cultural values influence perceptions of mental health and help-seeking behaviors will guide clinicians in framing interventions that respect Annie's background (Marsiglia et al., 2015).

Conclusion

Examining Annie’s case through biological, psychological, and sociocultural lenses highlights the importance of a comprehensive, culturally sensitive diagnostic approach. Combining validated assessment tools with an understanding of cultural context enhances diagnostic accuracy and informs tailored interventions. Such an integrative strategy promotes better engagement, adherence, and outcomes in her mental health treatment, fostering resilience and well-being.

References

• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Press.
• Lewis-Fernández, R., & Aggarwal, N. K. (2018). Culture and anxiety disorders. In R. Lewis-Fernández & E. Azocar (Eds.), Anxiety disorders (pp. 67-84). Academic Press.
• Mann, A., et al. (2014). Pharmacological treatments for anxiety disorders. Journal of Clinical Psychiatry, 75(2), 133-139.
• Marsiglia, F. F., et al. (2015). Cultural influences on mental health help-seeking among Asian Americans. American Journal of Orthopsychiatry, 85(3), 245-254.
• Phinney, J. S. (1992). The Multigroup Ethnic Identity Measure: A new scale for use with diverse groups. Journal of Cross-Cultural Psychology, 23(1), 29-50.
• Silverman, W. K., & Albano, A. M. (2016). Anxiety Disorders Interview Schedule for Children (ADIS-C): Manual. Oxford University Press.
• Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.