오늘은 약속드린대로 북미 및 다른 나라 영어권 대학교에서 실제로 사용되는 심리학(Psychology) 관련 에세이를 샘플로 올려드릴거에요 :)
심리학 전공하실려는 분들께 조금이나마 도움 되길 바랄게요!
이번에 저희가 샘플로 보여드릴 심리학(Psychology) 관련 과제는, Case study 가 주어지며 받은 케이스에 관련해서 5개의 질문의 답변하셔야하시는 에세이 과제를 진행할거에요! 그리고 레퍼런스는 공부하시기 편하시도록 책 한권만 사용해서 진행하였어요 :)
그리고 저희는 항상 Originality 를 강조하기때문에, 마지막에 Turn-It-In 표절검사 직접 확인하실수있으세요 :)
그럼 시작해보도록 할게요!
Psychology Assignment Instruction:
One of the key activities of a psychologist is to assesses, diagnose, and formulate a treatment plan for a patient. One of the methods used in to teach this skill in the study of psychology is a case study. A case study is an in-depth study of an individual, group, or event.
For this assignment, you will analyze the life and history of the subject of the case study below to identify patterns and causes of behavior, then respond to the below prompts:
- What are your treatment goals? Which approach would you use?
- Are there cultural considerations to be considered in your assessment and treatment of the subject?
- Using the factors identified above, demonstrate your understanding of the subject’s development with consideration to the Five Ps (predisposing, precipitating, perpetuating, protective, and presentation)” of case formulation.
- Applying Bronfenbrenner’s Ecological Systems Theory, identify the risk and protective factors for the subject at each level of the theory.
- Would you categorize Mary’s behavior to be normal” or “abnormal”? How did you arrive at this assessment?
Case Study:
In her younger years, Mary was cared for by her grandmother due to the working schedules of her parents. Most development milestones at this time were met except for delayed speech. Mary’s grandmother passed away when she was 4-years old with Mary experiencing eating difficulties and sleeping problems in the aftermath. At age 7 when her brother was born, Mary faced difficulties in adjusting to the new child resulting in disruptive and chaotic mornings. Moreover, Mary’s mother was diagnosed with post-partum depression during this period with Mary taking on a greater roles to assist with housework- even taking breaks from school to stay at home.
According to Mary’s mother, in the months preceding her referral to your clinic, she was falling behind in class and spending more time alone – both at school and at home. When prompted, Mary asserted that she could not concentrate at school and felt miserable socially as she was bullied for the hair loss she experienced. Moreover, she complained to her doctor of constant headaches and feelings of tiredness. Mary had also adopted a ritual of nightly snacking and had started to gain weight. She would defensively react to any requests for her prevailing situation.
위에는 간단하게 에세이가 어떻게 작성되어야하는지와 케이스 스터디 설명도와드렸어요.
아래는 질문에 맞춰서 작성된 심리학 에세이 샘플이시니 공부하시는데 도움 되시길 바랄게요!
혹시 비슷한 과제에서 막히시거나 궁금하신 사항있으시면 저희 이메일 주소로 연락주시면 언제든지 도움드릴수있으니 연락주세요! :)
Normal and Abnormal
Behavior in Children
The difference between normal and abnormal behavior in children and
adolescents is not always clear. As Mash and Wolfe (2016) explains, there
exists a fine line between the two because what is normal depends on a variety
of factors ranging from the child’s development level to contextual factors such
as the particular situation, time, the family values and expectations of the
child’s family, and their cultural and social background. Mash and Wolfe (2016)
note that defining abnormal behavior requires one to judge the degree to which a
person’s behavior is maladaptive. In the case study, Shirley can be considered
to have abnormal behavior due to the agreement of certain patterns of cognitive,
behavioral, and physical symptoms she exhibits. Some of the indicators that the
behavior she displays is abnormal include her failure to complete assignments, reticence,
mood swings and a short temper, social withdrawal, and her alopecia that could potentially
be the result of compulsive hair pulling.
Bronfenbrenner’s
Ecological Systems Theory
According to Mash and Wolfe (2016), a child has different layers,
and Bronfenbrenner’s shows the richness and depth of these layers by portraying
it as a series of nested and interconnected structures. In the case of Shirley,
there are various identifiable risk and protective factors at each of the
layers. The first level is the microsystem level, and this is the system
closest to the child and the one in which they have direct contact. One of the
people in Shirley’s microsystem is her grandmother, who moved to the US after
her husband died and assumed the role of a full-time caregiver. A protective
factor that was present in Shirley's microsystem was her relationship with her
grandmother. The social support she received from her caring and nurturing
grandmother had the potential to protect Shirley from developing abnormal
behaviors. The unexpected death
of a loved is a substantial risk factor for the development of abnormal
behavior and this explains the significant disruptions in Shirley’s behavior
when her grandmother passed away when she was four years old. According to
Lilly, the period that followed was characterized by fretfulness, eating
difficulties, and sleeping problems.
Shirley’s parents are also in her microsystem. Shirley comes
from a two-parent family, whereby the family structure appears to be intact.
Moreover, it is mentioned that Shirley’s father is a senior computer programmer,
whereas the mother is a nurse, and these occupations are indicative that their
socioeconomic status is most likely middle class. The two factors mentioned
above can be considered to be protective factors since they can buffer Shirley
from abnormal behaviors. That being said, it is noted that Lilly had to return
work immediately after Shirley’s birth and this significantly affected the time
and energy she had for bonding with her child. This lack of bonding is demonstrated
when Lilly has a difficult time
consoling her daughter after her grandmother’s passed away. This same lack of
parental bonding is evidenced even as Shirley grows older and more so after
the birth of her brother, David when she was seven years old. David. According
to Lilly, mornings became disruptive and chaotic because Shirley was having a
difficult time adjusting to having a brother who got to spend the entire day
with their mum while she was expected to attend school. In addition, Lilly’s
diagnosis of postpartum depression following the birth of David was accompanied
by symptoms such as fatigue, loss of pleasure in activities, and overwhelming periods
of sadness – all of which could have easily strained Shirley’s and Lilly’s
relationship even further. This overall lack of attention represents a risk
factor in Shirley’s microsystem because it potentially hindered the formation
of a healthy Shirley and her parents.
When Shirley joins the half-day Montessori program, her
microsystem becomes more complex as her peers enter her microsystem, and newer
risk factors appear. It is reported that Shirley had complaints about her
teacher and classmates, and these same issues seem to follow her as she
progresses academically. Shirley admits that she currently has a miserable
social life and that she is being made fun of by her peers in school. Being
bullied is a risk factor that is indicative of the absence of peer support and
could potentially result in negative developmental outcomes. The next level is
the exosystem and this system pertains to the linkages existing in different
settings, one of which may not contain the developing child but still influences
them indirectly. In the case of Shirley, it is clear that her mother’s long and
strenuous working hours and the lack of availability to care for Shirley as
well diminished energy levels to bond with her are risk factors for abnormal
behavior. The next level is the macrosystem, and this system is the largest and
most distant collection of people and places to the children that still affect
them significantly. Shirley’s mother and dad are both immigrants who are going
through acculturation in the United States. With this in mind, the cultural
challenge of raising a child in a different culture and environment is
evidenced when Lilly attributes Lilly’s language delay to her mother’s
insistence on speaking with Shirley exclusively in Chinese, whereas she
preferred to communicate with her in English. A culture incongruence is also
illustrated by Lilly’s comment comparing the Chinese culture to United States
culture. So, in as much as Shirley was born in the US and did not experience
life in China, the culture clash is a significant risk factor.
“Five Ps” of Case Formulation
The five Ps model
describes five levels, including presenting issues, predisposing factors,
precipitating factors, perpetuating factors, and protective factors, that help
with structuring the formulation process. The presenting issues include the
patient’s emotions, cognitions, and behaviors, and in the case of Shirley, the
presenting issues include poor performance in school, reticence, social
withdrawal, temperament problems, and alopecia. Predisposing factors are the distal
factors that heighten a patient’s vulnerability to their current presenting
issues. Some off the predisposing factors in the case of Shirley include her
developmental delays and temperament issues. Precipitating factors are the
proximal factors that triggered the current presenting issues. In Shirley's
case, the main precipitating factor seems to be the death of her grandmother –
who for the most part, served as her full-time caregiver. Shirley’s mother
suggests that the onset of her symptoms might have been the immediate aftermath
of her grandmother's death. Perpetuating factors are the factors that maintain
the current presenting issues and in the case of Shirley, this could include her
negative school experience, cultural challenges, the lack of parent-child
relationship and her social withdrawal. Lastly, protective factors refer to the
patient’s resilience, strength and support structures that help them maintain
their emotional health. In Shirley’s case, being in a two-parent home and her
parents' socioeconomic status could be considered protective factors.
Cultural
Considerations for Assessment and Treatment
Cultural consideration - which includes specific values,
norms, and expectations presented within a culture - is significant in the
assessment and treatment of childhood disorders. As Mash and Wolfe (2016)
explain, the chances of treatment being effective is higher when it not only
attends to the presenting symptoms but is also compatible with the child and
parent by taking into account cultural considerations. In the case of Shirley,
effective management has to involve her parents. However, as noted earlier, the
level of acculturation could potentially affect their perception of Shirley's
psychopathology as demonstrated by Lilly’s cultural perception of mental
illness. With this in mind, it will be key that these cultural perceptions are
addressed so that both the assessment and treatment processes can be as
comprehensive as possible while at the same time increasing the chances of the
parents getting on-board with the treatment approach that will be selected. In
essence, a comprehensive cultural formulation is important for establishing the
cultural attitude towards psychopathology, which can then be used as a basis for
diagnosing the patient, advising the parents, and coming up with an effective
and culturally appropriate therapeutic approach (Mash & Wolfe, 2016).
Goals for Treatment
According to Mash and Wolfe (2016), treatment goals focus on developing
a child’s adaptation skills to facilitate long-term adjustment, as opposed to
briefly reducing subjective stress or merely eliminating problem behaviors. With
this in mind, the identification of an appropriate management strategy will be
dependent on a comprehensive assessment of the presenting issues, a cultural
formulation, and the age and developmental stage of the child. In the case of
Shirley, the primary treatment goals include reducing the severity of her
symptoms, enhancing her social functioning, improving her school performance
and ceasing self-harm activities. The treatment goals also need to address the
family’s dysfunctional nature, and some of these goals include improving family
support and enhancing caregiver relationships. According to Mash and Wolfe
(2016), variables operating in the larger family system are the determinants of
child psychopathology. Takin this into consideration, the most effective
therapeutic approach in Shirley’s case would be the use of family models as
this would be key in not only identifying the dysfunctions but also initiating work
in treating them.
References
Mash, E., & Wolfe, D. (2016). Abnormal child psychology. Cengage Learning.
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