Case Studies In Assessments homework help

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Chapter 18. Personality Disorders https://doi-org.proxy-library.ashford.edu/10.1176/appi.books.9781585624836.jb18

Introduction

John W. Barnhill, M.D.

Personality is the enduring pattern of behavior and inner experience. It underlies how we

think, feel, and act and frames how we view ourselves and the people around us. When we

think of who we are, we often think of personality as the central defining characteristic.

Psychiatrists and other mental health practitioners spend considerable time thinking about

personality and the ways in which dysfunctional personalities cause distress and

dysfunction in individuals and in the people around them. Disorders of personality are, in

some ways, as complex as humanity, itself full of idiosyncrasies, half-articulated conflicts,

and unknowable complexities.

 

 

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Like many other complex systems, however, personalities and personality disorders tend to

fall into patterns, and, for generations, clinicians and personality researchers from a variety

of fields have searched for a holy grail: a nosological system that is both simple to use and

sophisticated enough to capture the nuances and paradoxes of human personality.

Traditionally, the field of psychiatry has conceptualized personality disorders categorically,

as reflecting distinct clinical syndromes. In another paradigm, personality disorders are

conceptualized dimensionally, as dysfunctional variants of human personality traits that

exist on a gradient from maladaptive to normal. As part of the DSM-5 development

process, a team of personality researchers explored multiple ways to incorporate both

paradigms, and as a result created a new hybrid categorical-dimensional model.

After vigorous debate among team members, the DSM-5 text includes the traditional

categorical model of personality disorders as well as the new hybrid categorical-

dimensional model. It is the traditional categorical perspective that is included in the main

body of the text, while the alternative DSM-5 model for personality disorders is described

in Section III, “Emerging Measures and Models.” This decision means that the 10 DSM-IV

personality disorders—and their criteria—remain essentially unchanged. The primary

substantive change is that as part of the removal of the axial system, the personality

disorders are no longer listed separately from other DSM-5 diagnoses.

To better understand the similarities and differences of the two models, it may be useful to

explore how the two DSM-5 diagnostic systems recommend that a clinician assess a patient

with, for example, obsessive-compulsive personality disorder (OCPD). From a categorical

perspective, the individual would receive a diagnosis of OCPD when certain criteria were

met. First, the clinician should identify a persistent, dysfunctional pattern of, for instance,

perfectionism at the expense of flexibility. The clinician would then identify at least four of

seven specific symptomatic criteria (preoccupation with lists, inability to delegate tasks,

stubbornness, etc.) and search for disorders that might be responsible for the same

symptoms (and that could lead to either the coding of the other diagnosis only, such as

when schizophrenia causes symptoms akin to those found in OCPD, or the coding of both

diagnoses, such as when the person also meets criteria for another personality disorder).

The new DSM-5 hybrid model reshapes the 10 DSM-IV personality disorder categories into

a roster of six redefined categories (antisocial, avoidant, borderline, narcissistic, obsessive-

compulsive, and schizotypal). For each of the six, the hybrid model requires two

 

 

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assessments. The first involves a determination that the individual has significant

impairment in at least two of four personality functioning areas: identity, self-direction,

empathy, and intimacy. For each of the six personality disorders, these personality specifics

differ. For example, to qualify for OCPD, an individual might be found to have significant

impairment from a sense of self excessively derived from work (identity) and from rigidity

and stubbornness negatively affecting relationships (intimacy).

The new hybrid model then requires an assessment of personality traits that are organized

under five broad trait domains. As shown in 18-, these traits and trait domains exist on a

spectrum; for example, for one of the five trait domains, antagonism lies on one end of the

spectrum and agreeableness on the other. These five broad trait domains are new to many

psychiatrists, but they have been rigorously studied for several decades within academic

psychology under the rubric of the Five Factor Model, whose personality dimensions

include neuroticism, extraversion, agreeableness, conscientiousness, and openness. For

each of these personality dimensions, there are clusters of related personality traits.

Applied to a particular person, the Five Factor Model can assign a percentile score for each

trait. For example, the theoretical person with OCPD might score in the 95th percentile for

conscientiousness and in the 5th percentile for openness. DSM-5 adapted these personality

dimensions and traits in order to more specifically focus on psychiatric disorder.

Alternative DSM-5 model: pathological personality trait domains

Enlarge table

Twenty-five specific pathological personality traits are included under the umbrella of these

five negative trait domains. For each of the personality disorders, DSM-5 requires that the

individual demonstrate most of the typical personality traits. For example, the patient with

OCPD must demonstrate the trait of rigid perfectionism (an aspect of the trait domain of

conscientiousness) as well as at least two of the following three traits: perseveration (an

aspect of negative affectivity), intimacy avoidance (an aspect of detachment), and restricted

affectivity (also an aspect of detachment).

The DSM-5 hybrid model also specifies that specific traits can be recorded even if not

recognized as part of a diagnosed personality disorder (e.g., hostility, a trait associated with

the trait domain of negative affectivity, could be listed alongside any DSM-5 diagnosis and

not be considered just a trait associated with, for instance, antisocial personality disorder).

 

 

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Both of the DSM-5 models have advantages and disadvantages. The new DSM-5 hybrid

model might contribute to a more nuanced understanding of patients, and its approach

takes advantage of decades’ worth of personality research. Its current complexity is

daunting, however, even to seasoned clinicians, and the use of a new system would

potentially reduce the usefulness of existing research data within psychiatry.

The traditional categorical paradigm has been critiqued for excessive comorbidity and

intradisorder heterogeneity, as well as for the fact that one of the most common personality

disorder diagnoses in the past has been “personality disorder not otherwise specified,”

which is clarified only marginally by the DSM-5 use of “other specified” and “unspecified”

personality disorders. On the other hand, the categorical approach is relatively

straightforward to use, is familiar from DSM-IV, and follows the categorical structure used

throughout the rest of DSM-5. It is also the personality model included in the main body of

the DSM-5 text and, as such, remains the American Psychiatric Association’s official

perspective on personality disorders.

Suggested Readings

MacKinnon RA, Michels R, Buckley PJ: The Psychiatric Interview in Clinical Practice, 2nd

Edition. Washington, DC, American Psychiatric Publishing, 2006

Michels R: Diagnosing personality disorders. Am J Psychiatry 169(3):241–243, 2012

PubMed ID: 22407109

Shedler J, Beck A, Fonagy P, et al: Personality disorders in DSM-5. Am J Psychiatry

167(9):1026–1028, 2010 PubMed ID: 20826853

Skodol AE, Bender DS, Oldham JM, et al: Proposed changes in personality and

personality disorder assessment and diagnosis for DSM-5, part II: clinical application.

Personal Disord 2(1):23–30, 2011 PubMed ID: 22448688

Skodol AE, Clark LA, Bender DS, et al: Proposed changes in personality and personality

disorder assessment and diagnosis for DSM-5, part I: description and rationale. Personal

Disord 2(1):4–22, 2011 PubMed ID: 22448687

Westen D, Shedler J, Bradley B, DeFife JA: An empirically derived taxonomy for

personality diagnosis: bridging science and practice in conceptualizing personality. Am J

 

 

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Psychiatry 169(3):273–284, 2012 PubMed ID: 22193534

Case 18.1 Personality Con�icts

Larry J. Siever, M.D.

Lauren C. Zaluda, B.A.

Frazier Archer was a 34-year-old single white man who called a mood and personality

disorders research program because an ex-friend had once said he was “borderline,” and

Mr. Archer wanted to learn more about his personality conflicts.

During his diagnostic research interviews, Mr. Archer reported regular, almost daily

situations in which he was sure he was being lied to or deceived. He was particularly wary

of people in leadership positions and people who had studied psychology and, therefore,

had “training to understand the human mind,” which they used to manipulate people.

Unlike those around him, Mr. Archer believed he did not “drink the Kool-Aid” and was able

to detect manipulation and deceit.

Mr. Archer was extremely detail oriented at work, and had trouble delegating and

completing tasks. Numerous employers had told him that he focused excessively on rules,

lists, and small details, and that he needed to be more friendly. He had held numerous jobs

over the years, but he was quick to add, “I’ve quit as often as I’ve been fired.” During the

interview, he defended his behavior, asserting that unlike many people, he understood the

value of quality over productivity. Mr. Archer’s wariness had contributed to his “bad

temper” and emotional “ups and downs.” He socialized only “superficially” with a handful

of acquaintances and could recall the exact moments when previous “so-called friends and

lovers” had betrayed him. He spent most of his time alone.

Mr. Archer denied any significant history of trauma, any current or past problems with

substance use, and any history of head trauma or loss of consciousness. He also denied any

history of mental health diagnosis or treatment, but reported that he felt he might have a

mental health condition that had not yet been diagnosed.

On mental status examination, Mr. Archer appeared well groomed, cooperative, and

oriented. His speech varied; at times he would pause thoughtfully prior to answering

questions, causing his rate of speech to be somewhat slow. His tone also changed

 

 

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significantly when he discussed situations that had made him angry, and many of his

responses were lengthy, digressive, and vague. However, he seemed generally coherent and

did not evidence perceptual disorder. His affect was occasionally inappropriate (e.g.,

smiling while crying) but generally constricted. He reported apathy as to whether he lived

or died but did not report any active suicidal ideation or homicidal ideation.

Notably, Mr. Archer became irritated and argumentative with research staff when he was

told that although he could receive verbal feedback on his interviews, he could not receive a

copy of completed questionnaires and diagnostic tools. He commented that he would

document in his personal records that research staff were refusing him the forms.

Diagnoses

Paranoid personality disorder

Obsessive-compulsive personality disorder

Discussion

Mr. Archer describes a long-standing, inflexible, dysfunctional pattern of dealing with the

world. He demonstrates an enduring pattern of distrust and suspiciousness. He believes

that others are exploiting or deceiving him; doubts the loyalty of friends; bears grudges;

and recurrently mistrusts the fidelity of sexual partners. This cluster of symptoms qualifies

him for DSM-5 paranoid personality disorder (PPD).

A second cluster of personality traits relates to Mr. Archer’s preoccupation with

perfectionism and control. He is excessively focused on rules, lists, and details. He is

inflexible and unable to delegate. In addition to PPD, he has DSM-5 obsessive-compulsive

personality disorder (OCPD).

For any of the personality disorders, it is important to exclude the physiological effects of a

substance or another medical condition; neither of these appears likely in Mr. Archer, who

denied all substance abuse, medical illness, and head injury. Furthermore, his patterns of

behavior appear to be enduring and not related to either a major change in life

circumstance or another psychiatric disorder.

It is unsurprising that in addition to the PPD and OCPD diagnoses, Mr. Archer meets

partial criteria for other personality disorders, including schizotypal, borderline,

 

 

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narcissistic, and avoidant personality disorders. Personality disorders are frequently

comorbid, and if a patient meets criteria for more than one disorder, each should be

recorded. PPD is especially unlikely to be an isolated diagnosis, in either clinical or

research populations. PPD is often comorbid with schizotypal personality disorder and/or

other schizophrenia spectrum disorders, a finding attributable to overlapping paranoia-

related criteria. In Mr. Archer’s case, his emotional instability, anxiety, anger, and

arrogance are symptoms often found in a personality cluster that includes borderline

personality disorder and narcissistic personality disorder. Because of the relative

infrequency of PPD as an “isolated” disorder, current research is pointing toward the

possibility that some personality disorders, including PPD, could be consolidated to create

more inclusive diagnoses. Paranoia would then be viewed as a specifier or modifier for

other disorders. That is not the situation with DSM-5, however, and PPD should continue

to be listed as a comorbid condition when criteria are met.

A second interesting diagnostic issue related to PPD is the concern among some clinicians

that diagnosing PPD is tantamount to trying to identify an early stage of schizophrenia.

There is genetic, neurobiological, epidemiological, and symptomatic evidence that PPD,

like schizotypal personality disorder, is related to schizophrenia and lies on the

schizophrenia spectrum. However, PPD is not a precursor to schizophrenia, and its

symptoms are not indicative of the prodromal phase of schizophrenia. Prodromal

schizophrenia is best characterized by early psychotic symptoms, including disorganized

thoughts and behavior, whereas the thought patterns in PPD are generally more similar to

those of delusional disorder and related thought disorders.

Suggested Readings

Berman ME, Fallon AE, Coccaro EF: The relationship between personality

psychopathology and aggressive behavior in research volunteers. J Abnorm Psychol

107(4):651–658, 1998 PubMed ID: 9830252

Bernstein D, Useda D, Siever L: Paranoid personality disorder, in The DSM-IV

Personality Disorders. Edited by Livesley WJ. New York, Guilford, 1995, pp 45–57

Kendler KS: Diagnostic approaches to schizotypal personality disorder: a historical

perspective. Schizophr Bull 11(4):538–553, 1985 PubMed ID: 3909377

 

 

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Kendler KS, Neale MC, Walsh D: Evaluating the spectrum concept of schizophrenia in the

Roscommon Family Study. Am J Psychiatry 152(5):749–754, 1995 PubMed ID: 7726315

Siever LJ, Davis KL: The pathophysiology of schizophrenia disorders: perspectives from

the spectrum. Am J Psychiatry 161(3):398–413, 2004 PubMed ID: 14992962

Siever LJ, Koenigsberg HW, Harvey P, et al: Cognitive and brain function in schizotypal

personality disorder. Schizophr Res 54(1–2):157–167, 2002 PubMed ID: 11853990

Thaker GK, Ross DE, Cassady SL, et al: Saccadic eye movement abnormalities in relatives

of patients with schizophrenia. Schizophr Res 45(3):235–244, 2000 PubMed ID:

11042441

Triebwasser J, Chemerinski E, Roussos P, Siever L: Paranoid personality disorder. J Pers

Disord August 28, 2012 [Epub ahead of print] PubMed ID: 22928850

Zimmerman M, Chelminski I, Young D: The frequency of personality disorders in

psychiatric patients. Psychiatr Clin North Am 31(3):405–420, 2008 PubMed ID:

18638643

Case 18.2 Oddly Isolated

Salman Akhtar, M.D.

Grzegorz Buchalski was an 87-year-old white man who was brought to the psychiatric

emergency room (ER) by paramedics after they had been called to his apartment by

neighbors when they noticed an odd smell. Apparently, his 90-year-old sister had died

some days earlier after a lengthy illness. Mr. Buchalski had delayed reporting her death for

several reasons. He had become increasingly disorganized as his sister’s health had

worsened, and he was worried that his landlord would use the apartment’s condition as a

pretext for eviction. He had tried to clean up, but his attempts consisted mainly of moving

items from one place to another. He said he was about to call for help when the police and

paramedics showed up.

In the ER, Mr. Buchalski recognized that his actions were odd and that he should have

called for help sooner. At times, he became tearful when discussing the situation and his

sister’s death; at other times, he seemed aloof, speaking about these in a calm, factual way.

 

 

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He also wanted to clarify that his apartment had indeed been a mess but that much of the

apparent mess was actually his large collection of articles on bioluminescence, a topic he

had been researching for decades.

A licensed plumber, electrician, and locksmith, Mr. Buchalski had worked until age 65. He

described his late sister as having been always “a little strange.” She had never worked and

had been married once, briefly. Aside from the several-month marriage, she and Mr.

Buchalski had lived in the family’s two-bedroom Manhattan apartment their entire lives.

Neither of them had ever seen a psychiatrist.

When questioned, Mr. Buchalski stated that he had never had a romantic or sexual

relationship and had never had many friends or social contacts outside his family. He

explained that he had been poor and Polish and had had to work all the time. He had taken

night classes to better understand “the strange world we live in,” and he said his intellectual

interests were what he found most gratifying. He said he had been upset as he realized that

his sister was dying, but he would call it “numb” rather than depressed. He also denied any

history of manic or psychotic symptoms. After an hour with the psychiatric trainee, Mr.

Buchalski confided that he hoped the medical school might be interested in some of his

papers after his death. He said he believed that bioluminescent and genetic technologies

were on the verge of a breakthrough that might allow the skin of animals and then humans

to glow in subtle colors that would allow people to more directly recognize emotions. He

had written the notes for such technology, but they had grown into a “way-too-long science

fiction novel with lots of footnotes.”

On examination, Mr. Buchalski was a thin, elderly man dressed neatly in khakis and

button-down shirt. He was meticulous and much preferred to discuss his interests in

science than his own story. He made appropriate eye contact and had a polite, pleasant

demeanor. His speech was coherent and goal directed. His mood was “fine,” and his affect

was appropriate though perhaps unusually cheerful under the circumstances. He denied all

symptoms of psychosis, depression, and mania. Aside from his comments about

bioluminescence, he said nothing that sounded delusional. He was cognitively intact, and

his insight and judgment were considered generally good, although historically impaired in

regard to his delay in calling the police about his sister.

Diagnosis

 

 

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Schizoid personality disorder

Discussion

Mr. Buchalski’s aloof, taciturn, and asexual lifestyle certainly fit the diagnostic criteria for

schizoid personality disorder; his explanation that he has been friendless because he is

Polish and poor is a weak rationalization for his psychosocial deficits. The eccentricity of

his interest in bioluminescence, the exaggerated estimation of the value of his “papers,” and

the fact that he has lived pretty much all his life in the family’s residence with his sister give

further evidence of his inward preoccupation and lack of social engagement. The striking

poverty of his emotional response at his sister’s passing away and his failure to make any

sort of funeral arrangements are confirmatory of a flattened affective life and weak ego

skills. The fact that he is cognitively intact rules out a gradually occurring, dementing

etiology for his withdrawal and “confirms” the diagnosis of schizoid personality disorder.

Such a diagnosis has a long history in psychiatry and psychoanalysis. In psychiatry, its

origins go back to Eugen Bleuler, who coined the term schizoid in 1908 to describe a natural component of personality that pulled one’s attention toward one’s inner life and

away from the external world. He labeled a morbid exaggeration of this tendency as

“schizoid personality.” Such individuals were described as quiet, suspicious, and

“comfortably dull.” Bleuler’s description was elaborated upon over the next century, and

many features were added to it. These included solitary lifestyle, love of books, lack of

athleticism, tendency toward autistic thinking, poorly developed sexuality, and covert but

intense sensitivity to others’ emotional responses. This last feature, however, got dropped

from the more recent portrayals of schizoid personality, including the ones in DSM-III and

DSM-IV. Despite the reservations of many investigators (e.g., Otto Kernberg, John

Livesley, and myself), “lacking desire for close relationships” became a prime criterion for

the schizoid diagnosis. Among other factors that were emphasized were asexuality,

indifference to praise or criticism, anhedonia, and emotional coldness. The hypersensitivity

criterion and the ostensible link to schizophrenia were assigned, respectively, to the

categories of “avoidant” and “schizotypal” personality disorders.

Within psychoanalysis, the schizoid condition was best described by W. R. D. Fairbairn and

Harry Guntrip. According to them, intense sensitivity to both love and rejection and a

propensity to readily withdraw from interpersonal relatedness lay at the core of schizoid

pathology. The individual thus afflicted oscillated between wanting closeness and dreading

 

 

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it; feared the vigor of his or her own needs and their impact on others; and was attracted to

literary and artistic activities because these were avenues of self-expression without direct

human contact. Schizoid personality evolved from one or more of the following scenarios:

1) tantalizing refusal by early caretakers that aroused frightening amounts of emotional

hunger; 2) chronic parental rejection, which resulted in compliant apathy and lifelessness;

and 3) sustained neglect by parents, which led to retreat into the fantasy world.

The absence of developmental history and of any data about Mr. Buchalski’s childhood

weakens a psychodynamic understanding of Mr. Buchalski’s schizoid personality. However,

developmental history is not a required criterion for a descriptive diagnosis; this criterion

is primarily utilized by psychodynamically oriented psychiatrists. All in all, the diagnosis of

schizoid personality disorder seems reasonable for Mr. Buchalski, although some might

argue in favor of a schizotypal personality disorder diagnosis given the oddity of his

interests. If further exploration yields information that qualifies this patient for both

personality disorders, then both should be recorded.

In regard to other comorbidities, the most likely appears to be hoarding disorder, a

diagnosis new to DSM-5. Mr. Buchalski indicates that he delayed calling the police after his

sister died because he was worried that his landlord would use the condition of the

apartment as a pretext for eviction. He describes a large collection of bioluminescence

papers, for example, a statement that could mean a 2-foot-tall stack of manuscripts or an

apartment crammed to the ceilings with decades’ worth of newspapers, magazines, and

scribbled notes, saved because of their potential usefulness. Clarifying the presence of this

(or any other) comorbid condition would be crucial to the development of a treatment plan

that tries to maximize the likelihood of independent happiness for this patient.

Suggested Readings

Akhtar S: Schizoid personality disorder: a synthesis of developmental, dynamic, and

descriptive features. Am J Psychother 41(4):499–518, 1987 PubMed ID: 3324773

Livesley WJ, West M, Tanney A: A historical comment on DSM-III schizoid and avoidant

personality disorders. Am J Psychiatry 142(11):1344–1347, 1985 PubMed ID: 3904489

Triebwasser J, Chemerinski E, Roussos P, Siever LJ: Schizoid personality disorder. J Pers

Disord 26(6):919–926, 2012 PubMed ID: 23281676

 

 

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Case 18.3 Worried and Oddly Preoccupied

Kristin Cadenhead, M.D.

Henry, a 19-year-old college sophomore, was referred to the student health center by a

teaching assistant who noticed that he appeared odd, worried, and preoccupied and that

his lab notebook was filled with bizarrely threatening drawings.

Henry appeared on time for the psychiatric consultation. Although suspicious about the

reason for the referral, he explained that he generally “followed orders” and would do what

he was asked. He agreed that he had been suspicious of some of his classmates, believing

they were undermining his abilities. He said they were telling his instructors that he was “a

weird guy” and that they did not want him as a lab partner. The referral to the psychiatrist

was, he said, confirmation of his perception.

Henry described how he had seen two students “flip a coin” over whether he was gay or

straight. Coins, he asserted, could often predict the future. He had once flipped a coin and

“heads” had predicted his mother’s illness. He believed his thoughts often came true.

Henry had transferred to this out-of-town university after an initial year at his local

community college. The transfer was his parents’ idea, he said, and was part of their agenda

to get him to be like everyone else and go to parties and hang out with girls. He said all such

behavior was a waste of time. Although they had tried to push him into moving into the

dorms, he had refused, and instead lived by himself in an off-campus apartment.

With Henry’s permission, his mother was called for collateral information. She said Henry

had been quiet, shy, and reserved since childhood. He had never had close friends, had

never dated, and had denied wanting to have friends. He acknowledged feeling depressed

and anxious at times, but these feelings did not improve when he was around other people.

He was teased by other kids and would come home upset. His mother cried while

explaining that she always felt bad for him because he never really “fit in,” and that she and

her husband had tried to coach him for years without success. She wondered how a person

could function without any social life.

She added that ghosts, telepathy, and witchcraft had fascinated Henry since junior high

school. He had long thought that he could change the outcome of events like earthquakes

and hurricanes by thinking about them. He had consistently denied substance abuse, and

 

 

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two drug screens had been negative in the prior 2 years. She mentioned that her

grandfather had died in an “insane asylum” many years before Henry was born, but she did

not know his diagnosis.

On examination, Henry was tall, thin, and dressed in jeans and a T-shirt. He was alert and

wary and, although nonspontaneous, he answered questions directly. He denied feeling

depressed or confused. Henry denied having any suicidal thoughts, plans, or attempts. He

denied having any auditory or visual hallucinations, panic attacks, obsessions,

compulsions, or phobias. His intellectual skills seemed above average, and his Mini-Mental

State Examination score was 30 out of 30.

Diagnoses

Schizotypal personality disorder

Paranoid personality disorder

Discussion

Henry presents with a pattern of social and interpersonal deficits accompanied by

eccentricities and cognitive distortions. These include delusional-like symptoms (magical

thinking, suspiciousness, ideas of reference, grandiosity), eccentric interests, evidence of

withdrawal (few friends, avoidance of social contact), and restricted affect (emotional

coldness). Therefore, Henry appears to meet criteria for DSM-5 schizotypal personality

disorder.

Henry also suspects that others are undermining him, reads hidden meaning into benign

activities, bears grudges, and is overly sensitive to perceived attacks on his character. In

addition to schizotypal personality disorder, he meets criteria for paranoid personality

disorder. If an individual meets criteria for two personality disorders—as is often the case—

both should be recorded.

Henry, however, is only 19 years old, and a personality disorder diagnosis should be made

only after exploring other diagnoses that could produce similar symptoms. For example,

Henry’s deficits in social communication and interaction could be consistent with a

diagnosis of autism spectrum disorder (ASD) without intellectual impairment. It is possible

that he had unreported symptoms beyond “shyness” in the early developmental period,

 

 

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and, as was reported about Henry, children with ASD commonly undergo schoolyard

teasing. He and his mother do not, however, report the sorts of restricted, repetitive

patterns of behavior, interests, or activities that are also a hallmark of ASD. Without these,

Henry would not be diagnosed on the autism spectrum.

Henry also may have a psychiatric disorder that develops in young adulthood, and he is at

the peak age for the onset of depressive, bipolar, and anxiety disorders. Any of these can

exacerbate baseline personality traits and make them appear to be disorders, but Henry

does not appear to have significant depressive, manic, or anxiety symptoms.

More likely in this case would be a diagnosis on the schizophrenia spectrum. For Henry to

have an actual schizophrenia diagnosis, however, he would need to have two or more of the

following five criteria: delusions, hallucinations, disorganized speech, grossly disorganized

or catatonic behavior, and negative symptoms. Because he denies hallucinations and

appears to be logical and not to have either odd behavior or negative symptoms, he does

not have schizophrenia. Instead, he may have delusions—and it would be useful to clarify

the extent to which he has fixed, false beliefs about predicting and affecting the future—but

his beliefs seem more bizarre than those typically seen in delusional disorder.

Although Henry currently may best fit the two personality disorder diagnoses listed above,

he may go on to develop a more explicitly psychotic disorder. Psychiatric clinicians and

researchers are particularly interested in distinguishing individuals who present as unusual

as teenagers and are likely to go on to develop a more disabling schizophrenia from those

who present similarly but will not go on to develop a major psychiatric disorder. Although

the current ability to predict schizophrenia is not robust, early intervention could

substantially reduce the psychological suffering and the long-term functional

consequences. To that end, DSM-5 Section III includes attenuated psychosis syndrome as

one of the conditions for further study. Attenuated psychosis syndrome focuses on

subsyndromal symptoms, including impaired insight and functionality, in an effort to

clarify which patients are in the process of a decline into schizophrenia and which patients

are demonstrating the beginnings of a more crystallized personality disorder.

Suggested Readings

Addington J, Cornblatt BA, Cadenhead KS, et al: At clinical high risk for psychosis:

outcome for nonconverters. Am J Psychiatry 168(8):800–805, 2011 PubMed ID:

 

 

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21498462

Ahmed AO, Green BA, Goodrum NM, et al: Does a latent class underlie schizotypal

personality disorder? Implications for schizophrenia. J Abnorm Psychol 122(2):475–491,

2013 PubMed ID: 23713503

Fisher JE, Heller W, Miller GA: Neuropsychological differentiation of adaptive creativity

and schizotypal cognition. Pers Individ Dif 54(1):70–75, 2013 PubMed ID: 23109749

Case 18.4 Unfairness

Charles L. Scott, M.D.

Ike Crocker was a 32-year-old man referred for a mental health evaluation by the human

resources department of a large construction business that had been his employer for 2

weeks. At his initial job interview, Mr. Crocker presented as very motivated and provided

two carpentry school certifications that indicated a high level of skill and training. Since his

employment began, his supervisors had noted frequent arguments, absenteeism, poor

workmanship, and multiple errors that might have been dangerous. When confronted, he

was reportedly dismissive, indicating that the problem was “cheap wood” and “bad

management” and added that if someone got hurt, “it’s because of their own stupidity.”

When the head of human resources met with him to discuss termination, Mr. Crocker

quickly pointed out that he had both attention-deficit/hyperactivity disorder (ADHD) and

bipolar disorder. He said that if not granted an accommodation under the Americans with

Disabilities Act, he would sue. He demanded a psychiatric evaluation.

During the mental health evaluation, Mr. Crocker focused on unfairness at the company

and on how he was “a hell of a better carpenter than anyone there could ever be.” He

claimed that his two marriages had ended because of jealousy. He said that his wives were

“always thinking I was with other women,” which is why “they both lied to judges and got

restraining orders saying I’d hit them.” As “payback for the jail time,” he refused to pay

child support for his two children. He had no interest in seeing either of his two boys

because they were “little liars” like their mothers.

Mr. Crocker said he “must have been smart” because he had been able to make Cs in school

despite showing up only half the time. He spent time in juvenile hall at age 14 for stealing

 

 

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“kid stuff, like tennis shoes and wallets that were practically empty.” He left school at age 15

after being “framed for stealing a car” by his principal. Mr. Crocker pointed out these

historical facts as evidence that he was able to overcome injustice and adversity.

In regard to substance use, Mr. Crocker said he smoked marijuana as a teenager and

started drinking alcohol on a “regular basis” after he first got married at age 22. He denied

that use of either substance was a problem.

Mr. Crocker concluded the interview by demanding a note from the examiner that he had

“bipolar” and “ADHD.” He said that he was “bipolar” because he had “ups and downs” and

got “mad real fast.” Mr. Crocker denied other symptoms of mania. He said he got down

when disappointed, but he had “a short memory” and “could get out of a funk pretty quick.”

Mr. Crocker reported no difficulties in his sleep, mood, or appetite. He learned about

ADHD because “both of my boys got it.” He concluded the interview with a request for

medications, adding that the only ones that worked were stimulants (“any of them”) and a

specific short-acting benzodiazepine.

On mental status examination, Mr. Crocker was a casually dressed white man who made

reasonable eye contact and was without abnormal movements. His speech was coherent,

goal directed, and of normal rate. There was no evidence of any thought disorder or

hallucinations. He was preoccupied with blaming others, but these comments appeared to

represent overvalued ideas rather than delusions. He was cognitively intact. His insight

into his situation was poor.

The head of human resources did a background check during the course of the psychiatric

evaluation. Phone calls revealed that Mr. Crocker had been expelled from two carpentry

training programs and that both his graduation certificates had been falsified. He had been

fired from his job at one local construction company after a fistfight with his supervisor and

from another job after abruptly leaving a job site. A quick review of their records indicated

that he had provided them with the same false documentation.

Diagnosis

Antisocial personality disorder

Discussion

 

 

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Mr. Crocker has a pervasive pattern of disregard for and violation of the rights of others, as

indicated by many different actions. He has been arrested twice for domestic violence—

once each from two separate marriages—and has spent time in jail. Mr. Crocker has

falsified his carpentry credentials and provides ample evidence of repeated fights and

irritability, both at work and within his relationships. He demonstrates little or no regard

for how his actions affect the safety of his coworkers. He refuses to see his young sons or

pay child support, because they are “little liars.” He exhibits no remorse for how his actions

negatively affect his family, coworkers, or employers. He routinely quits jobs and fails to

plan ahead for his next employment. He meets all seven of the symptomatic criteria for

DSM-5 antisocial personality disorder (APD).

The diagnosis of APD cannot be made until age 18, but it does require evidence for conduct

disorder before age 15. Mr. Crocker’s history indicates a history of truancy, adjudication for

theft at age 14, and expulsion from school at age 15 for car theft.

At the end of the evaluation, Mr. Crocker requests two potentially addictive medications.

He smoked marijuana in high school and may have begun to drink alcohol heavily in his

20s. Although it might be difficult to elicit an honest account of his substance use, Mr.

Crocker may indeed have a comorbid substance use disorder. Such a diagnosis would not

affect his diagnosis of APD, however, because his antisocial behavior predates his reported

use of substances. In addition, his antisocial attitudes and behaviors are manifest in

multiple settings and are not simply a result of his substance abuse (e.g., stealing to pay for

his drugs).

Mr. Crocker’s claim that he has ADHD would require evidence that he had some

hyperactive-impulsive or inattentive symptoms that caused impairment before age 12

years. Although ADHD could be a comorbid condition and could account for some of his

impulsivity, it would not account for his wide-ranging antisocial behavior.

The APD diagnosis also requires that the behavior not occur only during the course of

bipolar disorder or schizophrenia. Although Mr. Crocker states that he has bipolar

disorder, he provides no evidence that he has ever been manic (or schizophrenic).

Mr. Crocker’s interpersonal style is marked by callous disregard for the feelings of others

and an arrogant self-appraisal. Such qualities can be found in other personality disorders,

such as narcissistic personality disorder, but they are also common in APD. Although

 

 

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comorbidity is not uncommon, individuals with narcissistic personality disorder do not

exhibit the same levels of impulsivity, aggression, and deceit as are present in APD.

Individuals with histrionic personality disorder or borderline personality disorder may be

manipulative or impulsive, but their behaviors are not characteristically antisocial.

Individuals with paranoid personality disorder may demonstrate antisocial behaviors, but

their actions tend to stem from a paranoid desire for revenge rather than a desire for

personal gain. Finally, people with intermittent explosive disorder also get into fights, but

they lack the many exploitive traits that are a pervasive part of APD.

Suggested Readings

Edwards DW, Scott CL, Yarvis RM, et al: Impulsiveness, impulsive aggression, personality

disorder, and spousal violence. Violence Vict 18(1):3–14, 2003 PubMed ID: 12733616

Wygant DB, Sellbom M: Viewing psychopathy from the perspective of the Personality

Psychopathology Five model: implications for DSM-5. J Pers Disord 26(5):717–726, 2012

PubMed ID: 23013340

Case 18.5 Fragile and Angry

Frank Yeomans, M.D., Ph.D.

Otto Kernberg, M.D.

Juanita Delgado, a single, unemployed Hispanic woman, sought therapy at age 33 for

treatment of depressed mood, chronic suicidal thoughts, social isolation, and poor personal

hygiene. She had spent the prior 6 months isolated in her apartment, lying in bed, eating

junk food, watching television, and doing more online shopping than she could afford.

Multiple treatments had yielded little effect.

Ms. Delgado was the middle of three children in an upper-middle-class immigrant family in

which the father reportedly valued professional achievement over all else. She felt isolated

throughout her school years and experienced recurrent periods of depressed mood. Within

her family, she was known for angry outbursts. She had done well academically in high

school but dropped out of college because of frustrations with a roommate and a professor.

She attempted a series of internships and entry-level jobs with the expectation that she

would return to college, but she kept quitting because “bosses are idiots. They come across

 

 

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as great and they all turn out to be twisted.” These “traumas” always left her feeling terrible

about herself (“I can’t even succeed as a clerk?”) and angry at her bosses (“I could run the

place and probably will”). She had dated men when she was younger but never let them get

close physically because she become too anxious when any intimacy began to develop.

Ms. Delgado’s history included cutting herself superficially on a number of occasions, along

with persistent thoughts that she would be better off dead. She said that she was generally

“down and depressed” but that she had had dozens of 1- to 2-day “manias” in which she

was energized and edgy and pulled all-nighters. She tended to “crash” the next day and

sleep for 12 hours.

She had been in psychiatric treatment since age 17 and had been psychiatrically

hospitalized three times after overdoses. Treatments had consisted primarily of

medication: mood stabilizers, low-dose neuroleptics, and antidepressants that had been

prescribed in various combinations in the context of supportive psychotherapy.

During the interview, she was a casually groomed and somewhat unkempt woman who was

cooperative, coherent, and goal directed. She was generally dysphoric with a constricted

affect but did smile appropriately several times. She described shame at her poor

performance but also believed she was “on Earth to do something great.” She described her

father as a spectacular success, but he was also a “Machiavellian loser who was always

trying to manipulate people.” She described quitting jobs because people were

disrespectful. For example, she said that when she worked as a clerk at a department store,

people would often be rude or unappreciative (“and I was there only in preparation to

become a buyer; it was ridiculous”). Toward the end of the initial session, she became angry

with the interviewer after he glanced at the clock (“Are you bored already?”). She said she

knew people in the neighborhood, but most of them had “become frauds or losers.” There

were a few people from school who were “Facebook friends,” doing amazing things all over

the world. Although she had not seen them in years, she intended to “meet up with them if

they ever come back to town.”

Diagnosis

Borderline personality disorder

Discussion

 

 

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Ms. Delgado presents with affective instability, difficulty controlling her anger, unstable

interpersonal relationships, an identity disturbance, self-mutilating behavior, feelings of

emptiness, and transient, stress-related paranoia. She meets criteria, therefore, for DSM-5

borderline personality disorder (BPD).

Individuals with BPD often present with depressive and/or bipolar symptoms, and Ms.

Delgado is no exception. Her presenting symptoms include a predominantly depressed

mood, diminished interests, overeating, anergia, and chronic suicidal ideation. Disabling,

persistent for 6 months, and occurring in the absence of substance use or a medical

disorder, Ms. Delgado’s symptoms also meet criteria for a DSM-5 major depression. Such

comorbidity between BPD and depression is common. It is interesting to note that Ms.

Delgado’s preoccupations are accusatory, whereas the typical preoccupation of a depressed

person without a personality disorder is guilty and self-accusatory. It would be worth

exploring the possibility that Ms. Delgado’s depressive symptoms are more episodic and

reactive than she initially reports. It also seems possible that she qualifies for lifelong

depression, which would indicate dysthymic disorder but would also point toward a

personality disorder.

Ms. Delgado reports “manias” that are not typical of someone with bipolar disorder. For

example, she describes having had dozens of 1- to 2-day episodes in which she is energized

and edgy, followed by a “crash” and 12 hours of sleep. These do not conform to the criteria

for bipolar I or bipolar II disorder, in regard to either symptoms or duration. The

emotional instability and affect storms of BPD can look very much like a manic or

hypomanic episode, which can lead to underdiagnosis of BPD. Even in the presence of a

significant manic episode, the clinician should explore such historical variables as affective

stability, maturity of interpersonal relationships, and stability of work, relationships, and

self-assessment. If problems are found, a BPD diagnosis is likely.

Criteria for DSM-5 personality disorders remain unchanged from the previous

classification system. However, the alternative model for personality disorders, presented

in DSM-5 Section III, suggests a more dimensional approach, one in which the interviewer

would explicitly consider personality functioning. The appendix outlines five different trait

domains that exist on a continuum. “Emotional stability” is contrasted with “negative

affectivity,” for example, whereas “antagonism” is at the other end of the spectrum from

“agreeableness” (see Table 18- in the introduction to this chapter).

 

 

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This dimensional view of personality is compatible with Kernberg’s long-standing model of

borderline personality organization (BPO). In addition to meeting the DSM-5 criteria for

BPD, Ms. Delgado fits the criteria for BPO —a psychological structure conceived as being

characterized by 1) lack of a clear and coherent sense of self and others (identity diffusion),

2) frequent use of primitive defense mechanisms based on splitting, and 3) intact but

fragile reality testing. The more integrated and realistically complex the individual’s

representations of self and others are, the more the individual is able to modulate and

control his or her emotional states and successfully interact with others.

Ms. Delgado demonstrates identity diffusion in her contradictory views of herself (as both

superior and inadequate) and others (her father as both spectacular and a “Machiavellian

loser”). Her defensive style is characterized by consistent projection of her hostile feelings

and perceiving the hostility as coming from others. The fragility of her reality testing, seen

in the slights she felt at work, has led to chronic occupational dysfunction.

Because people with personality disorders often do not present an interpersonal narrative

that conforms to the story that would be told by others, it is important to attend to the

patient’s behavior in relation to the therapist. With Ms. Delgado, evidence of her fragility is

seen in her sense that the therapist’s glancing at the clock meant he did not like her and

wanted to get rid of her.

Suicidal tendencies are part of both depression and BPD. In general, acute or chronic

parasuicidal behavior is typical of severe personality disorders. Furthermore, suicidality

can develop abruptly during crises among a variety of patients, but it is especially prevalent

in people—like Ms. Delgado—with a fragile sense of both the world and themselves.

Suggested Readings

Clarkin JF, Yeomans FE, Kernberg OF: Psychotherapy for Borderline Personality:

Focusing on Object Relations. Washington, DC, American Psychiatric Publishing, 2006

Kernberg OF, Yeomans FE: Borderline personality disorder, bipolar disorder, depression,

attention deficit/hyperactivity disorder, and narcissistic personality disorder: practical

differential diagnosis. Bull Menninger Clin 77(1):1–22, 2013 PubMed ID: 23428169

Oldham JM, Skodol AE, Bender DS (eds): American Psychiatric Publishing Textbook of

Personality Disorders, 2nd Edition. Washington, DC, American Psychiatric Publishing (in

 

 

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press).

Tusiani B, Tusiani PA, Tusiani-Eng P: Remnants of a Life on Paper. New York, Baroque

Press, 2013

Case 18.6 Painful Suicidality

Elizabeth L. Auchincloss, M.D.

Karmen Fuentes was a 50-year-old married Hispanic woman who presented to the

psychiatric emergency room (ER) at the urging of her outpatient psychiatrist after telling

him that she had been thinking about overdosing on Advil.

In the ER, Ms. Fuentes explained that her back had been “killing” her since she fell several

days earlier at the family-owned grocery store where she had worked for many years. The

fall had left her downcast and depressed, although she denied other depressive symptoms

aside from a poor mood. She spoke at length about the fall and about how it reminded her

of a fall that she had sustained a few years earlier. At that time, she had gone to see a

neurosurgeon, who told her to rest and take nonsteroidal anti-inflammatory drugs. She

described feeling “abandoned and not cared about” by him. The pain had diminished her

ability to exercise, and she was upset that she had gained weight. While relating the events

surrounding the fall, Ms. Fuentes began to cry.

When asked about her suicidal comments, she said they were “no big deal.” She reported

that they were “just a threat” aimed at her husband to “teach him a lesson” because “he has

no compassion for me” and had not been supportive since the fall. She insisted her

comments about overdosing did not have other meaning. When her ER interviewer

expressed concern about the possibility that she would kill herself, she exclaimed with a

smile, “Oh wow, I didn’t realize it’s so serious. I guess I shouldn’t do that again.” She then

shrugged and laughed. She went on to talk about how “nice and sweet” it was that so many

doctors and social workers wanted to hear her story, calling many of them by their first

names. She was also somewhat flirtatious with her male resident interviewer, who had

mentioned that she was the “best-dressed woman in the ER.”

According to her outpatient psychiatrist of 3 years, she had never before expressed suicidal

ideation until this week, and he would be unable to check in on her until after he left on

vacation the next day. Ms. Fuentes’s husband reported that she talked about suicide “like

 

 

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other people complain about the weather. She’s just trying to get me worried, but it doesn’t

work anymore.” He said he would never have suggested she go to the ER and thought the

psychiatrist had overreacted.

Ms. Fuentes initially sought outpatient psychotherapy at age 47 because she was feeling

depressed and unsupported by her husband. During 3 years of outpatient treatment, Ms.

Fuentes had been prescribed adequate trials of sertraline, escitalopram, fluoxetine, and

paroxetine. None seemed to help.

Ms. Fuentes described being “an early bloomer.” She became sexually active with older

men when she was in high school. She said dating had been the most fun thing she had ever

done and that she missed seeing men “jump through hoops” to sleep with her. She lived

with her 73-year-old husband. Her 25-year-old son lived nearby with his wife and young

son. She described her husband as a “very famous” musician. She said that he had never

helped around the house or with child-rearing and did not appreciate how much work she

put into taking care of their son and grandson.

Diagnosis

Histrionic personality disorder

Discussion

Ms. Fuentes presents to the ER with depression and suicidality, but neither of these

symptoms is as prominent as her ongoing pattern of excessive emotionality and attention

seeking. Her behavior with the ER staff and perhaps the fall itself appear to serve a need for

attention and care, and both Ms. Fuentes and her husband describe her chronic suicidal

threats as efforts to punish and elicit concern. For example, the ER visit was precipitated by

Ms. Fuentes making her first suicidal threat in treatment just as her doctor was going on

vacation, suggesting that she might have felt left out and abandoned.

Ms. Fuentes’s emotions shift rapidly between tearful and cheerful, but she consistently

dismisses the actual threat of suicide. Instead, Ms. Fuentes focuses on her dramatic fall,

and on her perception that neither her husband nor her neurosurgeon appears to be

interested in her suffering. Throughout her ER visit, she was seductive with her interviewer

and unusually friendly with staff, calling many of them by their first names. Even in a busy

ER, filled with sick, injured, and presumably unkempt people, Ms. Fuentes maintains her

 

 

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concern about her physical appearance. She implies that her dress, grooming, and weight

are centrally important to her sense of self-esteem, and that she continues to pay close

attention to their maintenance.

These observations suggest that her suicidality is not part of a major affective disorder.

Instead, she has at least six of the eight symptomatic criteria for a DSM-5 diagnosis of

histrionic personality disorder (HPD): discomfort when not the center of attention;

seductive behavior; intense but shifting and shallow emotionality; the use of physical

appearance to draw attention; self-dramatization and theatricality; and a tendency to

consider relationships to be more intimate than they are. While Ms. Fuentes does not show

clear evidence of other criteria for HPD, such as impressionistic speech and suggestibility,

these may have simply not been included in the case report.

Because patients with HPD often have comorbid somatic symptom disorders, careful

attention should be given to evaluating the patient for these disorders. Ms. Fuentes has

been episodically preoccupied with physical discomfort, and further evaluation might

demonstrate a more pervasive and impairing pattern of physical complaints or concerns.

Patients with HPD also have elevated rates of major depressive disorder. Indeed, Ms.

Fuentes shows many signs of depressed mood. Furthermore, Ms. Fuentes was referred to

the ER because of suicidality. Although she and her husband minimize the seriousness of

these threats, HPD does appear to be associated with an elevated risk of suicide attempts.

Many of these attempts will be sublethal, but a variety of suicidal “gestures” can lead to

serious harm and even semi-accidental death. Clinical work with Ms. Fuentes will involve

balancing the recognition that her suicidal ideation serves the need for attention with

awareness that it may also lead to actual self-harm.

As in all psychiatric assessments, clinicians must consider whether the personality issues

are a problem before making a diagnosis. Norms for emotional expressiveness,

interpersonal behavior, and style of dress vary significantly between cultures, genders, and

age groups, and it is important not to gratuitously pathologize variations that are not

accompanied by dysfunction and distress. As an example of potential bias, women are more

frequently diagnosed with HPD despite population studies that indicate that HPD is

equally common in men and women.

HPD is often comorbid with other personality disorders. Although Ms. Fuentes has traits

that are common to other personality disorders, she does not appear to have a second

 

 

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diagnosis. For example, Ms. Fuentes’s suicidal threats and dramatic presentation might

lead the examiner to consider borderline personality disorder. Ms. Fuentes does not,

however, show the marked instability in interpersonal relationships, extreme self-

destructiveness, angry disruptions in interpersonal relationships, and chronic feelings of

emptiness that are common in borderline personality disorder. While Ms. Fuentes

complains of not receiving the care that she would like, she does not manifest the fear of

separation and the sort of submissive and clingy behavior that are typical of dependent

personality disorder. Similarly, although she appears to have an excessive need for

admiration, she has not demonstrated the lack of empathy that is a cardinal feature of

narcissistic personality disorder. Finally, while she demonstrates some manipulative

behavior, as do people with antisocial personality disorder, hers is motivated by a desire for

attention rather than some sort of profit.

Suggested Readings

Gabbard GO: Cluster B personality disorders: hysterical and histrionic, in Psychodynamic

Psychiatry in Clinical Practice, 4th Edition. Washington, DC, American Psychiatric

Publishing, 2005, pp 541–570

Hales RE, Yudofsky SC, Roberts LW (eds): The American Psychiatric Publishing Textbook

of Psychiatry, 6th Edition. Washington, DC, American Psychiatric Publishing, 2014

MacKinnon RA, Michels R, Buckley PJ: The histrionic patient, in The Psychiatric

Interview in Clinical Practice, 2nd Edition. Washington, DC, American Psychiatric

Publishing, 2006, pp 137–176

Case 18.7 Dissatisfaction

Robert Michels, M.D.

Larry Goranov was a 57-year-old single unemployed white man who was asking for a

review of his treatment at the psychiatric clinic. He had been in weekly psychotherapy for 7

years with a diagnosis of dysthymic disorder. He complained that the treatment had been

of little help and he wanted to make sure that the doctors were on the right track.

Mr. Goranov reported a long-standing history of low-grade depressed mood and decreased

energy. He had to “drag” himself out of bed every morning and rarely looked forward to

 

 

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anything. He had lost his last job 3 years earlier, had broken up with a girlfriend slightly

later, and doubted that he would ever work or date again. He was embarrassed that he still

lived with his mother, who was in her 80s. He denied any immediate intention or plan to

kill himself, but if he did not improve by the time his mother died, he did not see what he

would have to live for. He denied disturbances in sleep, appetite, or concentration.

Clinic records indicated that Mr. Goranov had been adherent to adequate trials of

fluoxetine, escitalopram, sertraline, duloxetine, venlafaxine, and bupropion, as well as

augmentation with quetiapine, aripiprazole, lithium, and levothyroxine. He had some

improvement in his mood while taking escitalopram but did not have remission of

symptoms. He also had a course of cognitive-behavioral therapy early in his treatment; he

had been dismissive of the therapist and treatment, did not do his assigned homework, and

appeared to make no effort to use the therapy between sessions. He had never tried

psychodynamic psychotherapy.

Mr. Goranov expressed frustration at his lack of improvement, the nature of his treatment,

and his specific therapy. He found it “humiliating” that he was forced to see trainees who

rotated off his case every year or two. He frequently found that the psychiatry residents

were not especially educated, cultured, or sophisticated, and felt they knew less about

psychotherapy than he did. He much preferred to work with female therapists, because

men were “too competitive and envious.”

Mr. Goranov previously worked as an insurance broker. He explained, “It’s ridiculous. I

was the best broker they had ever seen, but they won’t rehire me. I think the problem is

that the profession is filled with big egos, and I can’t keep my mouth shut about it.” After

being “blackballed” by insurance agencies, Mr. Goranov did not work for 5 years, until he

was hired by an automobile dealer. He said that although it was beneath him to sell cars, he

was successful, and “in no time, I was running the place.” He quit within a few months after

an argument with the owner. Despite encouragement from several therapists, Mr. Goranov

had not applied for a job or pursued employment rehabilitation or volunteer work; he

strongly viewed these options as beneath him.

Mr. Goranov has “given up on women.” He had many partners as a younger man, but he

generally found them to be unappreciative and “only in it for the free meals.” The

psychiatric resident notes indicated that he responded to demonstrations of interest with

suspicion. This tendency held true in regard to both women who had tried to befriend him

 

 

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and residents who had taken an interest in his care. Mr. Goranov described himself as

someone who had a lot of love to give, but said that the world was full of manipulators. He

said he had a few buddies, but his mother was the only one he truly cared about. He

enjoyed fine restaurants and “five-star hotels,” but he added that he could no longer afford

them. He exercised daily and was concerned about maintaining his body. Most of his time

was spent at home watching television or reading novels and biographies.

On examination, the patient was neatly groomed, had slicked-back hair, and wore clothing

that appeared to be by a hip-hop designer generally favored by men in their 20s. He was

coherent, goal directed, and generally cooperative. He said he was sad and angry. His affect

was constricted and dismissive. He denied an intention to kill himself but felt hopeless and

thought of death fairly often. He was cognitively intact.

Diagnosis

Narcissistic personality disorder

Discussion

When a patient presents to a psychiatrist, symptoms are generally those aspects of

psychopathology that are easiest to recognize and to diagnose. Anxiety, depression,

obsessions, and phobias are seen similarly by patient and doctor and are central defining

characteristics of many disorders. Patients with personality disorders are different. Their

problems are often more distressing to others than to the patient, and their symptoms are

often vague and may seem secondary to their central issue. What determines the diagnosis

or defines the focus of treatment is not the anxiety or depression, for example, but rather

who the patient is, the life he or she has chosen to lead, and the pattern of his or her human

relationships.

A corollary is that the patient’s complaints may be less revealing than the way in which they

are made. The consultation interview with most patients consists of collecting information

and making observations. The consultation with most patients who have personality

disorders requires the creation of a relationship, and then the doctor’s experiencing and

understanding of that relationship. Countertransference responses can be important

diagnostic tools, and the way in which the patient relates to the clinician reflects the

template that structures how the patient relates to others. For example, Mr. Goranov’s

primary complaint is his sad mood. Although he could have a depressive disorder, he seems

 

 

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to lack most of the pertinent DSM-5 criteria for any of the depressive disorders. Instead, his

low mood appears to be a response to chronic disappointment. Despite his view of himself

as talented and attractive, he is unemployed, underappreciated, and alone. Empty

demoralization is a common accompaniment to personality disorder and, as with Mr.

Goranov, is often unresponsive to pharmacotherapy.

Further, atypical for most patients with serious depression, he is concerned about

maintaining his appearance and his attractiveness to others. His grooming, clothes, and

manner reflect his underlying grandiosity, his conviction that he is special and deserving of

the appreciation that he has failed to receive.

This story about Mr. Goranov reflects a typical mild to moderate narcissistic personality

disorder. Classic features include grandiosity, a conviction that he deserves special

treatment, estrangement from others, a strikingly diminished capacity for empathy, and an

attitude of arrogant disdain. The depressed affect is clearly present, but it is secondary to

his fundamental personality psychopathology.

These patients are difficult to treat. They see their problem as the failure of the world to

recognize their true value, and they often slide into depressed, lonely social withdrawal as

life progresses. A therapeutic alliance requires making contact with them around their

pain, loneliness, and isolation, and working to enhance their pleasure rather than to

renounce their claims on others.

Mr. Goranov is a patient. He is not just someone with a social and personal identity who

happens to be a patient; being a patient has become central to who he is. Furthermore, he

is a dissatisfied patient, and his psychiatrist does not provide him with what he wants or

feels entitled to get. In fact, as his story unfolds, it is clear that this is a familiar problem for

Mr. Goranov. He is dissatisfied with his friends, his jobs, and his significant others. Like his

therapists, they have not been good enough, have failed to recognize his value, and have

failed him.

Suggested Readings

Akhtar S: The shy narcissist, in Changing Ideas in a Changing World: The Revolution in

Psychoanalysis. Essays in Honour of Arnold Cooper. Edited by Sandler J, Michels R,

Fonagy P. London, Karnac, 2000, pp 111–119

 

 

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Cooper AM: Further developments of the diagnosis of narcissistic personality disorder, in

Disorders of Narcissism: Diagnostic, Clinical, and Empirical Implications. Edited by

Ronningstam EF. Washington, DC, American Psychiatric Press, 1998, pp 53–74

Ronningstam EF (ed): Disorders of Narcissism: Diagnostic, Clinical, and Empirical

Implications. Washington, DC, American Psychiatric Press, 1998

Ronningstam EF, Weinberg I: Narcissistic personality disorder: progress in recognition

and treatment. Focus 11(2):167–177, 2013

Case 18.8 Shyness

J. Christopher Perry, M.P.H., M.D.

Mathilda Herbert was a 23-year-old woman referred for psychiatric consultation to help

her “break out of her shell.” She had recently moved to a new city to take classes to become

an industrial lab technician and had moved in with an older cousin, who was also a

psychotherapist and thought she should “get out and enjoy her youth.”

Although she had previously been prescribed medications for anxiety, Ms. Herbert said

that her real problem was “shyness.” School was difficult because everyone was constantly

“criticizing.” She avoided being called on in class because she knew she would “say

something stupid” and blush and everyone would make fun of her. She avoided speaking

up or talking on telephones, worried about how she would sound. She dreaded public

speaking.

She was similarly reticent with friends. She said she had always been a people pleaser who

preferred to hide her feelings with a cheerful, compliant, attentive demeanor. She had a few

friends, whom she described as “warm and lifelong.” She felt lonely after her recent move

and had not yet met anyone from school or the local community.

She said she had broken up with her first serious boyfriend 2 years earlier. He had initially

been “kind and patient” and, through him, she had a social life by proxy. Soon after she

moved in with him, however, he turned out to be an “angry alcoholic.” She had not dated

since that experience.

 

 

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Ms. Herbert grew up in a metropolitan area with her parents and three older siblings. Her

brother was “hyperactive and antisocial” and took up everyone’s attention, whereas her

sisters were “hypercompetitive and perfect.” Her mother was anxiously compliant, “like

me.” Ms. Herbert’s father was a very successful investment manager who often pointed out

ways in which his children did not live up to his expectations. He could be supportive but

tended to disregard emotional uncertainty in favor of a “tough optimism.” Teasing and

competition “saturated” the household, and “it didn’t help that I was forced to go to the

same girls’ school where my sisters had been stars and where everyone was rich and catty.”

She developed a keen sensitivity to criticism and failure.

Her parents divorced during her senior year of high school. Her father married another

woman soon thereafter. Although she had planned to attend the same elite university as

her two sisters, she chose to attend a local community college at the last minute. She

explained that it was good to be away from all the competition, and her mother needed the

support.

Ms. Herbert’s strengths included excellent work in her major, chemistry, especially after

one senior professor took a special interest. Family camping trips had led to a mastery of

outdoor skills, and she found that she enjoyed being out in the woods, flexing her

independence. She also enjoyed babysitting and volunteering in animal shelters, because

kids and animals “appreciate everything you do and aren’t mean.”

During the evaluation, Ms. Herbert was a well-dressed young woman of short stature who

was attentive, coherent, and goal directed. She smiled a lot, especially when talking about

things that would have made most people angry. When the psychiatrist offered a trial

comment, linking Ms. Herbert’s current anxiety to experiences with her father, the patient

appeared quietly upset. After several such instances, the psychiatrist worried that any

interpretive comments might be taken as criticism and had to check a tendency to avoid

sensitive subjects. Explicitly discussing his concerns led both the patient and psychiatrist to

relax and allowed the conversation to continue more productively.

Diagnoses

Avoidant personality disorder

Social anxiety disorder

 

 

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Discussion

Ms. Herbert’s shyness extends into a persistent social avoidance that reduces her ability to

enjoy herself. She underperforms at school, and she seems to have chosen her college (a

local community college) and career (lab technician) largely to reduce perceived risk and to

avoid anxiety. She feels lonely but is unable to make connections with friends. She is

stymied in her efforts to date men. She appears to have two DSM-5 diagnoses that are so

often comorbid that they may be differing conceptualizations of similar conditions:

avoidant personality disorder (AvPD) and social anxiety disorder (social phobia).

AvPD reflects a persistent pattern of social inhibition, feelings of inadequacy, and

hypersensitivity to negative evaluation. It also requires four or more of seven criteria,

which Ms. Herbert easily meets. She avoids occupational activities that involve significant

interpersonal contact. For most of her life, she has been reluctant to speak up, fearing to

draw criticism or ridicule, even from family members. She avoids being the center of

attention, is self-doubting, and blushes easily. She avoids new situations. She is unwilling

to get involved with people unless she is certain that she will be liked. These have had a

debilitating effect on all aspects of her life.

Like most people with AvPD, Ms. Herbert also qualifies for DSM-5 social anxiety disorder

(social phobia). She demonstrates fear of social scrutiny and of being negatively evaluated.

Social situations are endured, but barely, and her anxiety is almost always present. She

appears shy, selects work where there will be limited social interaction, and prefers to live

with family members.

Ms. Herbert describes having these symptoms from a young age. Although shyness is

commonly reported in individuals with AvPD and social anxiety disorder, most shy

children do not go on to report the sorts of issues prevalent in people with these disorders:

diminished school performance, employment, productivity, socioeconomic status, quality

of life, and overall well-being.

During the interview, the psychiatrist sensed Ms. Herbert’s distress and felt

uncharacteristically restricted in what he could ask. In other words, he became aware of a

countertransference reaction in which he feared hurting her feelings. After he shared his

own concerns that she would feel criticized by his comments, both the psychiatrist and the

patient were able to more comfortably explore her history and deepen the therapeutic

 

 

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alliance. A strong alliance helps mitigate distress and shame and increases the likelihood of

a more thorough exploration for common comorbidities as well as a smoother transition

into treatment.

Suggested Readings

Perry JC: Cluster C personality disorders: avoidant, obsessive-compulsive, and

dependent, in Gabbard’s Treatments of Psychiatric Disorders, 5th Edition. Edited by

Gabbard GO. Washington, DC, American Psychiatric Publishing (in press)

Sanislow CA, Bartolini EE, Zoloth EC: Avoidant personality disorder, in Encyclopedia of

Human Behavior, 2nd Edition. Edited by Ramachandran VS. San Diego, CA, Academic

Press, 2012, pp 257–266

Case 18.9 Lack of Self-Con�dence

Raymond Raad, M.D., M.P.H.

Paul S. Appelbaum, M.D.

Nate Irvin was a 31-year-old white man who sought outpatient psychiatric services for “lack

of self-confidence.” He reported lifelong troubles with assertiveness and was specifically

upset by having been “stuck” for 2 years at his current “dead-end” job as an administrative

assistant. He wished someone would tell him where to go next so that he would not have to

face the “burden” of decision. At work, he found it easy to follow his boss’s directions but

had difficulty making even minor independent decisions. The situation was “depressing,”

he said, but nothing new.

Mr. Irvin also reported dissatisfaction with his relationships with women. He described a

series of several-month-long relationships over the prior 10 years that ended despite his

doing “everything I could.” His most recent relationship had been with an opera singer. He

reported having gone to several operas and taken singing classes to impress her, even

though he did not particularly enjoy music. That relationship had recently ended for

unclear reasons. He said his mood and self-confidence were tied to his dating. Being single

made him feel desperate, but desperation made it even harder to get a girlfriend. He said he

felt trapped by that spiral. Since the latest breakup, he had been quite sad, with frequent

crying spells. It was this depression that had prompted him to seek treatment. He denied

 

 

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all other symptoms of depression, including problems with sleep, appetite, energy,

suicidality, and ability to enjoy things.

Mr. Irvin initially denied taking any medications, but he eventually revealed that 1 year

earlier his primary care physician had begun to prescribe alprazolam 0.5 mg/day for

“anxiety.” His dose had escalated, and at the time of the evaluation, Mr. Irvin was taking 5

mg/day and getting prescriptions from three different physicians. Cutting back led to

anxiety and “the shakes.”

Mr. Irvin denied any prior personal or family psychiatric history, including outpatient

psychiatric appointments.

After hearing this history, the psychiatrist was concerned about Mr. Irvin’s escalating

alprazolam use and his chronic difficulties with independence. She thought the most

accurate diagnosis was benzodiazepine use disorder comorbid with a personality disorder.

However, she was concerned about the negative unintended effects that these diagnoses

might have on the patient, including his employment and insurance coverage, as well as

how he would be dealt with by future clinicians. She typed into the electronic medical

record a diagnosis of “adjustment disorder with depressed mood.” Two weeks later, Mr.

Irvin’s insurance company asked her his diagnosis, and she gave the same diagnosis.

Diagnoses

Dependent personality disorder

Benzodiazepine use disorder

Discussion

Mr. Irvin has an excessive need for someone to take care of him and make decisions for

him. He has difficulty making decisions independently and wishes that others would make

them for him. He lacks the confidence to initiate projects or do things on his own, he

generally feels uncomfortable being alone, and he is reluctant to disagree on even minor

matters. He goes to almost desperate lengths to seek and maintain relationships and to

obtain support and nurturing from others.

Mr. Irvin, therefore, meets at least six of the eight DSM-5 criteria (only five are required)

for dependent personality disorder. To meet the criteria for the diagnosis, these patterns

 

 

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must also fit the general criteria for a personality disorder (i.e., the symptoms must differ

from cultural expectations and be enduring, inflexible, pervasive, and associated with

distress and/or impairment in functioning). Mr. Irvin’s symptoms meet this standard.

Furthermore, his symptoms are persistent and debilitating, and lie outside the normal

expectations for a healthy adult man of his age.

Many psychiatric diagnoses can intensify dependent personality traits or be comorbid with

dependent personality disorder. In this patient, it is especially important to consider a

mood disorder, because he presents with “depression” that has recently worsened. Some

patients with mood disorders can present with symptoms that mimic personality disorders,

so if this patient is in the midst of a major depressive episode, his dependent symptoms

may be confined to that episode. Mr. Irvin, however, denies other symptoms of depression

and does not meet criteria for any of the depressive disorders.

Notably, Mr. Irvin is using alprazolam. He has been taking the medication in increasing

amounts over a longer period of time than was intended. To obtain an adequate supply, he

gets prescriptions from three different physicians. He has developed tolerance (resulting in

dose escalation) and withdrawal (as demonstrated by anxiety and shakes). Assuming that

further exploration would confirm clinically significant impairment or distress, Mr. Irvin

meets criteria for a benzodiazepine use disorder. Given his history of use and his tendency

not to be entirely transparent, it would be especially important to tactfully explore the

possibility that he is using other substances, including alcohol, tobacco, illicit drugs, and

prescription drugs such as opioids.

The psychiatrist in this case faces a conflict common in clinical practice. Documentation of

patients’ diagnoses in clinical charts—and their release to third parties—can sometimes

have downstream effects on patients’ insurance coverage or disability status and can lead to

stigmatization, both within and outside the health care system. Given this reality,

psychiatrists can be tempted to record only the least severe of several diagnoses, or

sometimes to report inaccurate but presumably less pejorative disorders. In this case, the

psychiatrist does both. Although the patient has depressed mood, he does not meet criteria

for the adjustment disorder that is recorded by his psychiatrist. He does, however, appear

to meet criteria for both dependent personality disorder and benzodiazepine use disorder,

but neither of these more serious and potentially more stigmatizing diagnoses is included

in the chart or disclosed to the insurer.

 

 

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When diagnoses are inaccurately recorded in medical charts, ostensibly for the purpose of

protecting patients, this may end up causing harm instead. Subsequent clinicians who

review the records may lack critical information regarding patients’ presentation and

treatment. For example, if Mr. Irvin were to urgently call for a prescription of

benzodiazepines, a covering psychiatrist might have no way of knowing from the patient’s

chart about either the pattern of benzodiazepine abuse or the physiological dependence. As

a physician who intends to “do no harm,” Mr. Irvin’s psychiatrist has tried to shield him

from stigma but has instead exposed him to medical risk.

The physician has other responsibilities beyond those to the patient. When the physician

and patient agree to accept payment from an insurer, the physician may be obligated to

provide to insurers and governmental agencies a reasonable amount of honest clinical

information. Lack of disclosure is tantamount to fraud and can be prosecuted. In addition,

although being part of the medical profession affords many privileges, it also involves

responsibilities. Diagnostic deceit may seem like an innocuous effort to protect the patient,

but the dishonesty negatively affects the reputation of the entire profession, a reputation

that is integral to the ability to render treatment to future patients.

Suggested Readings

Appelbaum PS: Privacy in psychiatric treatment: threats and responses. Am J Psychiatry

159(11):1809–1818, 2002 PubMed ID: 12411211

Howe E: Core ethical questions: what do you do when your obligations as a psychiatrist

conflict with ethics? Psychiatry 7(5):19–26, 2010 PubMed ID: 20532154

Mullins-Sweatt SN, Bernstein DP, Widiger TA: Retention or deletion of personality

disorder diagnoses for DSM-5: an expert consensus approach. J Pers Disord 26(5):689–

703, 2012 PubMed ID: 23013338

Case 18.10 Relationship Control

Michael F. Walton, M.D.

Ogden Judd and his boyfriend, Peter Kleinman, presented for couples therapy to address

escalating conflict around the issue of moving in together. Mr. Kleinman described a

several-month-long apartment search that was made “agonizing” by Mr. Judd’s rigid work

 

 

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schedule and his “endless” list of apartment demands. They were unable to come to a

decision, and eventually they decided to just share Mr. Judd’s apartment. As Mr. Kleinman

concluded, “Ogden won.”

Mr. Judd refused to hire movers for his boyfriend’s belongings, insisting on personally

packing and taking an inventory of every item in his boyfriend’s place. What should have

taken 2 days took 1 week. Once the items were transported to Mr. Judd’s apartment, Mr.

Kleinman began to complain about Mr. Judd’s “crazy rules” about where items could be

placed on the bookshelf, which direction the hangers in the closet faced, and whether their

clothes could be intermingled. Moreover, Mr. Kleinman complained that there was hardly

any space for his possessions because Mr. Judd never threw anything away. “I’m terrified of

losing something important,” added Mr. Judd.

Over the ensuing weeks, arguments broke out nightly as they unpacked boxes and settled

in. Making matters worse, Mr. Judd would often come home after 9:00 or 10:00 p.m.,

because he had a personal rule to always have a blank “to-do” list by the end of the day. Mr.

Kleinman would often wake early in the morning to find Mr. Judd grimly organizing

shelves or closets or sorting books alphabetically by author. Throughout this process, Mr.

Judd appeared to be working hard at everything while enjoying himself less and getting less

done. Mr. Kleinman found himself feeling increasingly detached from his boyfriend the

longer they lived together.

Mr. Judd denied symptoms of depression and free-floating anxiety. He said that he had

never experimented with cigarettes or alcohol, adding, “I wouldn’t want to feel like I was

out of control.” He denied a family history of mental illness. He was raised in a two-parent

household and was an above average high school and college student. He was an only child

and first shared a room as a college freshman. He described that experience as being

difficult due to “conflicting styles—he was a mess and I knew that things should be kept

neat.” He had moved mid-year into a single dorm room and had not lived with anyone until

Mr. Kleinman moved in. Mr. Judd was well liked by his boss, earning recognition as

“employee of the month” three times in 2 years. Feedback from colleagues and

subordinates was less enthusiastic, indicating that he was overly rigid, perfectionistic, and

critical.

On examination, Mr. Judd was a thin man with eyeglasses and gelled hair, sitting on a

couch next to his boyfriend. He was meticulously dressed. He was cooperative with the

 

 

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interview and sat quietly while his boyfriend spoke, interrupting on a few occasions to

contradict. His speech was normal in rate and tone. His affect was irritable. There was no

evidence of depression. He denied specific phobias and did not think he had ever

experienced a panic attack. At the end of the consultation, Mr. Judd remarked, “I know I’m

difficult, but I really do want this to work out.”

Diagnosis

Obsessive-compulsive personality disorder

Discussion

Couples treatment would probably focus on the relationship rather than on either of the

two men, but the case report clearly focuses on Mr. Judd’s contribution to the difficulties in

the relationship. Mr. Judd is viewed as a controlling, perfection-driven, and inflexible

“workaholic.” He holds on to belongings excessively and finds it difficult to integrate new

items into his apartment, spending hours single-handedly organizing books that could

otherwise just be placed on a bookshelf. He is driven and unable to delegate, and although

those qualities can be adaptive in some circumstances, they are causing him distress and

dysfunction in regard to his situation with his boyfriend and with his colleagues at work.

Mr. Judd appears to fulfill criteria, therefore, for a DSM-5 diagnosis of obsessive-

compulsive personality disorder (OCPD).

OCPD and obsessive-compulsive disorder (OCD) can be comorbid, but the two conditions

usually exist separately. The important distinguishing factor is that whereas OCPD is

considered a maladaptive pattern of behavior marked by excessive control and inflexibility,

OCD is characterized by the presence of true obsessions and compulsions.

There can, however, be significant behavioral overlap between OCD and OCPD. For

example, hoarding behaviors can be common to both diagnoses. In OCPD, the cause of the

hoarding disorder is the need for order and completeness, and Mr. Judd reports that he is

“terrified of losing something important.” To compensate for the fact that his apartment is

now shared with his boyfriend—and is overfull—Mr. Judd works grimly into the night so

that his bookshelves and closet maintain their usual standard of excessive organization. In

OCD, the cause of the hoarding tends to be either the avoidance of onerous compulsive

rituals or obsessional and often irrational fears of incompleteness, harm, and

contamination. The behaviors are typically unwanted and distressing, and are likely to lead

 

 

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to the accumulation of odd debris such as fingernail clippings or rotten food. In hoarding

disorder, a new diagnosis in DSM-5, the focus is exclusively on a persistent difficulty

discarding or parting with possessions rather than on a need for order or on obsessions and

compulsions.

In regard to Mr. Judd, it would be useful to specifically explore whether his hoarding

behavior attenuates a specific, particularly distressing or intrusive thought, and to

understand the extent of his accumulations. His list-making and arranging may be

compulsions and meet criteria for OCD if they are found not only to be accompanied by

tension and difficulty relaxing but also to be time-consuming, distressing, overly repetitive,

and ritualistic. Although DSM-5 encourages an effort to distinguish between OCPD, OCD,

and hoarding disorder, these three disorders can be comorbid with each other.

As discussed in the introduction to this chapter, Section III of DSM-5 outlines an

alternative model that includes five personality disorder trait domains (see Table 18- in the

introduction to this chapter): negative affectivity, detachment, antagonism, disinhibition

(vs. conscientiousness), and psychoticism. Several of these factors are pertinent to a

diagnosis of OCPD. For example, Mr. Judd’s interpersonal style with both his boyfriend

and his coworkers appears to be marked by rigid detachment and restricted levels of

intimacy. He manifests significant amounts of negative affectivity, as reflected in his grim

persistence in continuing tasks past the point of usefulness. Finally, Mr. Judd’s

compulsivity pervades the entire story, as marked by extreme conscientiousness and rigid

perfectionism.

Suggested Readings

Hays P: Determination of the obsessional personality. Am J Psychiatry 129(2):217–219,

1972 PubMed ID: 5041064

Lochner C, Serebro P, van der Merwe L, et al: Comorbid obsessive-compulsive personality

disorder in obsessive-compulsive disorder (OCD): a marker of severity. Prog

Neuropsychopharmacol Biol Psychiatry 35(4):1087–1092, 2011 PubMed ID: 21411045

Pinto MA, Eisen J, Mancebo M, et al: Obsessive-compulsive personality disorder, in

Obsessive-Compulsive Disorder: Subtypes and Spectrum Conditions. Edited by

 

 

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Abramowitz J, McKay D, Taylor S. Oxford, UK, Oxford University Press, 2008, pp 246–

270

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SCIENTIFIC UNDERSTANDING OF BEHAVIOR

SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1

 

LEARNING OBJECTIVES

· Describe why an understanding of research methods is important.

· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.

· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.

· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.

· Define, describe, compare, and contrast basic and applied research.

Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?

Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.

IMPORTANCE OF RESEARCH METHODS

We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one’s sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.

Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. Similarly, people who work in business environments frequently rely on research to make decisions about marketing strategies, ways of improving employee productivity and morale, and methods of selecting and training new employees. Educators must keep up with research on topics such as the effectiveness of different teaching strategies or programs to deal with special student problems. Knowledge of research methods and the ability to evaluate research reports are useful in many fields.

Page 3It is also important to recognize that scientific research has become increasingly prominent in public policy decisions. Legislators and political leaders at all levels of government frequently take political positions and propose legislation based on research findings. Research may also influence judicial decisions: A classic example of this is the Social Science Brief that was prepared by psychologists and accepted as evidence in the landmark 1954 case of Brown v. Board of Education in which the U.S. Supreme Court banned school segregation in the United States. One of the studies cited in the brief was conducted by Clark and Clark (1947), who found that when allowed to choose between light-skinned and dark-skinned dolls, both Black and White children preferred to play with the light-skinned dolls (see Stephan, 1983, for a further discussion of the implications of this study).

Behavioral research on human development has influenced U.S. Supreme Court decisions related to juvenile crime. In 2005, for instance, the Supreme Court decided that juveniles could not face the death penalty (Roper v. Simmons), and the decision was informed by neurological and behavioral research showing that the brain, social, and character differences between adults and juveniles make juveniles less culpable than adults for the same crimes. Similarly, in the 2010 Supreme Court decision Graham v. Florida, the Supreme Court decided that juvenile offenders could not be sentenced to life in prison without parole for non-homicide offenses. This decision was influenced by research in developmental psychology and neuroscience. The court majority pointed to this research in their conclusion that assessment of blame and standards for sentencing should be different for juveniles and adults because of juveniles’ lack of maturity and poorly formed character development (Clay, 2010).

Research is also important when developing and assessing the effectiveness of programs designed to achieve certain goals—for example, to increase retention of students in school, influence people to engage in behaviors that reduce their risk of contracting HIV, or teach employees how to reduce the effects of stress. We need to be able to determine whether these programs are successfully meeting their goals.

Finally, research methods are important because they can provide us with the best answers to questions like those we posed at the outset of the chapter. Research methods can be the way to satisfy our native curiosity about ourselves, our world, and those around us.

WAYS OF KNOWING

We opened this chapter with several questions about human behavior and suggested that scientific research is a valuable means of answering them. How does the scientific approach differ from other ways of learning about behavior? People have always observed the world around them and sought explanations for what they see and experience. However, instead of using a scientific approach, many people rely on  intuition  and  authority  as primary ways of knowing.

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Intuition

Most of us either know or have heard about a married couple who, after years of trying to conceive, adopt a child. Then, within a very short period of time, they find that the woman is pregnant. This observation leads to a common belief that adoption increases the likelihood of pregnancy among couples who are having difficulties conceiving a child. Such a conclusion seems intuitively reasonable, and people usually have an explanation for this effect—for example, the adoption reduces a major source of marital stress, and the stress reduction in turn increases the chances of conception (see Gilovich, 1991).

This example illustrates the use of intuition and anecdotal evidence to draw general conclusions about the world around us. When you rely on intuition, you accept unquestioningly what your own personal judgment or a single story about one person’s experience tells you. The intuitive approach takes many forms. Often, it involves finding an explanation for our own behaviors or the behaviors of others. For example, you might develop an explanation for why you keep having conflicts with your roommate, such as “he hates me” or “having to share a bathroom creates conflict.” Other times, intuition is used to explain intriguing events that you observe, as in the case of concluding that adoption increases the chances of conception among couples having difficulty conceiving a child.

A problem with intuition is that numerous cognitive and motivational biases affect our perceptions, and so we may draw erroneous conclusions about cause and effect (cf. Fiske & Taylor, 1984; Gilovich, 1991; Nisbett & Ross, 1980; Nisbett & Wilson, 1977). Gilovich points out that there is in fact no relationship between adoption and subsequent pregnancy, according to scientific research investigations. So why do we hold this belief? Most likely it is because of a cognitive bias called illusory correlation that occurs when we focus on two events that stand out and occur together. When an adoption is closely followed by a pregnancy, our attention is drawn to the situation, and we are biased to conclude that there must be a causal connection. Such illusory correlations are also likely to occur when we are highly motivated to believe in the causal relationship. Although this is a natural thing for us to do, it is not scientific. A scientific approach requires much more evidence before conclusions can be drawn.

Authority

The philosopher Aristotle said: “Persuasion is achieved by the speaker’s personal character when the speech is so spoken as to make us think him credible. We believe good men more fully and readily than others.” Aristotle would argue that we are more likely to be persuaded by a speaker who seems prestigious, trustworthy, and respectable than by one who appears to lack such qualities.

Many of us might accept Aristotle’s arguments simply because he is considered a prestigious authority—a convincing and influential source—and his Page 5writings remain important. Similarly, many people are all too ready to accept anything they learn from the Internet, news media, books, government officials, celebrities, religious figures, or even a professor! They believe that the statements of such authorities must be true. The problem, of course, is that the statements may not be true. The scientific approach rejects the notion that one can accept on faith the statements of any authority; again, more evidence is needed before we can draw scientific conclusions.

Empiricism

The scientific approach to acquiring knowledge recognizes that both intuition and authority can be sources of ideas about behavior. However, scientists do not unquestioningly accept anyone’s intuitions—including their own. Scientists recognize that their ideas are just as likely to be wrong as anyone else’s. Also, scientists do not accept on faith the pronouncements of anyone, regardless of that person’s prestige or authority. Thus, scientists are very skeptical about what they see and hear. Scientific skepticism means that ideas must be evaluated on the basis of careful logic and results from scientific investigations.

If scientists reject intuition and blind acceptance of authority as ways of knowing about the world, how do they go about gaining knowledge? The fundamental characteristic of the scientific method is empiricism—the idea that knowledge is based on observations. Data are collected that form the basis of conclusions about the nature of the world. The scientific method embodies a number of rules for collecting and evaluating data; these rules will be explored throughout the book.

The Scientific Approach

The power of the scientific approach can be seen all around us. Whether you look at biology, chemistry, medicine, physics, anthropology, or psychology, you will see amazing advances over the past 5, 25, 50, or 100 years. We have a greater understanding of the world around us, and the applications of that understanding have kept pace. Goodstein (2000) describes an “evolved theory of science” that defines the characteristics of scientific inquiry. These characteristics are summarized below.

· Data play a central role For scientists, knowledge is primarily based on observations. Scientists enthusiastically search for observations that will verify or reject their ideas about the world. They develop theories, argue that existing data support their theories, and conduct research that can increase our confidence that the theories are correct. Observations can be criticized, alternatives can be suggested, and data collection methods can be called into question. But in each of these cases, the role of data is central and fundamental. Scientists have a “show me, don’t tell me” attitude.

· Page 6Scientists are not alone Scientists make observations that are accurately reported to other scientists and the public. You can be sure that many other scientists will follow up on the findings by conducting research that replicates and extends these observations.

· Science is adversarial Science is a way of thinking in which ideas do battle with other ideas in order to move ever closer to truth. Research can be conducted to test any idea; supporters of the idea and those who disagree with the idea can report their research findings, and these can be evaluated by others. Some ideas, even some very good ideas, may prove to be wrong if research fails to provide support for them. Good scientific ideas are testable. They can be supported or they can be falsified by data—the latter concept called falsifiability (Popper, 2002). If an idea is falsified when it is tested, science is thereby advanced because this result will spur the development of new and better ideas.

· Scientific evidence is peer reviewed Before a study is published in a top-quality scientific journal, other scientists who have the expertise to carefully evaluate the research review it. This process is called peer review. The role of these reviewers is to recommend whether the research should be published. This review process ensures that research with major flaws will not become part of the scientific literature. In essence, science exists in a free market of ideas in which the best ideas are supported by research and scientists can build upon the research of others to make further advances.

Integrating Intuition, Skepticism, and Authority

The advantage of the scientific approach over other ways of knowing about the world is that it provides an objective set of rules for gathering, evaluating, and reporting information. It is an open system that allows ideas to be refuted or supported by others. This does not mean that intuition and authority are unimportant, however. As noted previously, scientists often rely on intuition and assertions of authorities for ideas for research. Moreover, there is nothing wrong with accepting the assertions of authority as long as we do not accept them as scientific evidence. Often, scientific evidence is not obtainable, as, for example, when a religious figure or text asks us to accept certain beliefs on faith. Some beliefs cannot be tested and thus are beyond the realm of science. In science, however, ideas must be evaluated on the basis of available evidence that can be used to support or refute the ideas.

There is also nothing wrong with having opinions or beliefs as long as they are presented simply as opinions or beliefs. However, we should always ask whether the opinion can be tested scientifically or whether scientific evidence exists that relates to the opinion. For example, opinions on whether exposure to violent movies, TV, and video games increases aggression are only opinions until scientific evidence on the issue is gathered.

Page 7As you learn more about scientific methods, you will become increasingly skeptical of the research results reported in the media and the assertions of scientists as well. You should be aware that scientists often become authorities when they express their ideas. When someone claims to be a scientist, should we be more willing to accept what he or she has to say? First, ask about the credentials of the individual. It is usually wise to pay more attention to someone with an established reputation in the field and attend to the reputation of the institution represented by the person. It is also worthwhile to examine the researcher’s funding source; you might be a bit suspicious when research funded by a drug company supports the effectiveness of a drug manufactured by that company, for example. Similarly, when an organization with a particular social-political agenda funds the research that supports that agenda, you should be skeptical of the findings and closely examine the methods of the study.

You should also be skeptical of pseudoscientific research. Pseudoscience is “fake” science in which seemingly scientific terms and demonstrations are used to substantiate claims that have no basis in scientific research. The claim may be that a product or procedure will enhance your memory, relieve depression, or treat autism or post traumatic stress disorder. The fact that these are all worthy outcomes makes us very susceptible to believing pseudoscientific claims and forgetting to ask whether there is a valid scientific basis for the claims.

A good example comes from a procedure called facilitated communication that has been used by therapists working with children with autism. These children lack verbal skills for communication; to help them communicate, a facilitator holds the child’s hand while the child presses keys to type messages on a keyboard. This technique produces impressive results, as the children are now able to express themselves. Of course, well-designed studies revealed that the facilitators, not the children, controlled the typing. The problem with all pseudoscience is that hopes are raised and promises will not be realized. Often the techniques can be dangerous as well. In the case of facilitated communication, a number of facilitators typed messages accusing a parent of physically or sexually abusing the child. Some parents were actually convicted of child abuse. In these legal cases, the scientific research on facilitated communication was used to help the defendant parent. Cases such as this have led to a movement to promote the exclusive use of evidence-based therapies—therapeutic interventions grounded in scientific research findings that demonstrate their effectiveness (cf. Lilienfeld, Lynn, & Lohr, 2004).

So how can you tell if a claim is pseudoscientific? It is not easy; in fact, a philosopher of science noted that “the boundaries separating science, non-science, and pseudoscience are much fuzzier and more permeable than … most scientists … would have us believe” (Pigliucci, 2010). Here are a few things to look for when evaluating claims:

· Untestable claims that cannot be refuted.

· Claims rely on imprecise, biased, or vague language.

· Page 8Evidence is based on anecdotes and testimonials rather than scientific data.

· Evidence is from experts with only vague qualifications who provide support for the claim without sound scientific evidence.

· Only confirmatory evidence is presented; conflicting evidence is ignored.

· References to scientific evidence lack information on the methods that would allow independent verification.

Finally, we are all increasingly susceptible to false reports of scientific findings circulated via the Internet. Many of these claim to be associated with a reputable scientist or scientific organization, and then they take on a life of their own. A recent widely covered report, supposedly from the World Health Organization, claimed that the gene for blond hair was being selected out of the human gene pool. Blond hair would be a disappearing trait! General rules to follow are (1) be highly skeptical of scientific assertions that are supported by only vague or improbable evidence and (2) take the time to do an Internet search for supportive evidence. You can check many of the claims that are on the Internet on www.snopes.com and www.truthorfiction.com.

GOALS OF BEHAVIORAL SCIENCE

Scientific research on behavior has four general goals: (1) to describe behavior, (2) to predict behavior, (3) to determine the causes of behavior, and (4) to understand or explain behavior.

Description of Behavior

The scientist begins with careful observation, because the first goal of science is to describe behavior—which can be something directly observable (such as running speed, eye gaze, or loudness of laughter) or something less observable (such as self-reports of perceptions of attractiveness). Researchers at the Kaiser Family Foundation (Rideout, Foehr, & Roberts, 2010) described media use (e.g., television, cell phones, movies) of over 2,000 8- to 18-year-olds using a written questionnaire. One section of the questionnaire asked about computer use. Figure 1.1 shows the percentage of time spent on various recreational computer activities in a typical day. As you can see, social networking and game playing are the most common activities. The study is being done every few years so you can check for changes when the next phase of the study is completed.

Researchers are often interested in describing the ways in which events are systematically related to one another. If parents enforce rules on amount of recreational computer use, do their children perform better in school? Do jurors judge attractive defendants more leniently than unattractive defendants? Are people more likely to be persuaded by a speaker who has high credibility? In what ways do cognitive abilities change as people grow older? Do students who study with a television set on score lower on exams than students who study in a quiet environment? Do taller people make more money than shorter people? Do men find women wearing red clothing more attractive than women wearing a dark blue color?

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FIGURE 1.1

Time spent on recreational computer activities

Reprinted by permission of the Kaiser Family Foundation.

Prediction of Behavior

Another goal of science is to predict behavior. Once it has been observed with some regularity that two events are systematically related to one another (e.g., greater attractiveness is associated with more lenient sentencing), it becomes possible to make predictions. One implication of this process is that it allows us to anticipate events. If you read about an upcoming trial of a very attractive defendant, you can predict that the person will likely receive a lenient sentence. Further, the ability to predict often helps us make better decisions. For example, if you study the behavioral science research literature on attraction and relationships, you will learn about factors that predict long-term relationship satisfaction. You may be able to then use that information when predicting the likely success of your own relationships. You can even take a test that was designed to measure these predictors of relationship success. Tests such as RELATE, FOCCUS, and PREPARE can be completed online by yourself, with a partner, or with the help of a professional counselor (Larson, Newell, Topham, & Nichols, 2002).

Determining the Causes of Behavior

A third goal of science is to determine the causes of behavior. Although we might accurately predict the occurrence of a behavior, we might not correctly Page 10identify its cause. Research shows that a child’s aggressive behavior may be predicted by knowing how much violence the child views on television. Unfortunately, unless we know that exposure to television violence is a cause of behavior, we cannot assert that aggressive behavior can be reduced by limiting scenes of violence on television. A child who is highly aggressive may prefer to watch violence when choosing television programs. Or consider this example: Research by Elliot and Niesta (2008) indicates that men find women wearing red are more attractive than women wearing a color such as blue. Does the red clothing cause the perception of greater attractiveness? Or is it possible that attractive women choose to wear brighter colors (including red) and less attractive women choose to wear darker colors? Should a woman wear red to help her be perceived as more attractive? We can only recommend this strategy if we know that the color red causes perception of greater attractiveness. We are now confronting questions of cause and effect: To know how to change behavior, we need to know the causes of behavior.

Cook and Campbell (1979) describe three types of evidence (drawn from the work of philosopher John Stuart Mill) used to identify the cause of a behavior. It is not enough to know that two events occur together, as in the case of knowing that watching television violence is a predictor of actual aggression. To conclude causation, three things must occur (see Figure 2.1):

1. There is a temporal order of events in which the cause precedes the effect. This is called temporal precedence. Thus, we need to know that television viewing occurred first and aggression followed.

2. When the cause is present, the effect occurs; when the cause is not present, the effect does not occur. This is called covariation of cause and effect. We need to know that children who watch television violence behave aggressively and that children who do not watch television violence do not behave aggressively.

3. Nothing other than a causal variable could be responsible for the observed effect. This is called elimination of alternative explanations. There should be no other plausible alternative explanation for the relationship. This third point about alternative explanations is very important: Suppose that the children who watch a lot of television violence are left alone more than are children who do not view television violence. In this case, the increased aggression could have an alternative explanation: lack of parental supervision. Causation will be discussed again in Chapter 4.

Explanation of Behavior

A final goal of science is to explain the events that have been described. The scientist seeks to understand why the behavior occurs. Consider the relationship between television violence and aggression: Even if we know that TV violence is a cause of aggressiveness, we need to explain this relationship. Is it due to imitation or “modeling” of the violence seen on TV? Is it the result of psychological desensitization to violence and its effects? Or does watching TV violence lead to a belief that aggression is a normal response to frustration and conflict? Further research is necessary to shed light on possible explanations of what has been observed. Usually, additional research like this is carried out by testing theories that are developed to explain particular behaviors.

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FIGURE 1.2

Determining cause and effect

Page 12Description, prediction, determination of cause, and explanation are all closely intertwined. Determining cause and explaining behavior are particularly closely related because it is difficult ever to know the true cause or all the causes of any behavior. An explanation that appears satisfactory may turn out to be inadequate when other causes are identified in subsequent research. For example, when early research showed that speaker credibility is related to attitude change, the researchers explained the finding by stating that people are more willing to believe what is said by a person with high credibility than by one with low credibility. However, this explanation has given way to a more complex theory of attitude change that takes into account many other factors that are related to persuasion (Petty, Wheeler, & Tomala, 2003). In short, there is a certain amount of ambiguity in the enterprise of scientific inquiry. New research findings almost always pose new questions that must be addressed by further research; explanations of behavior often must be discarded or revised as new evidence is gathered. Such ambiguity is part of the excitement and fun of science.

BASIC AND APPLIED RESEARCH

While behavioral researchers are typically trying to make progress on the aforementioned goals of science (i.e., describe, predict, determine cause, and explain), behavioral research generally falls into two categories: basic and applied. Next, we will explore the differences and similarities between basic research and applied research.

Basic Research

Basic research tries to answer fundamental questions about the nature of behavior. Studies are often designed to address theoretical issues concerning phenomena such as cognition, emotion, motivation, learning, neuropsychology, personality development, and social behavior. Here are descriptions of a few journal articles that pertain to some basic research questions:

Kool, W., McGuire, J., Rosen, Z., & Botvinick, M. (2010). Decision making and the avoidance of cognitive demand. Journal of Experimental Psychology: General139, 665–682. doi:10.1037/a0020198

Past research documented that people choose the least physically demanding option when choosing among different behaviors. This study investigated choices that differed in the amount of required cognitive effort. As expected, the participants chose to pursue options with the fewest cognitive demands.

Rydell, R. J., Rydell, M. T., & Boucher, K. L. (2010). The effect of negative performance stereotypes on learning. Journal of Personality and Social Psychology, 99, 883–896. doi:10.1037/a0021139Page 13

Female participants studied a tutorial on a particular approach to solving math problems. After completing the first half of the tutorial, they were given math problems to solve. At this point, a stereotype was invoked. Some participants were told that the purpose of the experiment was to examine reasons why females perform poorly in math. The other participants were not given this information. The second half of the tutorial was then presented and a second math performance measure was administered. The participants receiving the negative stereotype information did perform poorly on the second math test; the other participants performed the same on both math tests.

Jacovina, M. E., & Gerreg, R. J. (2010). How readers experience characters’ decisions. Memory & Cognition, 38, 753–761. doi:10.3758/MC.38.6.753

This study focused on the way that readers process information about decisions that a story’s characters make along with the consequences of the decisions. Participants read a story in which there was a match of the reader’s decision preference and outcome (e.g., the preferred decision was made and there were positive consequences) or there was a mismatch (e.g., the preferred choice was made but there were negative outcomes). Readers took longer to read the information about decision outcomes when there was a mismatch of decision preference and outcome.

Applied Research

The research articles listed above were concerned with basic processes of behavior and cognition rather than any immediate practical implications. In contrast, applied research is conducted to address issues in which there are practical problems and potential solutions. To illustrate, here are a few summaries of journal articles about applied research:

Ramesh, A., & Gelfand, M. (2010). Will they stay or will they go? The role of job embeddedness in predicting turnover in individualistic and collectivistic cultures. Journal of Applied Psychology, 95, 807–823. doi:10.1037/a0019464

In the individualistic United States, employee turnover was predicted by the fit between the person’s skills and the requirements of the job. In the more collectivist society of India, turnover was more strongly related to the fit between the person’s values and the values of the organization.

Young, C., Fang, D., & Zisook, S. (2010). Depression in Asian-American and Caucasian undergraduate students. Journal of Affective Disorders125, 379–382. doi:10.1016/j.jad.2010.02.124

Page 14Asian-American college students reported higher levels of depression than Caucasian students. The results have implications for campus mental health programs.

Braver, S. L., Ellman, I. M., & Fabricus, W. V. (2003). Relocation of children after divorce and children’s best interests: New evidence and legal considerations. Journal of Family Psychology, 17, 206–219. doi:10.1037/0893-3200.17.2.206

College students whose parents had divorced were categorized into groups based on whether the parent had moved more than an hour’s drive away. The students whose parents had not moved had more positive scores on a number of adjustment measures.

Latimer, A. E., Krishnan-Sarin, S., Cavallo, D. A., Duhig, A., Salovey, P., & O’Malley, S. A. (2012). Targeted smoking cessation messages for adolescents. Journal of Adolescent Health, 50, 47–53. doi: 10.1016/j.jadohealth.2011.04.013

Based on the results of research that identified adolescent smokers’ perceptions of the content of smoking cessation messages, the researchers produced two videos that were shown to smokers. One focused on long-term benefits of quitting; the other emphasized long-term negative consequences of smoking. The video showing the costs of smoking resulted in more positive attitudes toward quitting than the one showing the benefits of quitting.

Hyman, I., Boss, S., Wise, B., McKenzie, K., & Caggiano, J. (2010). Did you see the unicycling clown? Inattentional blindness while walking and talking on a cell phone. Applied Cognitive Psychology24, 597–607. doi:10.1002/acp.1638

Does talking on a cell phone while walking produce an inattentional blindness—a failure to notice events in the environment? In one study, pedestrians walking across a campus square while using a cell phone walked more slowly and changed directions more frequently than others walking in the same location. In a second study, a clown rode a unicycle on the square. Pedestrians were asked if they noticed a clown on a unicycle after they had crossed the square. The cell phone users were much less likely to notice than pedestrians walking alone, with a friend, or while listening to music.

A major area of applied research is called program evaluation, which assesses the social reforms and innovations that occur in government, education, the criminal justice system, industry, health care, and mental health institutions. In an influential paper on “reforms as experiments,” Campbell (1969) noted that social programs are really experiments designed to achieve certain outcomes. He argued persuasively that social scientists should evaluate each Page 15program to determine whether it is having its intended effect. If it is not, alternative programs should be tried. This is an important point that people in all organizations too often fail to remember when new ideas are implemented; the scientific approach dictates that new programs should be evaluated. Here are three sample journal articles about program evaluation:

Reid, R., Mullen, K., D’Angelo, M., Aitken, D., Papadakis, S., Haley, P., … Pipe, A. L. (2010). Smoking cessation for hospitalized smokers: An evaluation of the “Ottawa Model.” Nicotine & Tobacco Research12, 11–18. doi:10.1093/ntr/ntp165

A smoking cessation program for patients was implemented in nine Canadian hospitals. Smoking rates were measured for a year following the treatment. The program was successful in reducing smoking.

Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school-based mentoring. Child Development, 82, 346–361. doi:10.1111/j.1467-8624.2010.01559.x

An experiment was conducted to evaluate the impact of participation in the Big Brothers Big Sisters program. The 9- to 16-year-old students participating in the program showed greater improvement in academic achievement than those in the control group. There were no differences in measures of problem behaviors.

Kumpfer, K., Whiteside, H., Greene, J., & Allen, K. (2010). Effectiveness outcomes of four age versions of the Strengthening Families Program in statewide field sites. Group Dynamics: Theory, Research, and Practice, 14(3), 211–229. doi:10.1037/a0020602

A large-scale Strengthening Families Program was implemented over a 5-year period with over 1,600 high-risk families in Utah. For most measures of improvement in family functioning, the program was effective across all child age groups.

Much applied research is conducted in settings such as large business firms, marketing research companies, government agencies, and public polling organizations and is not published but rather is used within the company or by clients of the company. Whether or not such results are published, however, they are used to help people make better decisions concerning problems that require immediate action.

Comparing Basic and Applied Research

Both basic and applied research are important, and neither can be considered superior to the other. In fact, progress in science is dependent on a synergy between basic and applied research. Much applied research is guided by the Page 16theories and findings of basic research investigations. For example, one of the most effective treatment strategies for specific phobia—an anxiety disorder characterized by extreme fear reactions to specific objects or situations—is called exposure therapy (Chambless et al., 1996). In exposure therapy, people who suffer from a phobia are exposed to the object of their fears in a safe setting while a therapist trains them in relaxation techniques in order to counter-program their fear reaction. This behavioral treatment emerged from the work of Pavlov and Watson, who studied the processes by which animals acquire, maintain, and critically lose reflexive reactions to stimuli (Wolpe, 1982). Today, this work has been extended even further, as the use of virtual reality technologies to treat anxiety disorders has been studied and found to be as effective as traditional exposure treatment (Opris, Pintea, García-Palacios, Botella, Szamosközi, & David, 2012).

In recent years, many in our society, including legislators who control the budgets of research-granting agencies of the government, have demanded that research be directly relevant to specific social issues. The problem with this attitude toward research is that we can never predict the ultimate applications of basic research. Psychologist B. F. Skinner, for example, conducted basic research in the 1930s on operant conditioning, which carefully described the effects of reinforcement on such behaviors as bar pressing by rats. Years later, this research led to many practical applications in therapy, education, and industry. Research with no apparent practical value ultimately can be very useful. The fact that no one can predict the eventual impact of basic research leads to the conclusion that support of basic research is necessary both to advance science and to benefit society.

At this point, you may be wondering if there is a definitive way to know whether a study should be considered basic or applied. The distinction between basic and applied research is a convenient typology but is probably more accurately viewed as a continuum. Notice in the listing of applied research studies that some are more applied than others. The study on adolescent smoking is very much applied—the data will be valuable for people who are planning smoking cessation programs for adolescents. The study on depression among college students would be valuable on campuses that have mental health awareness and intervention programs for students. The study on child custody could be used as part of an argument in actual court cases. It could even be used by counselors working with couples in the process of divorce. The study on cell phone use is applied because of the widespread use of cell phones and the documentation of the problems they may cause. However, the study would not necessarily lead to a solution to the problem. All of these studies are grounded in applied issues and solutions to problems, but they differ in how quickly and easily the results of the study can actually be used. Table 1.1 gives you a chance to test your understanding of this distinction.

Behavioral research is important in many fields and has significant applications to public policy. This chapter has introduced you to the major goals and general types of research. All researchers use scientific methods, whether they are interested in basic, applied, or program evaluation questions. The themes and concepts in this chapter will be expanded in the remainder of the book. They will be the basis on which you evaluate the research of others and plan your own research projects as well.

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TABLE 1.1 Test yourself

 

This chapter emphasized that scientists are skeptical about what is true in the world; they insist that propositions be tested empirically. In the next two chapters, we will focus on two other characteristics of scientists. First, scientists have an intense curiosity about the world and find inspiration for ideas in many places. Second, scientists have strong ethical principles; they are committed to treating those who participate in research investigations with respect and dignity.

ILLUSTRATIVE ARTICLE: INTRODUCTION

Most chapters in this book include a chapter closing feature called Illustrative Article, which is designed to relate some of the key points in the chapter to information in a published journal article. In each case you will be asked to obtain a copy of the article using some of the skills that will be presented in our discussion “Where to Start,” read the article, and answer some questions that are closely aligned with the material in the chapter.

For this chapter, instead of reading articles from scientific journals, we invite you to read three columns in which New York Times columnist David Brooks describes the value and excitement he has discovered by reading social science research literature. His enthusiasm for research is Page 18summed up by his comment that “a day without social science is like a day without sunshine.” The articles can be found via the New York Times website (nytimes.com) or using a newspaper database in your library that includes the New York Times:

Brooks, D. (2010, December 7). Social science palooza. New York Times, p. A33. Retrieved from www.nytimes.com/2010/12/07/opinion/07brooks.html

Brooks, D. (2011, March 18). Social science palooza II. New York Times, p. A29. Retrieved from www.nytimes.com/2011/03/18/opinion/18brooks.html

Brooks, D. (2012, December 10). Social science palooza III. Retreived from www.nytimes.com/2012/12/11/opinion/brooks-social-science-palooza-iii.html

After reading the newspaper columns, consider the following:

1. Brooks describes several studies in his articles. Which one did you find most interesting? (i.e., you would like to conduct research on the topic, you would be motivated to read the original journal articles) Why do you find this interesting?

2. Of all the articles described, which one would you describe as being the most applied and which one most reflects basic research? Why?

3. For each of the studies that Brooks describes, which goal of science do you think is primarily targeted (description, prediction, causation, explanation)?

Study Terms

Alternative explanations (p. 10)

Applied research (p. 13)

Authority (p. 3)

Basic research (p. 12)

Covariation of cause and effect (p. 10)

Empiricism (p. 5)

Falsifiability (p. 6)

Goals of behavioral science (p. 8)

Intuition (p. 3)

Peer review (p. 6)

Program evaluation (p. 14)

Pseudoscience (p. 7)

Skepticism (p. 5)

Temporal precedence (p. 10)

Review Questions

1. Why is it important for anyone in our society to have knowledge of research methods?

2. Why is scientific skepticism useful in furthering our knowledge of behavior? How does the scientific approach differ from other ways of gaining knowledge about behavior?Page 19

3. Provide (a) definitions and (b) examples of description, prediction, determination of cause, and explanation as goals of scientific research.

4. Describe the three elements for inferring causation.

5. Describe the characteristics of scientific inquiry, according to Goodstein (2000).

6. How does basic research differ from applied research?

Activities

1. Read several editorials in the New York Times, Wall Street Journal, USA Today, Washington Post, or another major metropolitan news source and identify the sources used to support the assertions and conclusions. Did the writer use intuition, appeals to authority, scientific evidence, or a combination of these? Give specific examples.

2. Imagine a debate on the following assertion: Behavioral scientists should only conduct research that has immediate practical applications. Develop arguments that support (pro) and oppose (con) the assertion.

3. Imagine a debate on the following assertion: Knowledge of research methods is unnecessary for students who intend to pursue careers in clinical and counseling psychology. Develop arguments that support (pro) and oppose (con) the assertion.

4. You read an article that says, “Eating Disorders May Be More Common in Warm Places.” It also says that a researcher found that the incidence of eating disorders among female students at a university in Florida was higher than at a university in Pennsylvania. Assume that this study accurately describes a difference between students at the two universities. Discuss the finding in terms of the issues of identification of cause and effect and explanation.

5. Identify ways that you might have allowed yourself to accept beliefs or engage in practices that you might have rejected if you had engaged in scientific skepticism. For example, we continually have to remind some of our friends that a claim made in an email may be a hoax or a rumor. Provide specific details of the experience(s). How might you go about investigating whether the claim is valid?

Answers

TABLE 1.1:      basic = 1, 3, 4;      applied = 2, 5, 6

 
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Psychology homework help

 

Psychology homework help

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: American Psychological Association (APA) Style is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the Publication Manual of the American Psychological Association, offers examples for the general format of APA research papers, in-text citations, footnotes, and the reference page. For specifics, consult the Publication Manual of the American Psychological Association, 6th edition, second printing. For additional information on APA Style, consult the APA website: http://apastyle.org/learn/index.aspxNOTE: All notes and comments are keyed to the Publication Manual of the American Psychological Association, 6th edition, second printing.GENERAL FORMAT RULES:Dissertations must be 12 –point Times New Roman typeface, double-spaced on quality standard-sized paper (8.5″ x 11″) with 1-in. margins on the top, bottom, and right side. For binding purposes, the left margin is 1.5 in. [8.03]. To set this in Word, go to:Page Layout > Page Setup>Margins > Custom Margins> Top: 1” Bottom: 1” Left: 1.5” Right: 1” Click “Okay”Page Layout>Orientation>Portrait>NOTE: All text lines are double-spaced. This includes the title, headings, formal block quotes, references, footnotes, and figure captions. Single-spacing is only used within tables and figures [8.03]. The first line of each paragraph is indented 0.5 in. Use the tab key which should be set at five to seven spaces [8.03]. If a white tab appears in the comment box, click on the tab to read additional information included in the comment box. Comment by GCU: Formatting note: The effect of the page being centered with a 1.5″ left margin is accomplished by the use of the first line indent here. However, it would be correct to not use the first line indent, and set the actual indent for these title pages at 1.5″. Comment by GCU: If the title is longer than one line, double-space it. As a rule, the title should be approximately 12 words. Titles should be descriptive and concise with no abbreviations, jargon, or obscure technical terms. The title should be typed in uppercase and lowercase letters [2.01]. Read more

 
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Social Psychology homework help

Social Psychology homework help

PAGE

1

The Effect of Watching Aggressive Interactions on Stress

Joe Student

Nova Southeastern University

PSYC 1020: Introduction to Psychology

Dr. Sternglanz

April 4th, 2006

The Effect of Watching Aggressive Interactions on Stress

Health psychologists have demonstrated that repeated exposure to aggressive behavior can be stressful (Smith, Bird, & Jones, 1974; Doe, 1989)…..

Note that the heading of the Introduction is the title of the paper, rather than the word “Introduction.” In the Introduction, you review numerous studies in the area you are researching. You don’t have to mention everything about the journal articles you cite; just talk about the parts that are relevant to your topic. Ideally, your paper should flow as a cohesive “story” about a certain area of research. That is, you are summarizing the state of research on a given topic; naturally, in order to do that, you need to explain what studies have been done on this topic. If you can integrate your article explanations together to provide a cohesive picture of the research in this area, that’s great. Even if your articles contradict each other, you can discuss the dilemma of which viewpoint is the correct one.

Remember, every assertion in the text of your paper must be cited. Remember that most, if not all, of your references should be from empirical journal articles. Empirical journal articles are articles in which the researchers conducted a study or studies. You can find these empirical journal articles through the PsycInfo database, and you can read them in the journal stacks on the second floor of the NSU Alvin Sherman Library. In your paper, citations should include the authors and the year.  If the two or more author names are inside parentheses (), you use an “&”.  If you use the author names outside of parentheses, you use the word “and.” Here are some examples below:

Researchers have found that parents can read the facial expressions of their own children more accurately than those of other children (Zuckerman & Prewuzman, 1979).

Zuckerman and Prewuzman (1979) found that parents can read the facial expressions of their own children more accurately than those of other children.

Page numbers are not given unless there is a direct quote. Below are some examples if you are quoting the author directly. You should try to keep direct quotes to a minimum; it is much better to paraphrase and put the quote into your own words.

According to a recent study, “one out of six women are sexually assaulted” (Jones & Smith, 1998, p. 32).

According to Jones and Smith (1998, p. 32), “one out of six women are sexually assaulted.” In 1998, Jones and Smith (p. 32) said, “One out of six women are sexually assaulted.”

Your Introduction should start off with an opening paragraph (in which you introduce the topic and provide some context for it), then go into your review of the relevant literature (citing articles where appropriate), and end with the hypothesis for your study. An example of an ending for an Introduction section (i.e., the hypothesis) appears below.

Although many studies have investigated the relationship between aggression and stress, no one has looked specifically at the effects of watching an aggressive interaction on stress. In the present research, the effects of watching an aggressive interaction will be examined. It is predicted that participants who watch an aggressive interaction will experience higher levels of stress than participants who do not watch an aggressive interaction.

Method

Participants

Four-hundred undergraduates at a large university in Southern Florida will participate in the study. All participants will be between the ages of 18 and 24.

Materials

A polygraph will be used to determine participants’ skin conductance levels…..

A questionnaire will also be used to measure stress (see Appendix A).

Procedure

Participants will be recruited through advertisements posted on a college campus…..

The study will take place in a large college campus auditorium. Participants will be run in groups of ten. When participants arrive at the auditorium, they will be greeted and asked to read and sign an informed consent agreement. Then the experimenter will ask participants to…..

The procedure should include every step that participants will go through. If someone else wanted to run your study, he or she should be able to do so after reading your procedure. In addition, the variables should be clearly defined. For an experiment, the procedure should explain precisely how the dependent or outcome measure(s) will be measured, and should explain precisely how the two or more conditions of the independent variable(s) will be set up. For a correlational study, the procedure should explain exactly how the two (or more) variables will be measured.

Upon completion of the study, participants will be thanked for their time and thoroughly debriefed.

References

Doe, J. (1989). The relationship between aggression and stress. Personality and Social

Psychology Bulletin83, 589-605. doi:10.1037/pspb.1989.26.10.1120

Jones, A. B., & Smith, C. D. (1998). Sexual assault and dating. In B. R. Egan (Ed.),

Gender across the lifespan (pp. 31-59). New York: Springer.

Smith, C. D., Bird, L. J., and Jones, A. B. (1974). Aggressive behavior in professional

athletes predicts stress-related heart problems. Journal of Sports Psychology13,

432-439. doi:12.1897/jsp.1974.24.12.1999

Zuckerman, M., and Prewuzman, H. C. (1979). Parents’ skill at decoding nonverbal

cues of their children. Journal of Personality and Social Psychology78, 304-

311. doi:10.1037/0022-3514.75.3.1067

Appendix A

Stress Questionnaire

Please answer the following questions. Simply circle the letter that best indicates how you feel at this moment.

1. How anxious do you feel right now?

A – Not at all anxious

B – A little anxious

C – Moderately anxious

D – Very anxious

E – Extremely anxious

[etc. …]

 
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Career Counseling Theory Case Study

Career Counseling Theory Case Study

Career Counseling Theory Case Study.

For this assignment, you will demonstrate your knowledge and understanding of career counseling theory by choosing a career counseling theory addressed in Units 1 or 2 and applying it to the case study provided below. Approach the case study from the perspective of your individual specialization (for example, mental health counseling, school counseling, et cetera). You can embellish the case scenario as needed to help you complete the assignment.

Scenario

Taneka, a 17-year-old African-American female, is a high school junior. She is the oldest of three siblings living with her single-parent mother. Her mother has worked for the past 15 years at a manufacturing plant. Her father has not been a part of Taneka’s life.

As the oldest child, Taneka has held major responsibilities throughout her life to support her working mother, such as caring for her younger siblings: Derrick, now age 14, and Kenya, age 12. These early duties reinforced development of her natural leadership skills. Taneka has been recognized from an early age for being mature, responsible, and dependable. As her siblings have grown, she has been able to have part-time jobs, most recently as a salesperson at a teen fashion store in the local mall. It was here that she first realized she had a knack for dealing with people, and they responded well to her—employers, co-workers, and customers alike. She was recently approached by her supervisor to consider participating in the company’s employee leadership training program.

This has caused Taneka to start thinking about post-secondary education possibilities. Previously she had thought college was out of her reach, due to the limited financial resources of her family and no history of anyone in her family ever attending college. As such, she had not previously given much importance to her grades. Rather than participating in extracurricular school activities, she focused on working. She is on track for graduating with her class next year and has a current grade point average of 2.05.

Taneka is now questioning her previous assumption about college or other post-secondary educational possibilities, but she does not have a clear idea of what she would like to pursue as a career. Choosing a career and a post-secondary program to prepare for it, seeking financial support, and navigating the admissions procedure all remain mysteries to her.

In your paper, address the following:

  • Argue for one relevant theory to be applied to the scenario. Note:Appropriate career counseling theories include, but are not limited to, Holland, Super, Krumboltz, Gottfredson, Social Cognitive Theory, and Person-Environment-Fit.
  • Identify the theory you chose and provide a rationale as to why you have selected this career theory.
  • Describe the key components of your chosen career counseling theoretical framework.
  • Analyze any challenges you might have applying this theory to the case.
  • Propose possible approaches for addressing the challenges you identified.
  • Be sure to include research findings that support your use of this theory (Include a minimum of one supporting reference not provided in this course).

Your assignment should be 4–5 pages in length and include at least three references, including your text. Be sure to indicate your specialization in your paper. Review the Career Counseling Theory Case Study Scoring Guide to understand the grading expectations for this assignment.

 

 
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Counseling Theory- Theoretical Orientation Development Plan Paper

Counseling Theory- Theoretical Orientation Development Plan Paper

I need this paper back by Wednesday January 24, 2018 at 10am, with a minimum of 7 scholarly references.

Behavior Therapy or Cognitive Behavior therapy

 

Required Assignments (RAs) are substantive assignments intended to measure student performance against selected course objectives and/or program outcomes within a course. RAs are completed by all students across all Argosy University campuses and delivery formats without exception.

Each RA contributes to a significant portion of the overall course grade and is assessed by faculty using the grading criteria designed for that assignment. These are individual assignments and students earn individual grades. Required Assignment: Theoretical Orientation Development Plan Paper 300 pts

Description of RA: From what you have learned in this course, select a theoretical perspective that interests you the most. In this assignment, you will conduct a literature search on that theoretical approach and develop a personalized plan for your continued development.

Theoretical Orientation Development Plan Paper Review the literature and construct a paper presenting and supporting your personal counseling theoretical preference (choosing from the major theories studied in this course). You should conduct a computerized literature search on the particular theoretical approach that feels like the best fit. Remember to select a theory that aligns with your worldview and your perspective of the best therapeutic relationship. References should be from empirical/scholarly works that support and further define the position. You should include the following in your paper:

• Summarize the fundamental elements of your theory of choice, including definitions of important terms, personality development, and major historical figures associated with the theory.

• Explain how your personal worldview (e.g. core beliefs about others and the world) connects to the theory of choice. • Explain how the therapeutic relationship aligns with your interpersonal style.

• Discuss how your theory of choice addresses the multicultural nature of our diverse society.

• Present support for the effectiveness of your chosen theoretical approach by examining and analyzing the existing efficacy-based research. Include findings across age groups, gender, and/or multicultural groups.

• Discuss limitations of your chosen therapeutic approach, including any clients or presenting problems for which it may not be appropriate. Support your ideas with findings from existing research on the approach.

• Identify the ethical standards from the American Counseling Association’s Code of Ethics (2014) that apply to the use of an approach determined to be unsuitable for a particular group or presenting problem. Discuss the potential harm that could be caused by applying an unsuitable approach. Spring 1 – 2018

• Provide an example of how you would apply a minimum of two specific theoretical techniques to a fictitious client’s need.

• Provide a plan for how you will continue to develop your knowledge and skills related to that theory.

Your final deliverable will be a Word document, approximately 8-10 pages in length, utilizing a minimum of 7 scholarly references. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, punctuation, and APA format.

 

CACREP Standards: 2.F.5.a, 5.C.1.a, 5.C.1.b, 2.F.5.g, 2.F.5.h, 2.F.5.j, 5.C.3.b, 2.F.5.n, 2.F.2.c,

5.C.2.c, 2.F.1.i, 5.C.2.l

Theoretical Summary:   Summarize the fundamental elements of your theory of choice, including   definitions of important terms, personality development, and major historical   figures associated with the theory.

Summary clearly states all critical elements of the theory of choice.   All relevant technical terms are defined, theoretical understanding of   personality development is described, and the importance of each historical   figure is clearly and accurately stated. /40   pts.

 

Personal Worldview: Explain how your personal worldview connects   to the theory of choice.

Correlation between the   student’s worldview and the theory of choice is clearly stated. The effect of   the worldview towards the use of the theory is appropriate. /20   pts.

 

Interpersonal Style: Explain how the   therapeutic relationship described in your theory of choice aligns with your   interpersonal style.

Correlation   between important aspects of the therapeutic relationship and the student’s   interpersonal style is clearly stated. How the student’s interpersonal style   would be appropriate or be a challenge is clearly stated. /20   pts.

 

Cultural and

Developmental Considerations: Discuss how your   theory of choice addresses the multicultural nature of our diverse society   and individual developmental needs.

The effect of the theory   towards a variety of clients is accurate and clearly stated. /38   pts.

 

Theoretical Strengths: Present   research findings in support of the effectiveness of your chosen theoretical   approach.

Findings   are presented of at least one peer-reviewed, efficacy study on the chosen   theoretical approach. /30   pts.

 

Theoretical Limitations: Present   research findings related to the limitations of your chosen theoretical   approach.

Findings   are presented of at least one peer-reviewed study examining the limitations   of the chosen approach. /30   pts.

 

Ethical Considerations: Identify at   least two ethical standards from the ACA Code of Ethics that address the   inappropriate use of an approach or technique. Discuss specific, potential   harmful effects of doing so.

At   least two relevant ethical standards are identified, defined, and applied to   the potential misapplication of a technique or approach. At least two examples of potential harmful   effects are identified. /30   pts.

 

Technique Application: Provide an   example of how you would apply a minimum of two

specifically theoretical   techniques to a fictitious client’s need.

The   description of implementation correctly aligns with each theory. Specific   needs of the client are addressed, and the description of how each theory   addresses the specific needs is clear and accurate. /54   pts.

 

Plan for Development:   Describe how you will continue to develop your knowledge and skills related   to the selected theory.

The   plan includes details and specific resources that will be accessed and   utilized to increase and enhance knowledge and skills related to the theory   of choice. /10   pts.

 

Academic Writing

Write in a clear, concise, and organized manner; demonstrate ethical   scholarship in accurate representation and attribution of sources (i.e. APA);   and display accurate spelling, grammar, and punctuation.

Written   in a clear, concise, and organized manner; demonstrated ethical scholarship   in appropriate and accurate representation and attribution of sources; and   displayed accurate spelling, grammar, and punctuation. Use of scholarly   sources aligns with specified assignment requirements. /28   pts.

 

Total /300   pts

 
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homework help for Human Services Values

homework help for Human Services Values

After reading this chapter, you will be able to:

· • Write a description of the five commonly accepted human service values.

· • List four characteristics or qualities of helpers.

· • Distinguish among the three categories of helpers.

· • Identify the other helping professionals with whom a human service professional may interact.

· • List the three areas of job responsibilities for human service professionals.

· • Provide examples of the roles included in each of the three areas of professional responsibilities.

Helping means assisting other people to understand, overcome, or cope with problems. The helper is the person who offers this assistance. This chapter’s discussion of the motivations for choosing a helping profession, the values and philosophies of helpers, and the special characteristics and traits helpers have assists in establishing an identity for the helper. We also define helpers as human service professionals, as well as introduce other professionals with whom they may interact. An important key to understanding human service professionals is an awareness of the many roles they engage in as they work with their clients and with other professionals.

In this chapter you will meet two human service professionals, Beth Bruce and Carmen Rodriguez. Beth is a counselor at a mental health center and has previous experience working with the elderly and adolescents. Carmen is a case manager at a state human service agency. She has varied responsibilities related to preparing clients for and finding gainful employment.

WHO IS THE HELPER?

In human services, the helper is an individual who assists others. This very broad definition includes professional helpers with extensive training, such as  psychiatrists  and psychologists, as well as those who have little or no training, such as volunteers and other  nonprofessional helpers . Regardless of the length or intensity of the helper’s training, his or her basic focus is to assist clients with their problems and help them help themselves (Chang, Scott, & Decker, 2013; Okun & Kantrowitz, 2008).

The human service professional is a helper who can be described in many different ways. For example, effective helpers are people whose thinking, emotions, and behaviors are integrated (Cochran & Cochran, 2006). Such a helper, believing that each client is a unique individual different from all other clients, will greet each one by name, with a handshake and a smile. Others view a helping person as an individual whose life experiences most closely match those of the person to be helped. The recovering alcoholic working with substance abusers is an example of this perspective. Still another view of the helper, and the one with which you are most familiar from your reading of this text, is the  generalist  human service professional who brings together knowledge and skills from a variety of disciplines to work with the client as a whole person.

Your understanding of the human service professional will become clearer as this section examines the reasons why individuals choose this type of work, the traits and characteristics they share, and the different categories of their actual job functions.

MOTIVATIONS FOR CHOOSING A HELPING PROFESSION

Work is an important part of life in the United States. It is a valued activity that provides many individuals with a sense of identity as well as a livelihood. It is also a means for individuals to experience satisfying relationships with others, under agreeable conditions.

Understanding vocational choice is as complex and difficult a process as actually choosing a vocation. Factors that have been found to influence career choice include individuals’ needs, their aptitudes and interests, and their self-concepts. Special personal or social experiences also influence the choice of a career. There have been attempts to establish a relationship between vocational choice and certain factors such as interests, values, and attitudes, but it is generally agreed that no one factor can explain or predict a person’s vocational choice. Donald Super, a leader in vocational development theory, believes that the vocational development process is one of implementing a self-concept. This occurs through the interaction of social and individual factors, the opportunity to try various roles, and the perceived amount of approval from peers and supervisors for the roles assumed. There are many other views of this process, but most theorists agree that vocational choice is a developmental process.

How do people choose helping professions as careers? Among the factors that influence career choice are direct work experience, college courses and instructors, and the involvement of friends, acquaintances, or relatives in helping professions. Money or salary is a small concern compared with the goals and functions of the work itself. In other words, for individuals who choose helping as their life’s work, the kind of work they will do is more important than the pay they will receive.

There are several reasons why people choose the helping professions. It is important to be aware of these motivations because each may have positive and negative aspects. One primary reason why individuals choose helping professions (and the reason that most will admit) is the desire to help others. To feel worthwhile as a result of contributing to another’s growth is exciting; however, helpers must also ask themselves the following questions: To what extent am I meeting my own needs? Even more important, do my needs to feel worthwhile and to be a caring person take precedence over the client’s needs?

Related to this primary motivation is the desire for self-exploration. The wish to find out more about themselves as thinking, feeling individuals leads some people to major in psychology, sociology, or human services. This is a positive factor, because these people will most likely be concerned with gaining insights into their own behaviors and improving their knowledge and skills. After employment, it may become a negative factor if the helper’s needs for self-exploration or self-development take precedence over the clients’ needs. When this happens, either the helper becomes the client and the client the helper, or there are two clients, neither of whose needs are met. This situation can be avoided when the helper is aware that self-exploration is a personal motivation and can be fulfilled more appropriately outside the helping relationship.

Another strong motivation for pursuing a career in helping is the desire to exert control. For those who admit to this motivation, administrative or managerial positions in helping professions are the goal. This desire may become a problem, however, if helpers seek to control or dominate clients with the intent of making them dependent or having them conform to an external standard.

For many people, the experience of being helped provides a strong demonstration of the value of helping. Such people often wish to be like those who helped them when they were clients. This appears to be especially true for the fields of teaching and medicine. Unfortunately, this noble motivation may create unrealistic expectations of what being a helper will be like. For example, unsuccessful clients do not become helpers; rather, those who have had positive helping experiences are the ones who will choose this type of profession. Because they were cooperative and motivated clients, they may expect all clients to be like they were, and they may also expect all helpers to be as competent and caring as their helpers were. Such expectations of both the helper and the client are unrealistic and may leave the helper frustrated and angry.

When asked about making the choices, many helpers describe the process as a journey. Regardless of their primary or secondary motivation, they see individuals and experiences in their lives leading them to become helpers. For some the journey begins early in their lives while others appear to have discovered the field as adults. Consider your own journey to becoming a helper; think about your motivations and the people and experiences that led to your study of the human services. See  Table 6.1 .

TABLE 6.1: SUMMARY POINTS: WHY INDIVIDUALS CHOOSE TO WORK INHELPING PROFESSIONS

Help others Contribute to another’s growth
Self-exploration Discover more about self
Exert control Good in administration and organization
Positive role models Inspired by help from others
Copyright © Cengage Learning®

VALUES AND HELPING

Values are important to the practice of human services because they are the criteria by which helpers and clients make choices. Every individual has a set of values. Both human service professionals and clients have sets of values. Sometimes they are similar, but often they differ; in some situations, they conflict. Human service professionals should know something about values and how they influence the relationship between the helper and the client.

Where do our values originate? Culture helps establish some values and standards of behavior. As we grow and learn through our different experiences, general guides to behavior emerge. These guides are  values , and they give direction to our behavior. As different experiences lead to different values, individuals do not have the same value systems. Also, as individuals have more life experiences, their values may change. What exactly are values? Values are statements of what is desirable—of the way we would like the world to be. They are not statements of fact.

Values provide a basis for choice. It is important for human service professionals to know what their own values are and how they influence relationships with coworkers and the delivery of services to clients. For example, professionals who value truth will give the client as much feedback as possible from the results of an employment check or a home-visitation report. Because human service delivery is a team effort in many agencies and communities, there have to be some common values that will assist helpers in working together effectively. The following are the most commonly held values in human services: acceptance, tolerance, individuality, self-determination, and confidentiality.

The next paragraph introduces Beth Bruce, a human service professional with a variety of experiences. In this section, her experiences are used to illustrate the values that are important to the human service profession.

Beth Bruce is a human service professional at the Estes Mental Health Center, a comprehensive center serving seven counties. She has been a counselor at Estes for the past eight months and has really enjoyed her first year’s work in mental health. Her first job was as a social service provider in a local nursing home, where she worked for two years. She then worked with adolescents as a teacher and counselor at a local mental health institution before joining the Estes staff.

Let’s see how human service values relate to Beth Bruce’s experience as a human service professional.

Acceptance  is the ability of the helper to be receptive to another person regardless of dress or behavior. Professionals act on the value of acceptance when they are able to maintain an attitude of goodwill toward clients and others and to refrain from judging them by factors such as the way they live, or whether they have likable personalities. Being accepting also means learning to appreciate a person’s culture and family background.

One of the most important values that Beth Bruce holds is accepting her clients for who they are. She has worked with the elderly, teenagers, and now people with mental illness. These populations are different, but they retain one important quality for her: They are all human beings. Her acceptance of others was put to the test at the nursing home when she encountered a staff who were mainly from Kenya, Ruanda, and Tanzania, all places unfamiliar to her. Sometimes it was difficult for her to understand their lilting accents. What she learned though was that these women were gentle, patient, and natural caretakers who were beloved by the patients.

The second value of human service work is  tolerance : the helper’s ability to be patient and fair toward each client rather than judging, blaming, or punishing the client for prior behavior. A helper who embodies this value will work with the client to plan for the future, rather than continually focusing on the client’s past mistakes.

· Beth works with a friend and coworker who is not very tolerant of people with mental illness. Several times, this coworker’s intolerance of client behavior has caused problems for the client. Just yesterday, a problem arose with Ms. Mendoza, a 26-year-old woman with schizophrenia who is currently receiving day treatment and lives in a group home. She refused to see her parents when they came to see her at the day treatment center. Mr. Martin, Beth’s coworker, forced Ms. Mendoza to see them because he believes that family is very important and that parents have a right to see their children. Now the parents are upset because Ms. Mendoza threw a chair at them.

Ms. Mendoza is upset with Mr. Martin for making her see her parents, and Mr. Martin is angry with his client because he feels he was right to insist that she see them.

BOX 6.1: AMANDA NALLS—EXPERIENCING IRAQ AS A MILITARY OFFICER

Inshallah. Throughout my two tours in Baghdad, Iraq as an Army officer, I heard this Arabic expression more times than I can count from native Iraqi citizens, Arabic contractors, and, eventually, from Army soldiers. Literally translated as “as god wills,” it is used to suggest that something in the future is uncertain, which, in retrospect aptly described the situation in Iraq for both its citizens and the American military forces.

My experiences in Iraq were not unlike those of many of the American soldiers: we spent long hours working (sometimes 18 hours a day) and looked forward to the occasional call home and letters from friends and family. The long months of staff work were often punctuated by memorial services for fellow soldiers who were unlucky enough to encounter enemy fire, improvised explosive devises, or suicide bombers while conducting their daily missions in the field. The daily routine for many officers in my situation was alternately boring, thrilling, and mentally exhausting.

Amidst the daily grind of paperwork, mission tracking, and planning for casualty evacuation, there were moments that I will not soon forget. As my unit’s public affairs officer, I was able to help plan several “special” events for our soldiers. Each month, for example, a handful of soldiers were able to take a much-needed rest from missions and tour the palaces located in the Baghdad International Airport Complex where we were stationed. The highlight of the trip was a stop at the Al-Faw Palace, one of the eight presidential palaces used for hunting and recreation by the Baathist Party members, as well as by Saddam Hussein and his family. The tours provided an opportunity to teach the soldiers about Iraq’s history and its culture, which, hopefully, allowed them to better identify with the Iraqi people that they were there to help.

Medical Capability Missions, or MEDCAPs, were another event that provided me with an opportunity to see Iraq and its citizens in a different light. During my time in Iraq, MEDCAP missions were conducted in conjunction with the Iraqi Army; both American and Iraqi medics and doctors spend a day at a particular site treating local citizens and providing much-needed antibiotics and medical advice. During one such mission, I had the opportunity to serve as a “patient administrator;” my job entailed meeting Iraqi citizens at the entrance to the site, determining (with the help of a translator) their ailment, and assigning them to one of the medical professionals for treatment. I met a wide variety of individuals that day. One woman brought her two-year-old son and requested help on how to get him to stop eating rocks. Families came seeking treatment for shrapnel and gunshot wounds, and children wandered in off the street hoping for a piece of candy from the medics. One family in particular stood out as being particularly unique; both teenage daughters spoke fluent English and were looking forward to attending school in Alaska the following month. Each individual I met helped put a face on the effort we were making to help Iraqi citizens achieve a free and peaceful nation.

Although my experiences in Iraq were often frustrating and exhausting, they were also incredibly rewarding. Few other times in my life have I gotten to be a part of something truly worthwhile and make a lasting impact on the world. The opportunities I had to meet with and work alongside Iraqi citizens helped me to better understand a culture vastly different from my own, and allowed me to use my helping skills in ways that most helping professionals do not have the chance to. Although the future of Iraq and its people truly is inshallah, I look back on my time in the Army and my contributions to the Iraqi people with pride and with the hope that one day they too will enjoy many of the freedoms that Americans experience on a daily basis.

Source: Amanda Nalls (2010). Used with permission.

Individuality  is expressed in the qualities or characteristics that make each person unique, distinctive from all other people. Lifestyle, assets, problems, previous life experiences, and feelings are some areas that make this person different. Recognizing and treating each person individually rather than stereotypically is how helpers put this value into practice.

When Beth first started working with the elderly, she had had little contact with older individuals. What she knew about them she had learned from her grandparents. She thought of the elderly as lively and quick-witted like her grandmother or quiet and shy, living in the past, like her grandfather. During her first months at the nursing home, the clients she encountered continually surprised her. They represented a broad range of human attitudes, behaviors, and experiences. She learned to distinguish between the generalizations she had made about the elderly and the information she now possessed based on her experiences at the nursing home.

Deciding for oneself on a course of action or the resolution to a problem is  self-determination . The helper allows clients to make up their own minds regarding a decision to be made or an action to be taken. The helper facilitates this action by objectively assisting clients to investigate alternatives and by remembering that the decision is theirs. In some cases, clients are limited by their situations or their choices. For example, a prison inmate may have restricted alternatives from which to choose recreational activities; however, it is the inmate’s right to choose from the available alternatives.

When Beth worked with teenagers, she was constantly aware that their use of social media was important to them. Even though she frequently cautioned them about its abuses, she realized they needed to take responsibility for their sites and their postings.

The last human service value is  confidentiality . This is the helper’s assurance to clients that the helper will not discuss their cases with other people—that what they discuss between them will not be the subject of conversation with the helper’s friends, family, or other clients. The exception to this is the sharing of information with supervisors or in staff meetings where the client’s best interests are being served.

Lucas, a 15-year-old with whom Beth worked at the mental health center, confessed to her that he has been smoking marijuana just about every day and is afraid he can’t quit. Beth reminded him of their very first meeting when they discussed confidentiality and its limits. So she said their next meeting would involve both Lucas and his parents. She would also share with them the reason for the meeting.

You should consider the following questions as you think about the meaning of these values in your own life and practice.

What kinds of client behaviors would be the most difficult for you to accept? How would you meet the challenge of working with these clients?

When was the last time you felt uncomfortable sharing information about another person? How did you resolve the situation?

As you think about these five values in relation to yourself as a future human service professional, consider the possibility of working with many different clients. As you think about the following list of clients, place a check beside those clients who would be difficult for you to work with. Which values might present problems or conflicts for you? Try to respond honestly, not what you think would be socially or professionally desirable.

· 1. __________ A man with religious beliefs that cause him to refuse treatment for a life-threatening illness.

· 2. __________ A same-sex couple who want to resolve some conflicts they are having in their relationship.

· 3. __________ A man who wants to leave his wife and two children in order to have sexual adventures with other women.

· 4. __________ A young woman who wants an abortion but is seeking your help in making the decision.

· 5. __________ A person who has severe burn scars on the face, shoulders, arms, and hands.

· 6. __________ A man or woman from a culture where the male is dominant and the female is submissive.

· 7. __________ A person who does not want to work.

· 8. __________ A man who strongly believes the only way to bring up his children is by punishing them severely.

· 9. __________ A woman who wants to leave her husband and children in order to have a career and independence but is afraid to do it.

· 10. __________ A person who is so physically attractive that you cannot concentrate on what the person is saying.

· 11. __________ A person who speaks no English and makes no effort to do so.

Values are the groundwork for creating a philosophy of helping, which in turn provides a basis for working with people. A philosophy of helping embodies beliefs about human nature, the nature of change, and the process of helping. As individuals grow and develop and as their values change, their helping philosophy and style also develop. An example is the way Beth Bruce’s values translate into her philosophy of helping, which influences her human service practice.

Beth believes that all human beings are good and that all behavior is directed to the good. She thinks that violence to others, cruelty, and self-abuse are all behaviors that the perpetrators consider to be positive ways to meet their personal needs. She also believes that people have the capacity to change, if only they believe they can change. Hence, the helper’s responsibility is to develop clients’ belief in themselves and help provide alternatives for change, practical assistance, and support. Because of these views, Beth has high hopes for her clients, and she believes that her major responsibility is to educate and motivate them. She is frustrated when she works with clients who have tried to hurt others, and she is puzzled when those clients do not want to change. In spite of her frustration, she has maintained her belief in the goodness of human beings.

CHARACTERISTICS OF THE HELPER

To be an effective helper demands the use of the helper’s whole self, not just the professional segment alone. This requirement creates difficulty when one tries to generalize about the values and characteristics that helpers ought to have. Ideas differ widely about what helpers should be like and what they bring to their work with others. In this section, you will read about some of these ideas. You will also be encouraged to think about the qualities you possess that might be important to your work as a helping professional, as well as qualities you may want to develop more fully to increase your effectiveness.  Box 6.2  outlines how a mental health professional thinks about helping and the helping process.

BOX 6.2: A PRACTITIONER’S VIEW OF HELPING

Working in community mental health provides me with opportunities to interact with clients in their home environment. Seeing my clients where they live helps me gain perspective on how their daily life affects their overall sense of well-being. As a mental health professional, I believe that the “systems” we find ourselves in have an impact on how we view the world around us. From a systems perspective, I can understand how the external environment my clients experience affects their level of stress, their basic needs, and their emotional state.

In addition to understanding each client in his or her own unique system, I have found that the most important aspect of helping is the relationship. Each of us is a social creature, and we need connection with others. For my clients who are chronically and persistently mentally ill, being calm, consistent, and somewhat transparent has been therapeutically valuable. By approaching each relationship from a nonjudgmental perspective, I give my clients the opportunity to teach me how to best help them. In order for a person to take risks towards change, there must be a firm foundation (i.e., relationship) on which to land.

One of the most important lessons I’ve learned from working in community mental health is that I cannot expect people to change or grow at a rate or in the way I would like for them to change or grow. Learning how to keep my own values in check has allowed me to become a better helper. I constantly strive to understand each client in his or her system, and provide a solid place in which risk-taking can occur. However, I cannot take risks for my clients; I can only support their growth.

Source: Ellen Carruth, PhD, Mental Health Crisis Specialist, Seattle, WA. Used with permission from the author.

Individuals learn attitudes and behaviors as they respond to their circumstances. Some responses may even be unconscious. Through the learning process, a person internalizes these attitudes and behaviors and they become a pattern in his or her life. A major influence on how an individual reacts to these needs is culture. Families, schools, and peers are among the agents who communicate ways of behaving and help determine what an individual considers to be acceptable and unacceptable behavior in different situations. An increasing body of research supports the concept that the personal characteristics of helpers are largely responsible for the success or failure of their helping. In fact, numerous studies concluded that these personal characteristics are as significant in helping as the methods helpers use (Corey, 2012).

A number of researchers have examined these characteristics, and we studied this work to identify the traits that seem to be universal in effective helpers. The helping person should be able to hear the client and then use his or her knowledge, skills, values, and experience to provide help. To do this, the helper should be self-aware, objective, professionally competent, and actively involved in the enabling process. In a review of a number of research studies, Okun and Kantrowitz (2008) concluded that certain qualities, behaviors, and knowledge on the part of the helper most influence the behaviors, attitudes, and feelings of clients. Self-awareness, honesty, congruence, the ability to communicate, knowledge, and ethical integrity are also included in their list.

Effective helpers have definite traits. One way to discuss what these traits are is to use a framework that suggests two sets of attitudes: one related to self and the other to how one treats another person (Brammer & MacDonald, 2003). Personal congruence, empathy, cultural sensitivity, genuineness, respect, and communication are considered important traits.

TABLE 6.2: SUMMARY POINTS: VALUES THAT GUIDE PRACTICE

Acceptance Maintain goodwill and refrain from judging
Tolerance Be patient and fair
Respect for individuality Respect differences, avoid stereotypes
Self-determination Help clients make decisions
Confidentiality Will not disclose client information
Copyright © Cengage Learning®

All the characteristics mentioned are important ones for helpers. Many other perspectives can be studied, but this brief discussion shows that certain characteristics tend to be common to most studies. In preparing this text, we have reviewed a number of perspectives. Our guiding question was “What characteristics are important for the beginning human service professional?” We identified the following qualities as important: self-awareness, the ability to communicate, empathy, professional commitment, and flexibility. Each of these is discussed in depth to help you understand what the quality is and why it is important for entry-level practice.

SELF-AWARENESS

Most authorities in the helping professions agree that helpers must know who they are because this self-knowledge affects what they do. Developing  self-awareness  is a lifelong process of learning about oneself by continually examining one’s beliefs, attitudes, values, and behaviors. Recognizing stereotypes, biases, and cultural and gender differences are part of the self-awareness process. So is our desire for acceptance and client success; “needing” our clients to like us and to do well may be a sign of trouble, however. Self-awareness, then, is a particularly critical process for helpers because it assists them in understanding and changing their attitudes and feelings that may hinder helping. The importance of self-acceptance is underscored by the helper’s use of self in the helping process.

Beth Bruce’s awareness of self expanded greatly when she began to work in the field full time. As she began to learn about the culture and beliefs of others, she developed a keener sense of who she was. It seemed that as she developed the patience to work with her first clients, she also became more patient with herself.

ABILITY TO COMMUNICATE

Helpers’ effectiveness depends in part on their ability to communicate to the client an understanding of the client’s feelings and behaviors (Okun & Kantrowitz, 2008). Listening, a critical helping skill, is the beginning of helping and is necessary for establishing trust, building rapport, and identifying the problem. Careful listening means being “tuned in” to all the nuances of the client’s message, including verbal and nonverbal aspects of what is said as well as what is not said. Such focused listening enables the helper to respond with thoughts and feelings to the client’s whole message.

Beth Bruce’s ability to communicate was challenged when she began her work with adolescents at the hospital. These young people were aggressive, belligerent, and violent. She worked hard to listen, gain their trust, and provide them honest, constructive feedback. One of the most important skills Beth learned was to listen to the client’s entire statement before formulating a response.

TABLE 6.3: SUMMARY POINTS: CHARACTERISTICS OF EFFECTIVE HELPERS

Self-awareness Helper understands self
Ability to communicate Being “tuned in” to client’s message
Empathy Understand experience from client’s perspective
Responsibility and commitment Devoted to well-being of others
Flexibility Ability to shift one’s perspective
Copyright © Cengage Learning®

EMPATHY

Empathy  is acceptance of another person. This quality allows the helper to see a situation or experience a feeling from the client’s perspective. This may be easier for helpers who have had experiences similar to those of their clients. For example, this may explain the understanding that recovering alcoholics have for other alcoholics, widows for the recently bereaved, and parolees for the incarcerated. It does not mean, however, that helpers whose experiences are different cannot express the unconditional acceptance of the client that is a characteristic of empathy.

When Beth worked with her elderly clients, they used to tell her, “You will not really understand until you are older.” Beth used her communication skills to reflect feelings and content of her clients in order to demonstrate her understanding of their plight.

RESPONSIBILITY AND COMMITMENT

Feeling a responsibility or commitment to improve the well-being of others is an important attribute of human service professionals. This includes attending to the needs of clients first and foremost. It also means a commitment to delivering high-quality services that reflect evidence-based practice. In other words, human service professionals act in the best interests of clients and do so to the best of their ability. One way that helpers do this is by following a code of ethics or a set of ethical standards that guide professional behavior or conduct. Among other things, codes of ethics in the helping professions spell out what the client has a right to expect from the helper. Honesty may be one expectation of the client—a belief that the professional will be honest in answering questions or in practicing only what he or she is trained to do.

Beth has been troubled by ethical dilemmas throughout her work experience. Fortunately her values have guided her practice and her supervisors have praised her responsible actions. Several examples of ethical codes and standards are presented in  Chapter 9 .

FLEXIBILITY

Flexibility  is a multifaceted trait that allows human service professionals to shift their perspectives on the nature of helping, their view of the client and the client’s problems, and their preferred interventions. Professionals are willing to reconsider, modify, or abandon their approaches to helping when they encounter difficult or unusual situations. Continually seeking new ways of understanding or other options for providing support to the client, helpers who are flexible understand the complexities of human service work. Sometimes it is challenging for new professionals to be flexible in their approaches to work responsibilities because of their limited experience and inability to consider alternatives. Flexibility is an increasingly important characteristic as human service professionals work with individuals representing different ethnic and cultural groups.

Just as self-awareness helped Beth Bruce be more aware of herself, as she worked with others from different cultures, she has increased her knowledge and understanding of other cultural norms. Her work with African Americans, Cubans, Haitians, and a new wave of Russian émigrés continually expands her perspectives on family, gender roles, the role of spirituality in individual health and development, and the meaning of work. She keeps an open mind in each encounter as she listens for cultural values that differ from her own.

TYPOLOGY OF HUMAN SERVICE PROFESSIONALS

Besides understanding who the human service professional is in terms of characteristics and values, the student of human services should also know the professional categories that describe such helpers. The human service profession includes several levels of helpers who may be classified in a variety of ways. Two considerations present in most categorizations are educational preparation or training, and competence. Specialists, human service professionals, and nonprofessionals are discussed next.

CATEGORIES OF HELPERS

Generally, individuals who provide human services fall into one of three categories that are defined by preparation, what they know how to do, or both. Specialists are helpers who are characterized by certification from professional groups, licenses by governing bodies, and degrees from educational institutions. Examples of professionals in this category are social workers, nurses, ministers, and counselors. The second group consists of  human service professionals  who perform some of the traditional counseling functions but also engage in broader roles, such as those of advocate and mobilizer. Peers and volunteers are a third broad group that encompasses those with little or no training in helping as well as those with extensive training. Often training and orientation is offered to prepare these individuals for their responsibilities working with clients and providing indirect administrative services. These three categories are discussed in the next sections.

THE HUMAN SERVICE PROFESSIONAL

Human service professionals are generalists who have education and training at the undergraduate level and job titles such as psychiatric technician or aide, social and community service manager, youth street-outreach worker, day care staff, probation officer, case manager, and church staff. They possess the knowledge, values, and skills to perform a number of job functions in most human service settings. Because of their generalist orientation and preparation, human service professionals understand how their functions fit with client goals and agency goals. For example, a helper trained to conduct interviews, write social histories, and develop a treatment plan should be able to perform those responsibilities with a client who is elderly, young children, or those who have mental disabilities or emotional disorders.

In a move toward professionalization, the National Organization for Human Services in collaboration with the Council for Standards in Human Service Education and the Center for Credentialing and Education (CCE) offer a certification in human services called the Human Service-Board Certified Practitioner ( HS-BCP ). Certification indicates that the individual meets 11 core human service content areas. To learn more about certification, go to the CCE website.

The Occupational Outlook Handbook, 2012–2013 edition, includes a range of entries that describe human service professionals. Among them are counselors, probation officers and correctional treatment specialists, social and human service assistants, and social workers. According to the descriptions of these occupations, probation officers and correctional treatment specialists, substance abuse counselors, social and human service assistants, and social workers fit within the definition of those performing human service work (Bureau of Labor Statistics, 2012).

According to the Occupational Outlook Handbook, those who work in the field of corrections usually have a bachelor’s degree in social work, criminal justice, or a related field. The primary job responsibilities include working in probation, in parole, or at correctional institutions. When describing the field of social and human service assistants, the Occupational Outlook Handbook states, “Social and human service assistants help people get through difficult times or get additional support. They have a wide array of job titles, including human service worker, case work aide, and family service assistant” (Bureau of Labor Statistics, 2012). The Occupational Outlook Handbook suggests that these professionals work under the supervision of other helping professionals such as nurses, physical therapists, psychologists, and others. The jobs vary, as do the responsibilities and type of supervision. Job opportunities in these two categories are growing rapidly.

The category titled “social workers” also describes opportunities for both social workers and human service professionals, especially those graduating from four-year human service programs. Those in direct service “help people solve and cope with problems in their everyday lives while clinical social workers diagnose and treat mental, behavioral, and emotional issues” (Bureau of Labor Statistics, 2012). The various areas of responsibility include counseling, child welfare, family services, child or adult protective services, mental health, substance abuse, criminal justice, occupational counseling, and work with the aging. Job opportunities for social workers and professionals from related fields will increase through the next decade.

OTHER PROFESSIONAL HELPERS

As a human service professional, you will be working with a variety of other professional helpers who have specialized training and experience. This category includes individuals who have graduate-level training in helping theory and skills and who often have supervised clinical experience; however, the training and credentials of these individuals may vary. This section, adapted from the Occupational Outlook Handbook, 2012–2013 edition, identifies the nature of the work and the training of these individuals so that you will be familiar with them.

 

PHYSICIANS

Physicians  perform medical examinations, diagnose illnesses, treat injured or diseased people, and advise patients on maintaining good health. They may be general practitioners or specialists in a particular field of medicine. Physicians are required by all states to be licensed. It usually takes about 11 years to become a physician: four years of undergraduate school, four years of medical school, and three years of residency. Those who choose to specialize usually spend three to five years in training and another two years in preparation for practice in a specialty area.

One example of a specialist with whom you will likely be in contact is a psychiatrist. Concerned with the diagnosis, treatment, and prevention of mental illness, psychiatrists may be found in private offices and institutional settings, courtrooms, community-center care facilities, and specialized medical areas such as coronary and intensive care units. They frequently act as consultants to other agencies. Psychiatrists are medical doctors who have an additional five years or more of psychiatric training and experience and are qualified to use the full range of medical techniques in treating clients. These include drugs, shock therapy, and surgery, in addition to counseling and behavior modification techniques.

PSYCHOLOGISTS

Although their training and the kinds of treatment they use are different,  psychologists  are sometimes confused with psychiatrists. Psychologists study the human mind and human behavior, including physical, cognitive, emotional, and social aspects. An individual may specialize in any of several areas within psychology, including clinical, counseling, developmental, industrial organizational, school, and social psychology. Each specialty focuses on a different aspect of human behavior. For example, the developmental psychologist is concerned with the behavioral changes people experience as they progress through life. Clinical psychologists, on the other hand, may work in hospitals, clinics, or private practice to help individuals with cognitive or emotional issues adjust to life, and to help medical and surgical patients deal with their illnesses and injuries. They may use interviews, diagnostic tests, and psychotherapy in their work.

Psychologists may practice with a master’s degree or a doctoral degree. A master’s degree prepares the person to administer and interpret tests, conduct research, and counsel patients. The doctoral degree usually requires five to seven years of graduate study and is often required for employment as a psychologist. A doctorate in psychology and two years of professional experience are generally required for licensure or certification; although requirements may vary from state to state, certification is necessary for private practice.

SOCIAL WORKERS

The focus of  social workers  is helping individuals, families, and groups cope with a wide variety of problems. The nature of the problem and the time and resources available determine the methods used, which may include counseling, advocacy, and referral. Social workers also function at the community level to combat social problems. For example, they may coordinate existing programs, organize fund-raising, and develop new community services. Social workers may also specialize in various areas. Medical social workers are trained to help patients and their families cope with problems that accompany illness or rehabilitation. Those who specialize in family services counsel individuals to strengthen personal and family relationships. Corrections and child welfare are other popular areas of study and employment. School social workers work with parents, guardians, teachers, and other school officials to ensure students reach their academic and personal potential.

Preparation for the field of social work occurs at two levels. The baccalaureate level (BSW) is the minimum requirement, followed by the master’s degree in social work (MSW), which is usually required for positions in mental health and for administrative or research positions. Training generally includes courses of study focusing on social work practice, social welfare policies, human behavior, and the social environment. Supervised field experiences are also necessary.

The National Association of Social Workers (NASW) awards certification in the form of the title ACSW, which stands for the Academy of Certified Social Workers. All states and the District of Columbia have some licensure, certification, or registration requirement, although regulations vary.

COUNSELORS

One of the largest categories of professional helpers is  counselors . Although their exact duties depend on the individuals or groups with whom they work and the agencies or settings in which they are employed, counselors help people deal with a variety of problems, including personal, social, educational, and career concerns. Examples of the different types of counselors are school and college counselors, rehabilitation counselors, employment counselors, marriage and family therapists, and mental health counselors. Employment for counselors is expected to increase by 37% between 2010 and 2020 (Bureau of Labor Statistics, 2012). Two types of counselors with whom you may interact as a human service professional are mental health counselors and rehabilitation counselors.

The mental health counselor works with individuals who are dealing with problems such as drug and alcohol abuse, family conflicts, suicidal thoughts and feelings, stress, depression, problems with self-esteem, issues associated with aging, job and career concerns, educational decisions, and issues of mental and emotional health. Their work is not limited to individuals, however; it may involve the family of the individual. These counselors often work closely with other specialists such as psychiatrists, psychologists, clinical social workers, and psychiatric nurses.

The rehabilitation counselor helps people deal with the personal, social, and vocational effects of their disabilities. Disabilities may be social, mental, emotional, or physical, calling for the services of counseling, evaluation, medical care, occupational training, and job placement. Rehabilitation counselors also work with the family of the individual when necessary and frequently with other professionals such as physicians, psychologists, and occupational therapists.

Positions as a counselor usually require a master’s degree in a counseling discipline or a related area. This preparation frequently includes a year or two of graduate study and a supervised counseling experience. Licensure and certification are available; requirements vary, depending on the specialty. The National Board for Certified Counselors (NBCC) and the Commission on Rehabilitation Counselor Certification (CRCC) are two national certifying bodies. There are also certifying boards in each of the 50 states.

Human service professionals could assume the responsibilities of social workers or counselors, or be given this title, even though they might not be specifically certified as such. The variation in the needs of agencies and the competencies of individual helpers makes it difficult to establish rigid categories for function or title. However, having the title or performing the job of a mental health counselor is definitely not the same as being nationally certified. Some states and agencies will only hire helpers with national certification, whereas other sites have more flexible hiring categories.

NONPROFESSIONAL HELPERS

Community caretakers, natural helpers, and volunteers are examples of nonprofessional helpers who provide basic human service functions. You may, in fact, be a member of one of the following groups or be a recipient of their services.

Community caretakers , such as police and clergy, provide essential community service. Professionals in their own fields, they are involved in some aspects of human service work. For example, many of the clergy counsel members of the congregation and others from the community. Police officers work with victims of crime or abuse in many instances.

Hairdressers and bartenders are examples of natural helpers. Their primary job function is to cut hair or to mix drinks, but in performing these tasks, they find themselves listening, responding, and discussing alternatives to problem situations in which their customers may find themselves.

TABLE 6.4: SUMMARY POINTS: OTHER PROFESSIONAL HELPERS

Physicians Licensed medical professionals who provide general medical services or specialty services
Psychologists Study human behavior to understand individual thoughts and actions
Social Workers Help individuals, families, and groups cope with problems
Counselors Help people deal with a variety of issues
Copyright © Cengage Learning®

Another category of nonprofessionals who are helping human services respond to today’s challenges is  self-help groups . These are laypeople from all walks of life who come together to create a mutual support system to meet their own needs. Members share a common problem, they consider themselves peers, and they organize separately from human service organizations. The purposes of such groups include helping with chronic problems or general problems in living, raising consciousness, securing political rights, and providing support for behavioral changes. Over half a million groups like Alcoholics Anonymous (AA) and Mothers Against Drunk Driving (MADD) are currently providing support for people with similar problems.

Volunteers , another example of nonprofessionals in human services, are people who give their time and talents free of charge, have a sense of social responsibility, and have little concern for monetary gain. People volunteer for many reasons, among them to work with people, to meet people, to gain job references, or to help others. In 2011, 63.4 million Americans or 26.3% of the adult population age 16 and older contributed 8.1 billion hours of volunteer service worth $173 billion, using Independent Sector’s 2011 estimate of the dollar value of a volunteer hour ($21.79). “To find information like this, perform an Internet search for ‘volunteer hour value.’” Often, during a time of economic recession, volunteering declines. The fact that rates have held steady during the recent economic downturn is a positive sign. Nonprofit organizations striving to meet the needs of individuals and families across the country are also affected economically but find some relief in using more volunteers to achieve their goals.

Another impetus for the increase in volunteerism is the passage of the Edward M. Kennedy Serve America Act signed by President Obama on April 21, 2009. Its purpose is to encourage Americans from grade school students to retirees to volunteer by dedicating over $5.7 billion over five years to this cause. The act also vastly expands AmeriCorps from 75,000 volunteers to 250,000 (AmeriCorps, 2012; Milligan, 2009). These volunteers receive a living allowance of approximately $12,000 for 10 to 12 months of work during which they staff programs for low-income groups, veterans, the environment, health care, and education.

The nonprofessionals described here have been welcomed by professionals. Perhaps the most immediate reason for their acceptance is that all agencies face financial constraints at one time or another, and this can lead to a shortage of professionally trained helpers. Additionally, some agencies may have an uneven distribution of human service professionals with respect to race, social class, and place of birth; nonprofessionals may fill these gaps.

HUMAN SERVICE ROLES

At this point in  Chapter 6 , you have some idea about the identity of the human service professional and the relationship of this individual with other helping professionals and nonprofessionals. An examination of their roles further defines the human service professional.

The many human service roles to be introduced provide the framework for the helping process. In performing the various roles, the human service professional is continuously focused on the client; this client focus provides the common thread to connect the roles. Although the roles of human service professionals are constantly evolving, the helper remains a Jack (or Jill) of all trades, or, in human service terms, a generalist. The generalist knows a wide range of skills, strategies, and client groups and is able to work effectively in a number of different settings. Engaging in a variety of roles enables the human service professional to meet many client needs. What exactly do these helpers do?

Many professionals have attempted to answer this question. The Southern Regional Education Board (SREB) conducted a study in the late 1960s to define the roles and functions of human service professionals. As a result of this analysis, SREB identified 13 roles that human service workers could engage in to meet the needs of their clients, agencies, or communities (Southern Regional Education Board, 1969). These 13 roles include administrator, advocate, assistant to specialist, behavior changer, broker, caregiver, community planner, consultant, data manager, evaluator, mobilizer, outreach worker, and teacher or educator.

In a more recent study, the U.S. Department of Education funded the Community Support Skills Standards Project to define the skills that human service personnel need to work in the field. The result of the work was a set of 12 competency areas of work in human services. These emerged from a job analysis and are reflected in the project’s report as competency areas. The areas are as follows: participant empowerment; communication; assessment; community and service networking; facilitation of services; community living skills and supports; education, training, and self-development; advocacy; vocational, educational, and career support; crisis intervention; organizational participation; and documentation (Community Support Skill Standards Project, 2012). Each competency area has several skill standard statements that describe job function in that area.

The National Organization for Human Services, in concert with the Council for Standards in Human Service Education, also defines the human service professional and summarizes the work of these helpers. In a document that defines the human service worker, commitment to others in need is emphasized. The document states:

“Human services worker” is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as group homes and halfway houses; correctional, mental retardation, and community mental health centers; family, child, and youth service agencies; and programs concerned with alcoholism, drug abuse, family violence, and aging. Depending on the employment setting and the kinds of clients served there, job titles and duties vary a great deal. The primary purpose of the human service worker is to assist individuals and communities to function as effectively as possible in the major domains of living (National Organization for Human Services, 2012).

To better understand the varied roles that are assumed by the human service professional, we used the results of these studies to categorize three areas of responsibility: providing direct service, performing administrative work, and working with the community. In the following sections, we examine these three categories and the roles that represent each area of responsibility. (See  Table 6.5 .)

TABLE 6.5: HUMAN SERVICE ROLES

Providing Direct Service Performing Administrative Work Working with the Community
Cultural Broker Cultural Broker Cultural Broker
Behavior changer Broker Advocate
Caregiver Data manager Community and service networker
Communicator Evaluator Community planner
Crisis intervener Facilitator of services Consultant
Participant empowerer Planner Mobilizer
Teacher/educator Report and grant proposal writer Outreach worker
  Resource allocator  
Copyright © Cengage Learning®

PROVIDING DIRECT SERVICE

Providing direct service to clients is a responsibility with which many beginning professionals are familiar. This work represents the development of the helping relationship and the work that helpers do in their face-to-face encounters with their clients. Many roles, such as behavior changer, caregiver, communicator, crisis intervener, participant empowerer, and teacher or educator, are included in the category of direct services. The following illustrate many of these roles and how human service professionals perform them.

Behavior changer—carries out a range of activities planned primarily to change clients’ behavior, ranging from coaching and counseling to casework, psychotherapy, and behavior therapy.

Sun Lee Kim is a substance abuse counselor at a drug and alcohol inpatient clinic at a local hospital. Sun Lee, one of the staff group leaders, facilitates a reality therapy group each day. The purpose of this group is to encourage participants to change their communication behavior, first in the group and later in the wider context of the facility. Peer support and pressure are used to facilitate this behavior change.

Caregiver—provides services for people who need ongoing support of some kind, such as financial assistance, day care, social support, and 24-hour care.

Jim Gray works in foster care. His major responsibility is to provide support to families with foster children. One of his favorite activities is to visit foster homes to determine the success of the foster care situation and provide emotional and practical assistance to the families. In addition to his visits, he also maintains contact by calling or texting.

Communicator—is able to express and exchange ideas and establish relationships with a variety of individuals and groups, including clients, families, colleagues, administrators, and the public.

Dal Lam works with AIDS patients in a self-help center established by a regional hospital in a rural desert area. His responsibilities require him to communicate orally and in writing with different populations. He prefers face-to-face meetings with individuals who test HIV positive and those with AIDS. E-mails are often most effective with medical staff and insurance providers. His prevention work takes him to the elementary schools, local high schools, civic meetings, and churches.

Crisis intervener—provides services for individuals, families, and communities who are experiencing a disruption in their lives with which they cannot cope. This intervention is short term, focused, and concrete.

Christy Holston works in a sexual-assault crisis center and is a victim advocate. She receives four or five new clients a week, mostly women, who are dealing with issues of sexual assault, attempted rape, or rape. Some of her clients call through the hotline immediately after being assaulted, others are referred through the emergency room at the hospital, and others call to ask for help many years after the crisis.

Participant empowerer—shares with clients the responsibility for the helping relationship and the development and implementation of a plan of action. This helper ultimately encourages clients to care for themselves.

Judy Collins is a case manager for young adults who are developmentally disabled. In the First Steps program, she works with clients to move from group-home living to apartment living. She coordinates daily living training, vocational assessment and training, and first employment. Her clients participate fully in the case management process and are called “co-case managers.” There is a graduation ceremony when these clients become their own “case managers.”

Teacher or educator—performs a range of instructional activities, from simple coaching to teaching highly technical content, directed at individuals or groups.

Dr. Washington Lee, a physician, and Ned Wanek, a human service professional, work in a family planning clinic. They spend two mornings a week teaching classes to women and men about the reproductive system and alternative methods of family planning. In addition, they counsel individuals, provide physical exams, plan educational media, and talk to schools and community groups about family planning.

PERFORMING ADMINISTRATIVE WORK

Performing administrative work is another important responsibility for many human service professionals. In addition to providing direct services to clients, many helpers are involved in managerial activities as they supervise or oversee processes or projects. As they work with clients, they assume administrative responsibilities such as planning, linking clients to services, allocating resources, and evaluating. The specific administrative roles are broker, data manager, evaluator, facilitator of services, planner, report and grant writer, and resource allocator.

Broker—helps people get to the existing services and helps make the services more accessible to clients.

Maria Giovanni’s caseload at the Office for Student Services consists primarily of students with physical disabilities. One of her functions is to make sure these students have their classes scheduled in accessible buildings on campus and are able to get around campus to their classes and school events. To achieve this goal, Maria may have to help students reschedule classes or arrange for parking. She is also “on call” to assist these students in getting other services they might need.

Data manager—gathers, tabulates, analyzes, and synthesizes data and evaluates programs and plans.

Roosevelt Thompson is part of the staff of a local day care center. Although he assists the child care staff when needed, his actual responsibilities are business oriented. The day care center is privately owned but partially funded by the city. Its clients include children referred to the center from the courts for temporary care as well as children of working parents. His concern is to see that the center maintains an appropriate balance between referred and regular paying clients to maintain its financial stability. He continually gathers information, inputs data, and projects the financial needs of the day care center.

Evaluator—assesses client or community needs and problems, whether medical, psychiatric, social, or educational. Assesses standards of care that reflect evidence-based practice.

Karen Tubbs leads a community planning organization established to assess the community’s needs in the event of a national disaster. In her coastal region, disaster means the threat of damaging winds, rain, and numerous hurricanes. Its meetings are part of a complex process of planning for and developing resources to begin providing human services should a hurricane strike their region. She and her team study the protocols used in other regions of the world and determine what planning and service delivery actions were most effective.

Facilitator of services—brokers (links the client to services) and then monitors the progress the client makes with the various helping professionals. This helper also uses the problem-solving process when services are deficient or inappropriate.

Louisa Gonzales works in a group home for young children who need a short-term safe haven. During the time the children are in the home, Louisa spends many hours coordinating their care with schools, child-care agencies, the health department, and the welfare department. Many times, without her services, these children would get lost in the system and would receive substandard care.

Planner—engages in making plans with both short-term and long-term clients in order to define accurately their problems and needs, develops strategies to meet the needs, and monitors the helping process. Planners also help develop programs and services to meet client needs.

Ruth Strauss works with families who are planning for the long-term care of aging parents. This requires careful attention to the needs and priorities of all involved. She has better luck with her families when she uses a very structured planning and decision-making model. With this model, everyone in the family has a clear understanding of the problems and the goals and can monitor the success of the plan. She also serves on a program development team that creates new programs for families.

Report (documentation) and grant proposal writer—records the activities of the agency work. This can include intake interview reports, social histories, detailed treatment plans, daily entries into case notes, requests for resources, rationale and justification for treatment for managed care, and periodic reports for managed care. The role of writer also involves preparing proposals for funding from local, state, and federal agencies and organizations.

Lisa Wilhiem is a social worker in a local hospital emergency room. She is the intermediary for clients who will potentially need longer-term care. It is her responsibility to coordinate the initial requests for services to the managed care organizations or insurance companies via e-mail. Although she spends several hours of her day with patients and the medical care staff, a majority of her time is spent at her computer documenting how the patient entered the health care system and what the current needs of the patient are. She is currently applying for two federal grants and one state grant that support innovative intake and discharge processes for emergency room care.

Resource allocator—makes recommendations on how resources are to be spent to support the needs of the client. These recommendations are made once priorities are set and prices for services are determined.

Hoover Center, a psychiatric facility for adolescents, is developing a new program that will individualize the treatment of its clients. In the past, there was a standard treatment for all clients regardless of their problems. Because of the pressures from managed care and the limited resources available for the Center, the decision has been made to ask each client’s case manager to establish priorities and determine how the resources per client are to be spent. The case manager will submit a plan that will be approved by the supervisor and then submitted to the managed care organization for review and final approval.

WORKING WITH THE COMMUNITY

Many professionals are also very involved with their community as they develop collegial networks and work on behalf of their clients to create and improve services within the local area and beyond. The roles of advocate, community and service networker, community planner, consultant, mobilizer, and outreach worker are those which the helper assumes responsibility in the community context.

Advocate—pleads and fights for services, policies, rules, regulations, and laws on behalf of clients.

José Cervantes is a lawyer for a legal aid clinic in an urban area. His clients, referred by the courts, are individuals who need legal services but cannot pay for them. Most of his cases involve marital separation, divorce, custody of children, and spouse and child support. Besides handling individual cases, José works with politicians, judges, and other lawyers to develop a legal system that is sensitive to the needs of his clients.

Community and service networker—works actively to connect with other helpers and agencies to plan for providing better services to the community and to clients, share information, support education and training efforts, and facilitate linking clients to the services they need.

Ian DeBusk has been working for the public schools for the past 20 years. Early in his career he worked with in-school suspension programs, and today he supervises school counselors in 15 high schools, 12 middle schools, and 32 elementary schools. One of his responsibilities is to help his counselors find the services their students need. He has established two listservs. One is for the school counselors he supervises and a second one is for his network of colleagues in the criminal justice system, child welfare services, health department, and vocational rehabilitation agency, to name just a few. These two listservs help him connect and remain current.

Community planner—works with community boards and committees to ensure that community services promote mental health and self-actualization, or at least minimize emotional stress on people.

Hector Gomez is director of the local department of human services. As director, part of his responsibility is to provide leadership in human services to the city and county. He spends many evenings attending board meetings with other members of the community discussing funding and future planning for human services.

Consultant—works with other professionals and agencies regarding their handling of problems, needs, and programs.

Three members of a pediatric language lab serving young children with communication disorders have formed a consulting service as part of their job responsibilities with the lab. The focus of the service is to educate teachers and day care staff about communication disorders and help them work with children in their own facilities. The consulting activity will enable the lab to expand the impact of its services.

Mobilizer or community organizer—helps to get new resources for clients and communities.

Just last week James Shabbaz, a psychiatric social worker at a research hospital, discovered that the funding for the newly formed hospice service was not being renewed. The support services provided to family members of dying patients will be difficult to replace. James has decided to schedule a meeting with hospital staff and members of local churches to assist him in thinking about alternative support for these family members.

Outreach worker—reaches out to identify people with problems, refers them to appropriate services, and follows up to make sure they continue to their maximum rehabilitation.

Greg Jones from the local mental health center travels into rural sections of a three-county area to follow up on patients who have been released from the regional mental health facility. His primary responsibilities are to provide supportive counseling, assess current progress, and make appropriate referrals. He also alerts them to services and agencies using Facebook and Twitter.

Each job in the human service field represents a unique combination of roles and responsibilities. The following list shows the way in which roles and responsibilities can be configured.

HOME HEALTH CARE COORDINATOR

· • Broker

· • Data manager

· • Evaluator

· • Facilitator of services

· • Report (documentation) and grant proposal writer

PAROLE OFFICER

· • Broker

· • Data manager

· • Planner

· • Report (documentation) and grant proposal writer

MENTAL HEALTH CASE MANAGER

· • Behavior changer

· • Caregiver

· • Crisis intervener

· • Data manager

· • Evaluator

· • Facilitator of services

· • Report (documentation) and grant proposal writer

· • Resource allocator

CHILD CARE PROFESSIONAL

· • Advocate

· • Behavior changer

· • Communicator

· • Report (documentation) writer

· • Teacher or educator

FOOD BANK ORGANIZER

· • Communicator

· • Community and service networker

· • Community planner

· • Mobilizer or community organizer

· • Outreach worker

WORKING AS A CULTURAL BROKER

All human service professionals assume the role as a  cultural broker  whether they provide direct service, assume a leadership role, or focus on community-based issues. In this role, according to the National Center for Cultural Competence (NCCC) (2012), the cultural broker commits to help clients negotiate the cultural divide that influences access and effective use of services. NCCC outlines the following competencies necessary for professionals to perform the role of cultural broker.

· • Assess and understand their own cultural identities and value systems;

· • Recognize the values that guide and mold attitudes and behaviors;

· • Understand a community’s traditional health (mental health) beliefs, values, and practices and changes that occur through acculturation;

· • Communicate in a cross-cultural context;

· • Interpret or translate information;

· • Advocate with and on behalf of children, youth, and families;

· • Negotiate health, mental health, and other service delivery systems; and

· • Manage and mediate conflict (National Center for Cultural Competence, 2012).

The National Center for Cultural Competence provides this example of a human service professional, Ms. Helen Dao, serving in the role of cultural broker.

One of the providers serving a child with severe epilepsy and her family expressed frustration that the family had not followed up on scheduled appointments and evaluations recommended by the care team. When working with the family Ms. Dao learned that they were concerned about out-of-home care and that the appointments were all associated with residential placement. It was simply unacceptable, not at all in keeping with the family’s values, to have the member cared for outside the family circle in a nursing home or other facility. The family chose not to inform the provider of their belief system because they did not want to be disrespectful. Ms. Dao was instrumental in this situation because she was able to bridge the gap between both the provider and the family by 1) clarifying the reasons why the appointments were needed and missed; 2) setting an example of how patients and providers can have a dialogue to discover their respective beliefs and practices that are immersed in culture; 3) identifying cultural beliefs and practices about respecting professionals who are in positions of authority; and 4) mediating a compromise between the family’s values and practices vs. recommendations by the medical community. (NCCC, 2012)

In summary, as you learn more about human services and meet human service professionals, try to determine the roles they are performing and the responsibilities they assume as they work with clients, their colleagues, and the community.

FRONTLINE HELPER OR ADMINISTRATOR

Helpers may generally be categorized as having either frontline or administrative responsibilities. Using only these two categories may oversimplify the actual responsibilities of a given helper, but the categorization is useful when you are visualizing what human service professionals actually do. The schedules that follow outline the typical day of a  frontline helper  and that of an  administrator .

FRONTLINE HELPER: WOMEN’S CASE COORDINATOR (SHELTER FOR BATTERED WOMEN AND THEIR CHILDREN)

· 8:00 a.m. Use this time to finish what needs to be completed from the previous day if planned activities were interrupted by an emergency with a client. Check both voice and e-mail messages. Read the progress notes in the case files. See clients at about 8:30 a.m.—set up the appointments a day in advance. See each client two or three times each week, depending on their schedules. Be prepared for a crisis and a new client.

10:00 a.m. Go to court for orders of protection. This can last all day, depending on how many cases are on the docket. Go to court with a client for her hearing or to file for an order of protection.

11:00 a.m. If back from court, see clients or do paperwork. Return telephone calls and e-mails.

12:00 noon. Go to the dining room to eat with clients.

1:00 p.m. Run errands with clients; go to their homes for clothing or important documents. Get a police escort for entering the home.

3:00 p.m. Attend staff meetings once a week (usually lasting a couple of hours). During these meetings, discuss each case and service issues.

5:00 p.m. Update case notes. Set up appointments for the next day. Make telephone calls and check e-mails.

ADMINISTRATOR: DIRECTOR, SOCIAL SERVICES

· 8:00 a.m. Attend morning meetings to coordinate staff activities. Prioritize week’s projects.

9:00 a.m. Check client vacancies; plan for number of admissions. Make telephone calls. Check e-mails. Gather information, review referrals, and schedule meetings and follow-up activities.

10:00 a.m. Meet with families, phone hospitals for possible admissions, meet with clients.

11:00 a.m. Meet with head administrator. Make plans, revise schedule for afternoon. Check telephone calls and e-mails. 12:00 noon. Eat at desk or with clients. Catch up on mail, read reports, write letters.

1:00 p.m. Discharge planning for clients. Meet with part-time staff. Reprioritize based on morning’s activities.

2:00 p.m. Meet with other professionals, such as bookkeepers and nurses; contact services outside agency for information, planning, and referrals.

3:00 p.m. Complete referral book and complaint log. Make sure all tasks and written correspondence are completed. Be available to see clients and families. Follow up on a crisis encounter by a case manager. Client is in jail.

BOX 6.3:EXPLORING THE WEB FOR MORE INFORMATION

Check out the following terms on the Web to find out more about helper roles.

· volunteer

human service professional

psychologist

psychiatrist

social worker

case manager

4:00 p.m. Answer telephone calls. Check e-mails. Finish reports due that day. Visit with clients and families.

5:00 p.m. Complete paperwork. Plan for the next day. Answer telephone calls, call people at home. Check e-mails.

7:00 p.m. Evening visit with family or client in hospital, read mail, work on big projects to improve services, attend professional meetings.

As you can see by reading these examples, both professionals perform more than one role. Although frontline helpers and administrators sometimes have similar responsibilities, each has a different focus. The frontline helper focuses on caring for the client; the administrator’s primary focus is on planning and organizing services. Both have valuable responsibilities in human service delivery and share the ultimate goal of helping clients.

INTERNET EXERCISE

See this text’s website at  www.cengagebrain.com  for video exercises. Choose  Chapter 6 , then Videos.

 

Mike is a clinician at a community mental health center. He works primarily with children and adolescents. In this segment, Mike describes his typical day at work. After listening to Mike, answer the following questions.

1.

Compare Mike’s morning and afternoon. How are they alike and different?

2.

How does Mike handle documentation?

3.

What challenges does Mike encounter throughout the day?

In the next segment, Deirdre, who directs a residential mental health program, describes her typical Monday.

· 1.   Identify the people Deirdre interacts with during the day.

· 2.   Describe Deirdre’s administrative responsibilities.

· 3.   What challenges does she encounter in a typical day?

As you think about both of these segments, answer the following questions.

1.

How do the days of a clinician or frontline human service professional and an administrator differ? How are they similar?

2.

Compare their activities and responsibilities.

3.

Which role most appeals to you? Why?

CASE STUDY

The following case study provides an example of a human service professional who is involved with many of the issues encountered by helpers. As you read the case study, consider the helper’s motivations, roles, values, and characteristics. Are there any potential sources of frustration for the helper? What are her expectations?

Carmen Rodriguez has worked as a case manager for a state agency in the American Southwest for the past four years. She considers herself a human service professional; with most of her clients, the focus of her work is much broader than just vocational counseling. She describes her job as follows.

MEET CARMEN RODRIGUEZ

· I have been a case manager for the past four years. In my position, I work with clients to assist them in preparing for and finding gainful employment, housing, and support. Often, clients have needs beyond those that the agency provides. As a case manager, part of my responsibility is to help with those needs as well.

One of the aspects of my work that I like a lot is the variety of clients I encounter. They are of different ages and from varied backgrounds. I work with many Mexican Americans and Native Americans. My clients are both males and females, and they have various problems. Rarely do I see a client who only needs housing or only needs a job. Usually I work with a client everyday for a period of six to eight weeks. Because of this close contact, I feel that I get to know my clients well.

Clients come first with me. I constantly think about what I can do for them, and I want to help them in any way I can. Sometimes their circumstances seem so poor, but I know that if I work hard enough I can make their lives better.

Another rewarding part of my job is working with other professionals. We are all committed to meeting client needs, although at times we are limited by the purposes of our various agencies. We’ve found that we are much more successful working together. Listservs are a valuable support tool. In fact, ten of us from different agencies meet monthly for lunch to talk about our work and find out about other services that may be available. It’s also a good time to find out about new legislation and regulations and the ways agencies are dealing with funding problems or new grants. Our group includes social workers, counselors, psychologists, and occasionally a physician or a psychiatrist. Often, these are the very professionals and agencies to which I refer clients for services that I’m unable to provide.

I guess it’s pretty obvious how I feel about my work. It’s rewarding and challenging, and I feel as if I learn something new each day. It may seem as if it’s the perfect job, but it really isn’t. There are some negative aspects to it, and probably the most frustrating is that in a bureaucracy things never seem to move as quickly as I want them to. For example, there is quite a bit of paperwork. Even with computers and servers, to receive an authorization for services requires going through several channels. This sometimes takes days, and since I work with the client on a daily basis, I get as impatient as the client.

The other aspect of my job that I sometimes find frustrating is that clients often do not do what I would like them to do. When you work with people, it’s important to realize that you don’t tell them what to do. Actually, we try to teach them to take responsibility for their actions, and this involves making decisions for themselves. When they make a decision that is not in their best interest or may lead to problems or failure, it’s very difficult for me not to intervene. I want so much for my clients to succeed, but I’ve learned that they are independent individuals who must live their own lives. In spite of the frustrations, I hope to keep this job for several years. It offers many opportunities for professional growth and gives me a chance to make a difference.

Apply what you have read in this chapter by answering the following questions about Carmen Rodriguez.

What motivates Carmen Rodriquez in her work?

What do you think Carmen’s philosophy is? What are her values?

Identify the professionals with whom Carmen works.

What human services roles does Carmen play?

KEY TERMS

acceptance

administrator

community caretakers

confidentiality

counselors

cultural broker

empathy

flexibility

frontline helper

generalist

human service professionals

HS-BCP

Individuality

Nonprofessional Helpers

physicians

psychiatrists

psychologists

self-awareness

self-determination

self-help groups

social workers

tolerance

values

volunteers

THINGS TO REMEMBER

· 1. Helping means assisting people to understand, overcome, or cope with problems. A helper is one who offers such assistance.

· 2. The primary reason why individuals choose helping professions (and the reason most will admit) is the desire to help others. Related to this is the desire for self-exploration.

· 3. Values are important to the practice of human services, because they are the criteria by which human service professionals and clients make choices.

· 4. Acceptance, tolerance, individuality, self-determination, and confidentiality are important values for human service professionals.

· 5. Characteristics that are important for the entry-level human service professional are self-awareness, the ability to communicate, empathy, professional commitment, and flexibility.

· 6. One way of categorizing helping professionals is a three-level system: specialists, human service professionals, and nonprofessionals.

· 7. Human service professionals work with specialists, including physicians, psychologists, social workers, and counselors.

· 8. The broad range of job titles, duties, client groups, and employment settings in human services supports the generic focus of the profession.

· 9. Roles and responsibilities of human service professionals can be grouped into three categories: providing direct service, performing administrative work, and working with the community. Human service professionals assume the role of cultural broker as they perform the roles in all three categories.

· 10. Frontline helpers and administrators are two more categories of human service professionals that describe the complexities of their roles.

SELF-ASSESSMENT

Describe the motivations for choosing a helping profession.

How do values and a philosophy of helping relate to motivations for choosing a helping profession?

List the helper characteristics that are important for the human service professional.

What are the similarities and differences among human service professionals, physicians, psychologists, social workers, and counselors?

How does the Occupational Outlook Handbook’s entry on human service workers help you define them?

What are the three primary areas of job responsibilities for human service professionals?

WANT TO KNOW MORE?

There are several resources you can tap to learn more about human service professionals. Check them out!

Additional Resources: Focus on Helpers

· Blumberg, T. A. (2004). No time for lunch: Memoirs of an inner city psychologist. New York: Devora Publishing.

· As a school psychologist for the Baltimore City Public Schools for almost 25 years, the author has worked with a cross-section of children—those who endured physical abuse, those who chose elective mutism, those who lived in fear, and those who created fear.

· Corey, M. S., & Corey, G. (2010). Becoming a helper. Belmont, CA: Brooks Cole.

· An overview of the helping process coupled with the skills and knowledge necessary to be a successful helping professional makes this a valuable resource for anyone considering a career in human services.

· Emener, W. G., Richard, M. A., & Bosworth, J. J. (Eds.). (2009). A guidebook to human service professions: Helping college students explore opportunities in the human service field. Springfield, IL: Charles C. Thomas.

· This book reviews 18 professions for those individuals who want to help others. Case management, clinical psychology, rehabilitation counseling, gerontology, and marriage and family therapy are included as well as discussions about motivations, ethics, and professionalism.

· Grobman, L. M. (2005). More days in the lives of social workers: 35 professionals tell “real-life” stories from social work practice. Harrisburg, PA: White Hat Communications.

· First-person narratives illustrate the variety of roles of social workers.

· Jacob, J. (2007). Our school: The inspiring story of two teachers, one big idea, and the charter school that beat the odds. New York: Palgrave MacMillan.

· The account of an inner city school in San Jose, California, that adopted a new approach to charter school education. The book captures the struggles, inspiration, and gutsy determination of teachers, students, and parents.

Case Study

If you’d like to know more about the work of a human service professional, read a firsthand account of a week in the life of a probation officer in Introduction to Human Services: Cases and Applications, the companion text to Introduction to Human Services. Allison has a human service degree and works in an intensive supervision program. This means that she works some evenings and conducts random home visits and curfew checks. As you read about Allison and her work, you will better understand how many of the concepts introduced in this chapter occur in the “real world.”

REFERENCES

AmeriCorps. (2012). Retrieved from  http://www.nationalservice.gov/sites/default/files/documents/10_0421_saa_implementation.pdf

Brammer, L. M., & MacDonald, G. (2003). The helping relationship: Process and skills. Boston: Allyn & Bacon.

Bureau of Labor Statistics. (2012). Occupational outlook handbook (2012-2013 ed.). Retrieved from  http://www.bls.gov/ooh.htm

Chang, V. N., Scott, S. T., & Decker, C. L. (2013). Developing helping skills: A step by step approach. Pacific Grove, CA: Cengage.

Cochran, J. L., & Cochran, N. (2006). The heart of counseling: A guide to developing therapeutic relationships. Pacific Grove, CA: Brooks/Cole/Thomson.

Community Support Skill Standards Project. (2012). Retrieved from  http://www.collegeofdirectsupport.com/CDS50/content/CDSContent/csss.htm

Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Pacific Grove, CA: Cengage.

Milligan, S. (2009, April 22). President signs $5.7 billion measure to boost volunteerism. New York: New York Times Company. Retrieved from  http://www.boston.com/news/nation/Washington/articles/2009/04/22 National Center for Cultural Competence. (2012).

National Center for Cultural Competence: Promising Practices. Retrieved from  http://nccc.george town.edu/documents/NCCC_PP_Cultural%20Brokers.pdf

National Organization for Human Services. (2012). The human service worker: A generic job description.Retrieved from  http://www.nationalhuman   services.org/hsworker.html

Okun, B. F., & Kantrowitz, R. E. (2008). Effective helping: Interviewing and counseling techniques (7th ed.). Pacific Grove, CA: Brooks/Cole.

Southern Regional Education Board. (1969). Roles and functions for different levels of mental health workers. Atlanta, GA: Author.

 
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Psychology homework help

Psychology homework help

Special Assignment – PSY 340

INSTRUCTIONS: Please, answer the following question(s) (Times New Roman, 10 / *double spaced not necessary for non-essay questions*)

1. This stage of adulthood presents many opportunities to make good choices and bad

choices for yourself. What are some behaviors or choices you repeatedly make that you might need to improve? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors. How might these behaviors be obstacles to later- life success?

2. Make a list of “good behaviors” and “bad behaviors” you displayed in your REAL life before college. Do you believe these behaviors can later map onto “Good outcomes” and “bad outcomes”? How or why?

3. What are some good decisions you can make in your life now that you hope will continue to lead you to good outcomes down the road? Think about physical health, money management, decisions, emotional well-being, relationships and social behaviors, and even identity choices and personal values that would play a role in later stages of your development.

4. What parts of development do you predict might stay the same as you move into and through your adulthood years? What might influence this stability as you mature?

5. Think of some aspects of personality and development that might change as you grow older. Do you expect that nature/genetics or nurture/experience has more influence on your personality and development over time? How would you know whether nature or nurture is responsible for a change?

6. What are some reasons why individuals might choose to NOT raise children in their lifetime? These may include personal reasons and/or medical reasons. If you were deciding whether or not to have children, what sorts of variables within your control would you take into consideration?

7. Imagine you sit down to dinner with your long-time friend and she tells you she is having jealousy issues in her marriage. Her husband, whom you get along with, is upset that she has gotten to be too close with a male coworker, and he is interpreting their friendly banter as flirting. What advice might you give to your friend to help her alleviate the situation?

8. Do you see yourself as the kind of person who will stay in the same type of job for a long time, perhaps into retirement, or as more of a job hopper in order to climb the professional ladder? Explain why you see yourself this way and what factors would influence your decision.

9. What are some actions that you, or someone you know, could take to create a healthy, successful marriage?

10. Consider the timing of when people have children. For those who have children during Adolescence or Emerging Adulthood, how might their life outcomes differ from those who have children during Young Adulthood or even Middle Adulthood? If you could choose the age at which you have children, which age would you choose, and what sorts of variables within your control would you take into consideration?

11. What kinds of stress responses do you tend to display in your real life? Make a list of some of your adaptive stress responses and consider how these serve as measures of resiliency. What are some maladaptive stress responses you’ve noticed about yourself or others? How might these responses contribute to even more stressful experiences?

12. Based on class discussions, describe what circumstances you think leads an individual to a midlife crisis. What type of theory best explains this experience?

13. Overall, divorce rates have declined in the last 20 years, but among middle-aged couples, the rates are rising. Do an internet search to find what current statistics are available for different groups of individuals, then describe three factors that contribute to contemporary rises in middle-aged divorce rates.

14. Describe advantages and disadvantages of experiencing divorce in midlife. You might consider factors such as income, identity, mutual friends, investments, children and other family members, and the fact that dividing households later in a marriage will require divvying up items bought as a couple. How might divorce during young adulthood or late adulthood be different in terms of such factors? How might separation be different for long-term relationships where partners have been together but not married?

15. Based upon the theory and research about mid-life crises discussed in your textbook and class, how might you explain a 40-something-year-old family member’s sudden change towards unpredictable behaviors and emotionality?

16. How might some unique aspects of your cohort or generation have shaped your views of gender, sexual orientation, political viewpoints, or other categories of individual differences?

17. Long-term health effects are something to consider at nearly every age. What are some

behaviors or choices a person could make during midlife that could be obstacles to later- life success? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors.

18. How does your tolerance of people who are different from you compare to that of people in your parents’ generation? Is there a difference at all in your own family? Qualify your answer with examples and discuss why you believe differences, if any, exist.

19. How well do you think you would cope with balancing the needs of two generations of family members in the same home if both generations were living in YOUR home? As you manage and focus on your own relationship needs, as well as work responsibilities, bills, life goals and plans how do you think you’d cope with having others living in your home who may have their own (different) needs or plans? Explain why you would or would not cope well.

20. Describe how your job(s) can shape your perceptions and assessments of your overall life

satisfaction. Would the age at which you conduct a life review have any influence on how you rate your overall satisfaction? Why or why not?

21. How do you think your work history will play into your transition into and through

retirement, as you forecast into the later adulthood years? Consider financial factors, such as social security, retirement-savings planning, and whether to stay employed part-time, in your response.

22. What do you think might lead some people to experience a full-on midlife crisis, while

others experience a mild crisis or simply a strong need to change just one thing to accomplish a work or life goal?

23. Current national trends indicate that more middle-aged adults are caring for others than

ever before. “Others” often include boomerang children, or children who move back in to their parents’ home. What are some likely reasons for increases in parents having boomerang children?

24. Imagine that several of your peers changed companies at the same time that you were

considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

25. Imagine that several of your peers changed companies at the same time that you were considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

26. How do you see your midlife years leading you to successful (or unsuccessful) aging in

the near future?

27. Regardless of whether you are a parent or step-parent in your virtual life that you are leading, why do you think many parents report difficulties in maintaining or increasing intimacy with their adult children? In your answer, consider that for some parents their children often provide a perceived source of validation of their own beliefs, values, and standards. What are some reasons why or how children might resist their parents’ desires to maintain a close intimacy with them?

28. Sometimes older adults hesitate to give their adult children or other family members

unsolicited advice or feedback because it might cause tension in the relationship if that feedback is negative. How do you feel about giving younger adults your advice or opinions, particularly if it might cause tension? Are there times when it is appropriate or inappropriate to give someone unsolicited advice? Draw on your own experiences or even your virtual person to provide examples.

29. Based upon the theory and research about mid-life crises discussed in your textbook and

class, how might you explain a 40-something-year-old family member’s sudden change towards unpredictable behaviors and emotionality?

30. How can involvement in civic or religious activity buffer you against stress effects? Give

some examples from your personal life.

31. What are some reasons why you or your friends might continue to work past the age of retirement?

32. Imagine you are 65 years old and you are experiencing conflicts with your adult children over a number of things: communication and style of interaction; lifestyle choices and habits; parenting practices; values, religion, ideology, and politics; work habits; and standards of household maintenance. How might you approach these conflicts or communicate with your children about them? Which differences could you feel at ease with and which would really bother you?

33. What employment problems might an older person face that could be the result of their age?

34. What are some internal and external factors that might contribute to a positive outlook about aging?

35. According to Nancy Schlossberg, there are multiple paths of retirement that adults may follow. (a) Continuers; (b) Involved spectators; (c) Adventurers; (d) Searchers; (e) Easy gliders; (f) Retreaters. Which of these paths seem most probable for you? Why?

36. How much and in what ways are older persons like yourself influenced by gender identity

beliefs? Do you think that gender issues are of concern for older adults?

37. What factors might lead a person to select gender atypical activities and life roles?

38. Some of the best predictors of successful aging are an individual’s general outlook on life and his or her ability to adapt to life’s events-expected and unexpected! Looking back over your virtual life, which experiences could contribute to successful aging, and which could have put you at risk for unsuccessful aging?

39. What are the benefits of connecting with others throughout life and particularly during

Late Adulthood? If you could do your virtual life over, would you do anything differently?

40. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

41. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

42. Do you expect to have a sense of ego integrity or ego despair as you move into and

through late adulthood? What might make you more or less likely to have a sense of integrity? What decisions might you have made either now or in your virtual past to cope differently with either negative or positive experiences you have had in your virtual life?

43. Why are siblings such an important factor in elderly individuals having successful coping

skills? Does this mean that aging persons without siblings (either due to loss or perhaps because they were an only child) are more at risk for problems in coping with aging?

How might only children compensate for lacking siblings and have positive outcomes in later adulthood?

44. As a projective assignment, write your own obituary about your virtual life. What

significant others in your life remain after you? What would you list as your meaningful moments or accomplishments, either those addressed within this virtual life course, or drawn from experiences not mentioned previously? You can write this from an observer’s point of view (third-person), or from your own perspective (first-person) as an autobiographical letter. Your instructor will provide you with more details about this assignment.

 
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Self Esteem homework help

Self Esteem homework help

The Relationship between Perceived Stress, Self Esteem, Way of Coping and Problem Solving Ability among School

Going Adolescents

Prashant Srivastava and Manisha Kiran

ABSTRACT

Background: Adolescence, a vital stage of growth and development, marks the period of transition from childhood to adulthood. Healthy self-esteem is the experience of being competent to cope with the basic challenges of life, stress and being worthy of happiness. Aims & Objectives: To see the relationship between perceived stress, self-esteem, way of coping and problem solving ability among school going adolescents. Method: 200 school going adolescents (100 male & 100 female respondents) have been included randomly. Semi-Structured Socio Demographic datasheet, Perceived Stress Scale and Rosenberg Self Esteem Scale, Way of coping Questionnaire and Problem Solving Inventory was used. Data collected was analyzed using SPSS- 20. Result: Positive correlation was found between perceived stress and way of coping as well as with problem solving ability. There was also significant negative correlation found between perceived stress and self-esteem, self-esteem and problem solving ability, way of coping and problem solving ability.

Key words: Perceived stress, Self-esteem, Way of coping, Problem solving ability.

INTRODUCTION

Adolescence, a vital stage of growth and development, marks the period of transition from childhood to adulthood. It is one of the important stages in the life span of a human being when very rapid changes take place both physically as well as psychologically. Adolescence is also the stage when young people extend their relationships beyond parents and family and are intensely influenced by their peers and the outside world in general.

Journal of Psychosocial Research Vol. 10, No. 2, 2015, 199-209

Corresponding author. Email : 21prashantsrivastava@gmail.com, drmanishakiran@yahoo.co.in, ISSN 0973-5410 print/ISSN 0976-3937 online ©2014 Prints Publications Pvt. Ltd.

This Paper was presented at International Seminar on: Social Work Practice: Concerns and Challenges for the 21st Century

held at Department of Social Work, Jain Vishwa Bharti Institute, Ladnun, Rajasthan on October 12-13, 2014.

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Adolescent moral development has been conceptualized in three phases (i.e., pre- conventional morality, conventional morality, and post-conventional morality) by (Kohlberg, 1978). (Gilligan, 1993) advanced understanding by exploring observed gender differences in how boys and girls approach moral dilemmas, demonstrating that generally, boys seek direct resolution and girls will avoid conflict to maintain a relationship (Rew, 2005). These differences are likely to be reflected in how boys and girls cope with stressors.

Adolescence and perceived stress, self-esteem, way of coping and problem solving ability

Adolescence can be specifically turbulent as well as a dynamic period of one’s growth and development. Healthy self-esteem is the experience of being competent to cope with the basic challenges of life, stress and being worthy of happiness. Stress is the major source of many problems among adolescents and it may lead to low self-esteem, poor way of coping and poor problem solving ability. Many psychological problems such as depression and suicide occur as a result of low self-esteem, poor way of coping and poor problem solving ability

It is now quite widely accepted that adolescence is a time of involving multi- dimensional changes: biological, psychological (including cognitive) and social. Biologically, adolescents are experiencing pubertal changes, changes in brain structure and sexual interest, as a start. Psychologically, adolescents’ cognitive capacities are maturing. And finally, adolescents are experiencing social changes through school and other transitions and roles they are assumed to play in family, community and school (National Research Council [NRC], 2002). These changes occur simultaneously and at different paces for each adolescent within each gender, with structural and environmental factors often impacting adolescents’ development.

Wilburn and Smith (2005) found in his study “Stress, Self Esteem and Suicidal Ideation in Late Adolescents”. Sample. The Life Experience Survey, the Rosenberg Self-Esteem Scale and the Suicidal Ideation Questionnaire were used for the study. The results revealed that both stress and self-esteem were significantly related to suicidal ideation and low self esteem and stressful life events significantly predict suicidal ideation.

Gayle et al. (2005) found among 37 highly stressed children with stress affected and highly stressed with stress coped children. The study showed that stress coped children to be more adjusted and competent. They had higher self esteem more positive coping strategies and problem solving skills than stress affected children.

Frydenberg and Lewis (1991) suggests that girls report using more social support strategies and less productive means of coping.

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11

MATERIAL & METHODS

Aim

To see the relationship among school going adolescent in terms of perceived stress, self-esteem, way of coping and problem solving ability.

Universe of the study

Class 9th and 10th students of St. Joseph’s Boys High School and Anita Girls High School, Kanke, Ranchi, constituted as universe of the study as aim of the present study was to see the relationship among school going adolescent in terms of perceived stress, self- esteem, way of coping and problem solving ability.

Hypothesis

There will be no significant correlation among perceived stress self-esteem, way of coping and problem solving ability among school going adolescents.

Sample

The sample comprised of 200 adolescents who met the inclusion and exclusion criteria using simple random sampling technique. Samples were further divided into 100 male adolescents and 100 female adolescents.

INCLUSION AND EXCLUSION CRITERIA

Inclusion criteria for both groups

� Studying in 9th and 10th standard.

� The age range 12-19 years.

� Both male and female.

� Willing to participate in the study.

Exclusion criteria for both groups

� Not staying with biological parents.

� Absence/death of mother or father or both.

� Death of first degree relative in last one year.

� Student who goes for work after school.

� History Suggestive any significant life events.

� History suggestive of any psychiatric illness.

� History suggestive of any physical illness.

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TOOLS USED FOR ASSESSMENT

� Socio Demographic Data Sheet.

� Perceived Stress Scale – 10 item version (Cohen and Williamson, 1988)

� Rosenberg Self Esteem (Rosenberg, 1965)

� Way of coping (Folkman and Lazarus, 1978)

� Problem Solving Inventory (Heppner and Petersen, 1982)

DESCRIPTION OF TOOLS

Socio Demographic Data Sheet

Self designed semi-structured socio demographic data sheet was used for collecting the necessary information regarding age, sex, education, domicile, ethnicity, religion, type of family of students.

Perceived Stress Scale – 10 item version (Cohen and Williamson, 1988)

This concept was measured with the four-item version of the Cohen’s perceived stress scale (PSS). PSS-4 is an economical and simple psychological instrument that measures the degree to which situations in one’s life over the past month are appraised as stressful. The questions are of a general nature and items are designed to detect how unpredictable, uncontrollable, and overloaded respondents find their lives, e.g. “How often have you felt that you were unable to control the important things in your life?” and, “How often have you felt confident about your ability to handle your personal problems?”. Students responded on a five-point scale (0= “never”, 1= “almost never”, 2= “sometimes”, 3= “fairly often”, 4= “very often”). Items were recorded so that higher scores indicated more perceived stress. Cronbach’s alpha coefficients were 0.74 (Germany), 0.75 (Poland), 0.67 (Bulgaria), 0.50 (UK) and 0.54 (Slovakia). The PSS score was obtained by summing up answers to individual questions.

Rosenberg Self-Esteem Scale (Rosenberg, 1965)

Rosenberg Self-Esteem Scale was developed by Rosenberg (1965) for measuring global self-esteem levels of adolescents. RSES is a Gutman-type scale with four response options ranging from strongly agree (1) to strongly disagree (4), and consists of 10 items, 5 positively scored and 5 negatively scored. RSES includes such statements as the following: “I do not have much to be proud of”, “I am proud of myself”, and “I take a positive attitude toward myself”. Reverse items are 3, 5, 8, 9, 10. The possible total score obtained from the scale ranges between 0-40. The higher score indicates the higher self-esteem.

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Way of Coping Questionnaire (Folkman and Lazarus, 1978)

Way of coping questionnaire was developed by Folkman and Lazarus, 1978. The ways of coping questionnaire is designed to identify the thoughts and actions an individual’s has used to cope with a specific stressful encounter. It measures coping processes, not coping disposition or styles. To assess coping styles with the instrument, the investigator would need to assess an individual’s coping processes in a range of stressful encounters, then evaluate consistencies in those processes across encounters. Ways of coping is likert type 4 point scale. In scale o indicates “does not apply/not used”, 1 indicates “used somewhat”, 2 indicates “used quite a bit”, and 3 indicates “used a great deal”. Inter-correlation of all domains shown relatively significant. Factor loading of the scale range from 0.25 to 0.79.

Problem Solving Inventory (Heppner and Petersen, 1982)

PSI was developed by Heppner and Petersen (1982) to measure people’s perceptions of their personal problem solving behaviours and attitudes. The PSI is composed of thirty*two 6- point Likert-type items, ranging from strongly agree (1) to strongly disagree (6). Lower scores indicate assessment of oneself as a relatively effective problem solver, whereas higher scores indicate assessment of oneself as a relatively ineffective problem solver. The PSI is a self-rating questionnaire, and this information should not be considered synonymous with actual problem-solving skills. Reliability estimates revealed that the constructs were internally consistent ( .72 to .90) and stable over time (.83 to .89 ) (Heppner & Petersen, 1982). In Problem Solving Inventory high score suggests poor problem solving ability.

STATISTICAL ANALYSIS

For the statistical analysis SPSS (Statistical Package for Social Sciences) 20.0 version was used. Frequencies, Chi Squared test, Pearson Correlation were used in the current study.

RESULTS

Table 1

Description of age and family size of male and female school going adolescents

Variables Male Female Total

(N = 100) (N = 100) (N = 200)

Age 14.66 + 1.13 14.27 + 0.78 14.46 + 0.99

Family Size 7.01 + 3.48 7.32 + 3.13 7.16 + 3.30

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Table 1 gives descriptive information about the mean age and family size of male and female respondents. The mean age of the male respondent was 14.66 but the mean age of female respondents was 14.27 and in total the mean age of all respondents was 14.46. A result shows that in family size of male respondents, female respondents and total study respondents an average of 7 persons resides in family.

Table 2

Comparison of Socio-Demographic Characteristics of male and female school going adolescents

Variables Level Male Female  2 df P (N = 100) (N = 100)

Family Type Nuclear 50 (50.0%) 39 (39.0%) 2.450 1 .118

Joint 50 (50.0%) 61 (61.0%)

Domicile Rural 74 (74.0%) 72 (72.0%) .101 1 .750

Urban 26 (26.0%) 28 (28.0%)

Ethnicity Tribal 32 (32.0%) 44 (44.0%) 3.056 1 .080

Non- Tribal 68 (68.0%) 56 (56.0%)

Religion Hindu 31 (31.0%) 28 (28.0%) 6.032 3 .110

Muslim 26 (26.0%) 21 (21.0%)

Christian 23 (23.0%) 16 (16.0%)

Others 20 (20.0%) 35 (35.0%)

The result shows that majority of (50%) respondents in male group belongs to nuclear and joint family type but in female group majority of (61%) respondents belongs to joint family type and rest (39%) belongs to nuclear family type. Study finding shows that majority of male (74%) and female (72%) respondents belong to rural background and rest (26%) male respondents and (28%) female respondents belongs to urban background. Present study finding reveals that male respondents most of (68%) belongs to non-tribal ethnicity and (32%) belongs to tribal ethnicity but in female respondents majority of (56%) hails from non- tribal ethnicity and rest (44%) belongs to tribal ethnicity. Table shows that in male respondents majority of (31%) belongs to Hindu religion, (26%) belongs to Muslim religion, (23%) belongs to Christian religion and (20%) belongs to other religion, but on the other hand in female study respondents most (35%) respondents belongs to others religion, (28%) respondents belongs to Hindu religion, (21%) respondents belongs to Muslim religion and (16%) respondents belongs to Christian religion. Result shows no statistically significant difference was found between

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both the study groups.

Table 3

Inter-correlation matrix showing correlation among various domains of Perceived stress, Self-esteem, Way of Coping and Problem Solving Ability along with socio-

demographic variables among school going adolescents

Variables Age Family Perceived Self Way of Problem Members Stress Esteem Coping Solving

Ability

Age 1 -.092 -.005 .103 .023 .023

Family Members 1 -.066 .063 .078 -.027

Perceived Stress 1 -.223** .184** .287**

Self Esteem 1 .008 -.223**

Way of Coping 1 -.185**

Problem Solving Ability 1

** Correlation was significant at the 0.01 level.

In the present study positive high correlation was found between perceived stress and way of coping at 0.01 level which suggests that whenever stress increased among respondents their ways of coping also increased, similarly in perceived stress and problem solving ability also positive high correlation was found at 0.01 level which shows that when stress increased among respondents their problem solving ability decreased.

However, the perceived stress showed significant negative correlation with self- esteem at 0.01 level. Finding suggests that whenever the perceived stress increased among respondents their self-esteem got decreased. Similarly self esteem and problem solving ability as well as way of coping and problem solving ability showed significant negative correlation at 0.01 level it suggest that when self-esteem and way of coping increased among respondents their problem solving ability also increased.

DISCUSSION

Two hundred adolescents (100 male school going adolescents and 100 female school going adolescents) were focus of the present study and the aim was to see the relationship among school going adolescent in terms of perceived stress, self-esteem, way of coping and problem solving ability. The samples were collected from class 9th

and 10th students of St. Joseph’s Boys High School and Anita Girls High School, Kanke, Ranchi. The samples of both groups were matched with the variables like age, family size, family type, domicile, ethnicity, religion.

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The analysis revealed positive high correlation was found between perceived stress and way of coping at 0.01 level which suggests that whenever stress increased among respondents their ways of coping also increased, similarly in perceived stress and problem solving ability also positive high correlation was found at 0.01 level which shows that when stress increased among respondents their problem solving ability decreased. Present study are in agreement with the study conducted by Jennifer (2011) found that adolescents face the challenges of stress nearly every day and often report that school, pressure to have good grades, money, relationships, parents, being a teen parent, jobs, sex, STD’s/AIDS, violence and fighting. Some teens choose unhealthy ways of coping to deal with stress and may smoke or use drugs, self-harm, become depressed, or give up on life altogether.

Another similar finding study conducted by Frydenburg et al. (2004) explored interventions for coping with pressures and stressors to help teach adolescents how to respond to stress later in life. Results indicated two specific ways to better adapt to stress by either reducing the demands of adolescents or increasing the number of coping resources. Students who learn to identify stressors and cope effectively report having less stress. Family members and educators may wish to work together to help teens with their 15 levels of stress and consider balance in academics, personal and social activities and community involvement that reduce environmental factors contributing to stress. Similarly in perceived stress and problem solving ability also positive high correlation was found at 0.01 level, which shows that when stress increased among respondents their problem solving ability decreased.

However, the perceived stress showed significant negative correlation with self- esteem at 0.01 level. Finding suggests that whenever the perceived stress increased among respondents their self-esteem got decreased. Similarly self esteem and problem solving ability as well as way of coping and problem solving ability showed significant negative correlation at 0.01 level it suggest that when self-esteem and way of coping increased among respondents their problem solving ability also increased. Present study are in agreement with the study conducted by Johnson et al. (1982) his research findings indicate the debilitating effect of stressful transitions and crises may have an equally deleterious impact in adolescent life, well-being and self esteem at the last decade. As a common claim in this stress, it was indicated that social support and self esteem becomes particularly critical when the individual feels threatened or overwhelmed.

Similarly in self esteem and problem solving ability statistically significant negative correlation was found at 0.01 level similarly in way of coping and problem solving ability showed significant negative correlation at 0.01 level. So according to study finding it means that when self-esteem and way of coping increased among respondents

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their problem solving ability also increased. Present study is in agreement with the study conducted by Europa (2002) on the problems and coping strategies of marginalized street children and adolescents. The study revealed that these children and adolescents were having poor coping strategies and low self esteem with feelings of insecurity.

Another study conducted by Gayle et al. (2005) among 37 highly stressed children with stress affected and highly stressed with stress coped children. The study showed that stress coped children to be more adjusted and competent. They had higher self esteem more positive coping strategies and problem solving skills than stress affected children.

LIMITATIONS

Being a time bound study only a small sample could be taken and hence the generalization of the result remains doubtful. If parents of the students would have also been included as respondents along with teacher, it would have been a more accurate study to identify behavioral problems in children. Students of class XIth and XIIth should have been included to obtain good and robust results.

CONCLUSION

Present study was conducted to see the relationship among school going adolescent in terms of perceived stress, self-esteem, way of coping and problem solving ability. The study findings highlights significant positive and negative correlation also found between perceived stress, self-esteem, way of coping and problem solving ability among school going adolescents.

With the help of present study findings adolescents can recognize what is causing them stress and learn how to manage their stress in a healthy and productive manner. Students need to know about the positive ways to cope with the stressors in their lives, and being able to manage the stress, increase self-esteem and improve problem solving ability, it may not only benefit the students, but may also help to enhance their academic performance too. Thus the findings of the present study will help adolescents as how to respond with stress, increase self-esteem and coping strategy as well as how to make better problem solving ability in their future life.

FUTURE DIRECTION AND IMPLICATIONS

Based on present study findings it is very clear that there are significant correlations found among school going adolescents in terms of stress, self-esteem, way of coping and problem solving ability. With these findings it would be interesting to see the other contributing psycho-social factors such as parenting style, academic achievement, emotional intelligence, etc. and its impact on perceived stress, self-esteem, way of

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coping and problem solving ability. Based on the present study finding psycho-social intervention program can be developed to enhance the self-esteem, way of coping and problem solving ability of the school going adolescents and its efficacy and feasibility can be assessed. Based on the present study finding intervention package can be developed for school going adolescents based on gender. Based on the present study more schools and classes would be covered for future studies. Present study findings suggest that there is elusive need to impart life skill techniques to the school going adolescents soon after they enter in high academics. These skills will help them to handle various life stressors and this will also facilitate them to perform well in their academics. Present study findings would help in implementing the school mental health program to tackle the problem related to stress, self-esteem, way of coping and problem solving ability among school going adolescents.

REFERENCES

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Europa, E. (2002). Street Children En/Youth achiev Doc/Studies/the Saloniki-PDF.

Folkman, S., and Lazarus, R. S. (1978). An analsyis of coping in a middle-aged community sample. Journal of Health and Social Behavior, 21(3), 219-239.

Frydenberg, E., and Lewis, R. (1991). Adolescent coping: The different ways in which boys and girls cope. Journal of Adolescence, 14, 119-133.

Frydenberg, E., Lewis, R., Bugalski, K., Cotta, A., McCarthy, C., Luscombe-Smith, N., and Poole, C. (2004). Prevention is better than cure: Coping skills for adolescents at school. Educational Psychology in Practice, 20(2), 117-134.

Gayle, R., Parker E. L., and Cowen, W. C. (2005). University of Rochester, 575 Mt. Hope A Venu, 1460 Rochester, New York.

Gilligan, C. (1988). In a different voice. Cambridge, MA: Harvard University Press.

Heppner, P. P., and Peterson, C. H. (1982). The development and implications of a personal problem- solving inventory. Journal of Counseling Psychology, 30, 537-545.

Jennifer, K. L. (2011). Recognizing and Managing Stress: Coping Strategies for Adolescents. Graduate Degree/ Major: MS School Counseling, American Psychological Association, 6.

Johnson, J. (1982). Life events as stressors in childhood and adolescence. In Lahey, B. and Kazdin, A. (eds.), Advances in Clinical Child Psychology, 2.

Kohlberg, L. (1978). Revisions in the theory and practice of moral development. New Directions for

The Relationship between Perceived Stress, Self Esteem, Way of Coping and Problem Solving Ability among School Going Adolescents

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J. Psychosoc. Res.

ABOUT THE AUTHORS

Prashant Srivastava, Psychiatric Social Worker —Dept. of Pediatrics, Child Development Centre, Maulana Azad Medical College and Associated Lok Nayak Hospital and Ph.D. Scholar, Dept. of Social Work, Jamia Millia Islamia, New Delhi.

Manisha Kiran, Associate Professor —Dept. of Psychiatric Social Work, Ranchi Institute of Neuro- Psychiatry and Allied Sciences, Kanke, Ranchi-834 006.

Child Development, 2, 83–88.

National Research Council. (2002). Community Programs to Promote Youth Development. National Academies Press: Washington, DC.

Rew, L. (2005). Adolescent health a multidisciplinary approach to theory, research, and intervention. Thousand Oaks, CA: Sage.

Rosenberg, M. (1965). Society and the Adolescent Self-image. Princeton, NJ: Princeton University Press.

Wilburn, V.R., and Smith, D. E. (2005). Stress, self esteem and suicidal ideation in late adolescents. Adolescence, 40(157), 33-43.

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Initial Call homework helpand

Initial Call homework helpand

Prior to beginning work on this discussion, please read Chapters 3, 4, and 17 in DSM-5 Made Easy: The Clinician’s Guide to Diagnosis; Case 20 from Case Studies in Abnormal Psychology; and Chapter 1 in Psychopathology: History, Diagnosis, and Empirical Foundations. It is recommended that you read Chapter 1 in Turning Points in Dynamic Psychotherapy: Initial Assessment, Boundaries, Money, Disruptions and Suicidal Crises.

 

For this discussion, you will choose a case study included in Case Studies in Abnormal Psychology.

 

In your initial post, you will take on the persona of the patient from the case study you have chosen in order to create an initial call to a mental health professional from the patient’s point of view. In order to create your initial call, evaluate the symptoms and presenting problems from the case study, and then determine how the patient would approach the first call.

 

Create a document that includes a transcript of a call from the patient’s point of view based on the information in the case study including basic personal information and reasons for seeking out psychotherapy. The call may be no more than 5 minutes in length. Once you have created your transcript you will create a screencast recording of the transcript using the patient’s voice. Based on the information from the case study, consider the following questions as you create your recording:

 

· What would the patient say?

· What tone of voice might he or she use?

· How fast would the patient speak?

· Would the message be understandable (e.g., would it be muffled, circumstantial, tangential, rambling, mumbled, pressured, etc.)?

 

You may use any screencasting software you choose. Quick-Start Guides are available Screencast-O-Matic (Links to an external site.)Links to an external site. for your convenience. Once you have created your screencast, include the link and the name of the case study you chose in your initial post and attach your transcript document prior to submitting it.

 

Resources:

Gorenstein, E., & Comer, J. (2015). Case studies in abnormal psychology (2nd ed.). New York, NY: Worth Publishers. ISBN: 9780716772736

Morrison, J. (2014). DSM-5 made easy: The clinician’s guide to diagnosis. New York, NY: The Guilford Press.

Craighead, W. E., Miklowitz, D. J., & Craighead, L. W. (2013). Psychopathology: History, diagnosis, and empirical foundations (2nd ed.). Hoboken, NJ: John Wiley & Sons. Retrieved from http://www.ebrary.com

Akhtar, S. (2009). Turning points in dynamic psychotherapy: Initial assessment, boundaries, money, disruptions and suicidal crises. London, England: Karnac Books. Retrieved from http://www.ebrary.com

 

 
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