Posted: October 23rd, 2024

Week 6 PSYC 6220/5220/8221: Psychology of Personality Case Study

Analyzing Mrs. C’s Case Through the Lens of Social-Cognitive Theory.

Understanding Mrs. C’s complex psychological profile requires a nuanced approach that considers both her symptoms and cultural background. This analysis employs Albert Bandura’s social-cognitive theory to explore her obsessive-compulsive disorder (OCD) and related behaviors. Bandura’s theory emphasizes the role of observational learning, self-efficacy, and reciprocal determinism in shaping behavior (Bandura, 2018). By applying these concepts, we can better understand Mrs. C’s condition and propose effective interventions.

Symptoms and Cultural Considerations
Mrs. C exhibits classic symptoms of OCD, including compulsive washing and hoarding. Her rituals, such as washing her hands 25 to 30 times daily and taking prolonged showers, indicate a severe preoccupation with cleanliness. This behavior likely stems from a traumatic experience with pinworms, which heightened her anxiety about contamination. Bandura (2019) suggests that such behaviors can be learned through observation and reinforced by perceived threats, like the fear of disease.

Cultural factors also play a significant role. Mrs. C’s upbringing in a strict, authoritarian Catholic family may have contributed to her compulsive behaviors. Her father’s dominance and her mother’s emphasis on cleanliness and sexual repression likely reinforced her anxiety and compulsive tendencies. These cultural influences align with Bandura’s concept of reciprocal determinism, where personal, behavioral, and environmental factors interact to shape behavior (Zimmerman & Schunk, 2020).

Assessments and Interventions
To address Mrs. C’s symptoms, a comprehensive assessment using cognitive-behavioral techniques is recommended. Tools such as the Yale-Brown Obsessive Compulsive Scale (Y-BOCS) can quantify the severity of her OCD symptoms and guide treatment (Goodman et al., 2020). Additionally, exploring her self-efficacy beliefs through structured interviews can provide insights into her perceived ability to manage her compulsions.

Interventions should focus on enhancing Mrs. C’s self-efficacy and modifying her maladaptive behaviors. Cognitive-behavioral therapy (CBT), particularly exposure and response prevention (ERP), can help her confront her fears of contamination and reduce compulsive washing (Abramowitz, 2018). Bandura’s theory supports the use of modeling and guided mastery experiences to build Mrs. C’s confidence in managing her symptoms (Bandura, 2018).

Furthermore, involving her family in therapy could address the environmental factors contributing to her condition. Family therapy sessions can educate her husband and children about OCD and encourage supportive behaviors that reinforce Mrs. C’s progress (Lebowitz et al., 2019).

Conclusion
Mrs. C’s case illustrates the intricate interplay of cognitive, behavioral, and cultural factors in OCD. By applying Bandura’s social-cognitive theory, we gain a comprehensive understanding of her symptoms and identify effective strategies for intervention. This approach not only addresses her compulsive behaviors but also considers the broader context of her life, promoting long-term recovery.

References
Abramowitz, J. S. (2018). The psychological treatment of obsessive-compulsive disorder. Canadian Journal of Psychiatry, 63(2), 79-90.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136.
Bandura, A. (2019). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Goodman, W. K., Storch, E. A., & Sheth, S. A. (2020). Harmonizing the neurobiology and treatment of obsessive-compulsive disorder. American Journal of Psychiatry, 177(1), 17-29.
Lebowitz, E. R., Panza, K. E., & Bloch, M. H. (2019). Family accommodation in obsessive-compulsive and anxiety disorders: A five-year update. Expert Review of Neurotherapeutics, 19(10), 1-10.
Zimmerman, B. J., & Schunk, D. H. (2020). Reflections on theories of self-regulated learning and academic achievement. Educational Psychology, 25(1), 1-19.

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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.

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