Case Analysis of Mrs. C from a Social-Cognitive Perspective.
Mrs. C’s case presents a complex interplay of obsessive-compulsive disorder (OCD) and depressive symptoms, significantly impacting her family and personal life. Analyzing her situation through Albert Bandura’s social-cognitive theory offers valuable insights into the development and maintenance of her behaviors. This theory emphasizes the reciprocal determinism between personal factors, environmental factors, and behavior (Bandura, 1989). In Mrs. C’s case, her anxieties surrounding contamination, initially triggered by her daughter’s pinworms, intertwined with her pre-existing compulsive tendencies and a rigid family environment, creating a vicious cycle that reinforced her OCD.
Mrs. C’s obsessive thoughts about pinworms and contamination can be understood as dysfunctional self-efficacy beliefs. Bandura (2012) highlighted the importance of self-efficacy, or the belief in one’s ability to succeed in specific situations. Mrs. C’s compulsive washing is an attempt to exert control and alleviate her anxiety, reflecting a lack of confidence in her ability to manage the perceived threat of contamination without these rituals. Her avoidance of housework and other activities further reinforces this negative self-efficacy, limiting her opportunities for positive experiences and perpetuating the cycle. The strict and authoritarian upbringing she experienced likely contributed to these negative self-efficacy beliefs, as she had limited opportunities to develop a sense of autonomy and control. Furthermore, her mother’s emphasis on cleanliness and disgust with sex may have served as a model for Mrs. C’s own anxieties and compulsive behaviors, highlighting the role of observational learning in the development of her OCD (Bandura, 1977).
Cultural Considerations and Assessments
Mrs. C’s cultural background, characterized by a strict Catholic upbringing with an emphasis on cleanliness, likely played a role in shaping her anxieties and behaviors. While cleanliness is valued in many cultures, the rigidity and intensity of Mrs. C’s behaviors suggest a pathological manifestation of these cultural norms. Culturally sensitive assessments are crucial for understanding the context of her symptoms and tailoring appropriate interventions. The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) (Goodman et al., 1989a; Goodman et al., 1989b) is a valuable tool for assessing the severity of OCD symptoms, while also considering the specific content of obsessions and compulsions. Additionally, exploring Mrs. C’s beliefs about contamination and cleanliness through clinical interviews can provide further insight into the cultural influences on her OCD.
Interventions from a Social-Cognitive Perspective
Interventions based on social-cognitive theory focus on modifying dysfunctional thoughts, beliefs, and behaviors. Cognitive restructuring can help Mrs. C challenge her negative self-efficacy beliefs and develop more realistic appraisals of the threat of contamination. Exposure and response prevention (ERP) therapy, a cornerstone of OCD treatment, can gradually expose Mrs. C to feared stimuli (e.g., situations that trigger her washing rituals) while preventing her from engaging in compulsive behaviors (Abramowitz et al., 2017). This process helps her learn that her feared consequences do not occur, thereby reducing her anxiety and strengthening her self-efficacy. Furthermore, involving the family in therapy can provide support and help modify environmental factors that maintain Mrs. C’s OCD. For example, educating the family about OCD and helping them understand how to avoid inadvertently reinforcing her compulsive behaviors can be beneficial. Addressing Mrs. C’s depression through cognitive-behavioral therapy (CBT) techniques can also improve her overall mood and motivation to engage in treatment.
References
Abramowitz, J. S., McKay, D., & Storch, E. A. (2017). Clinical handbook of obsessive-compulsive disorder and related problems. Springer Publishing Company.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.
Goodman, W. K., Price, L. H., Rasmussen, S. A., Mazure, C., Delgado, P. L., Heninger, G. R., & Charney, D. S. (1989a). The Yale-Brown Obsessive Compulsive Scale. I. Development, use, and reliability. Archives of General Psychiatry, 46(11), 1006–1011.
Goodman, W. K., Price, L. H., Rasmussen, S. A., Mazure, C., Fleischmann, R. L., Hill, C. L., Heninger, G. R., & Charney, D. S. (1989b). The Yale-Brown Obsessive Compulsive Scale. II. Validity. Archives of General Psychiatry, 46(11), 1012–1016.
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Week 6 PSYC 6220/5220/8221: Psychology of Personality
“The Case of Mrs. C.
The Module Assessment in Week 8 is a personality theory case study analysis that will be developed during Weeks 2 – 8. The Module Assessment is based on a case study found in your Learning Resources, “The Case of Mrs. C.”
This week you examined personality theories from the cognitive and social-cognitive theoretical orientation. Supported by the information you gathered in your Personality Theory Matrix, analyze the case of Mrs. C based on one theory from the cognitive or social-cognitive orientation examined this week. The case study analysis considers Mrs. C’s symptoms (including cultural considerations) and offers relevant assessments and interventions for her case. Additionally, it must be supported by scholarly materials from research of reputable sources.
To Prepare
Review the Learning Resource, “The Case of Mrs. C.”
Review the Personality Theory Matrix information about the cognitive and social-cognitive theoretical orientation and its corresponding theories.
Assignment (1 page)
Based on the information you gain from the personality case study, “The Case of Mrs. C,” complete the following case study analysis:
Analyze Mrs. C’s symptoms, including cultural considerations, from the perspective of a key idea from a theorist that you identified from the cognitive or social-cognitive theoretical orientation.
Offer suggestions for assessments and interventions to use with Mrs. C from the perspective of a key idea from a theorist that you identified from the cognitive or social-cognitive theoretical orientation.
Integrate Resources and scholarly materials from your own research in your analyses and provide citations and references in APA format. References should be combined in one list at the end of the document.
