IP Assignment Bhavya Chetal

INDIVIDUAL PSYCHOTHERAPY
Submitted by: BHAVYA CHETAL

Enrollment: A1503323068
Course: MACP A (Sem 3)
Attempt any two.

Question 1
David, a 34-year-old marketing executive, comes to therapy seeking help for a persistent
feeling of inadequacy that has plagued him since his early 20s. Despite numerous
professional achievements, he constantly feels like a fraud, attributing his successes to luck
rather than his own capabilities. David often experiences anxiety in social situations and has
difficulty forming meaningful relationships. He is currently single, having been through
several short-term relationships that ended with him feeling emotionally disconnected.
David reports a childhood where his parents were emotionally unavailable. His father, a high-
ranking military officer, was often absent due to work, while his mother, a homemaker, was
distant and critical. Growing up, David felt that nothing he did was ever good enough to meet
his parents' standards, particularly his mother's. He recalls instances where his mother would
compare him unfavorably to other children, leading him to feel that he was never capable of
making her proud.
Although David has not had significant conflicts with his parents as an adult, he remains
emotionally distant from them. He describes his relationship with his father as formal and
distant, and while his mother occasionally makes an effort to reach out, their conversations
remain superficial. David has never expressed his feelings of inadequacy or anxiety to his
parents, fearing that they would dismiss or criticize his emotions as being irrational.
Questions:
1. What defense mechanisms is David employing to protect himself from feelings of
inadequacy, and how do these mechanisms affect his relationships and professional
life?
2. How might David’s relationship with his parents have shaped his patterns of seeking
out emotionally unavailable partners and experiencing anxiety in social situations?
Which therapy is most useful in this context, explain using various techniques?
3. Based on the insights David has gained in therapy, how might he begin to apply these
understandings to form healthier relationships and build more self-acceptance in his
work life?
Question 2
Ethan is a 9-year-old boy who has been referred to therapy by his school counselor due to
persistent behavioral problems both at school and at home. Ethan often refuses to follow
directions from his teachers, has frequent temper outbursts when he doesn’t get his way, and
has been aggressive towards his peers, including hitting and pushing. His parents report
similar behavior at home, particularly when they set limits, such as enforcing bedtime or
denying his requests for extra screen time.
Ethan’s parents are increasingly frustrated by their inability to manage his behavior. They
have tried punishing him by taking away privileges, but this has led to more intense tantrums.
They also report feeling overwhelmed by his constant defiance, and they often give in to his
demands to avoid his outbursts. Despite his behavior, Ethan is described as bright and
creative, excelling in activities he enjoys, such as drawing and playing video games.
However, his oppositional behavior has started to affect his relationships with his peers and
his performance at school.
Questions:
1. How did Ethan’s parents and teachers inadvertently reinforce his negative behaviors,
and what role did this play in the persistence of his tantrums?
2. How did the use of positive reinforcement and parent training help reshape Ethan’s
behavior, and why are these techniques effective for managing behavioral issues in
children?
3. How could Ethan apply the coping strategies he learned in therapy, such as relaxation
techniques and the use of a calm-down corner, to manage his frustration in other
settings, such as during playtime with friends or at school?
Question 3
Lisa is a 25-year-old graduate student who has been struggling with generalized anxiety for
several years. Recently, her anxiety has become more pronounced due to the pressure of
finishing her thesis and juggling part-time work. Lisa reports persistent worry about various
aspects of her life, including academic performance, finances, relationships, and her future
career. She often feels overwhelmed by racing thoughts and finds it difficult to concentrate on
her studies. Lisa experiences physical symptoms such as headaches, muscle tension, and
difficulty sleeping.
Lisa explains that her worries are often irrational, but she feels powerless to stop them. For
instance, she fears that if she makes a small mistake in her thesis, she will fail her program,
which will ultimately lead to being unable to find a job and becoming financially dependent
on her family. These "worst-case scenario" thoughts dominate her mind, leading her to avoid
certain tasks or spend excessive amounts of time checking her work for errors. This cycle of
worry and avoidance has caused her to fall behind in her thesis work, increasing her anxiety.
Questions:
1. How did Lisa’s cognitive distortions contribute to her anxiety, and how did cognitive
restructuring help her address these thought patterns?
2. How did Lisa’s avoidance behaviors maintain her anxiety, and how did the therapist
use exposure techniques to help Lisa break the cycle of avoidance?
3. How might Lisa apply the cognitive and relaxation strategies she learned in therapy to
manage anxiety in other areas of her life, such as when facing future career challenges
or dealing with interpersonal relationships?
ANSWERS:
Answer: 2 Ethan's situation illustrates a common pattern in behavior management,
particularly in how his parents and teachers may have inadvertently reinforced his negative
behaviors.
Inadvertent Reinforcement of Negative Behaviors

Ethan's parents and teachers likely reinforced his tantrums and defiance by giving in to his
demands to avoid further outbursts. When they offer extra screen time or relax rules to
prevent escalation, they unintentionally teach Ethan that throwing a tantrum is an effective
way to get what he wants. This cycle of giving in can increase the frequency and intensity of
his negative behaviors, as he learns that tantrums lead to immediate rewards. Additionally,
when punishments, like taking away privileges, result in even more intense reactions, it can
lead to frustration for parents, prompting them to revert to giving in to maintain peace.
Positive Reinforcement and Parent Training

Positive reinforcement can reshape Ethan's behavior by encouraging desirable actions rather
than punishing negative ones. By recognizing and rewarding positive behavior—such as
following directions or playing cooperatively—Ethan can learn that good behavior leads to
positive outcomes. Parent training in consistent behavior management strategies can provide
Ethan's parents with tools to implement clear expectations and consistent consequences.
Techniques such as setting specific, achievable goals and celebrating successes can motivate
Ethan and create a more structured environment, fostering better behavior over time.
Application of Coping Strategies

Ethan can apply coping strategies learned in therapy, such as relaxation techniques and using
a calm-down corner, to help manage frustration in various settings. For instance:
During Playtime: If Ethan starts feeling overwhelmed or frustrated while playing with
friends, he can take a brief break in a designated calm-down space. This allows him to reset
his emotions before rejoining the activity.
At School: If he feels his frustration rising in class, he can practice deep breathing or
visualize a calming scene, helping him regain control without acting out.
At Home: Establishing a calm-down routine that includes relaxation techniques can help him
navigate challenging situations, such as when limits are set, reducing the likelihood of
tantrums.
By consistently applying these strategies, Ethan can develop healthier responses to frustration
and improve his relationships with peers and family.
Answer: 3 Lisa's experience with generalized anxiety highlights the interplay between l
distortions, avoidance behaviors, and the effectiveness of therapeutic strategies such as
cognitive restructuring and exposure techniques.
Cognitive Distortions and Cognitive Restructuring

Lisa's anxiety is exacerbated by cognitive distortions, particularly catastrophizing where she
imagines the worst possible outcomes from minor mistakes. This leads her to fixate on fears
about failing her program and becoming financially dependent on her family, which creates a
cycle of intense worry. Cognitive restructuring helps Lisa challenge and modify these
irrational thoughts by identifying their inaccuracies and replacing them with more balanced
perspectives. For example, instead of thinking, "If I make a mistake, I will fail," she could
reframe it to, "Making a mistake is a normal part of learning, and I can seek help if needed."
This shift helps reduce the intensity of her anxiety and empowers her to approach her tasks
more calmly.
Avoidance Behaviors and Exposure Techniques

Lisa's avoidance behaviors, such as procrastination and excessive checking, maintain her
anxiety by reinforcing her fears. By avoiding tasks, she momentarily alleviates her anxiety,
but this ultimately leads to more significant worries and increased pressure. The therapist
employs exposure techniques to help Lisa confront her fears in a controlled manner. For
example, they might start with small tasks related to her thesis, encouraging her to submit
drafts without excessive checking. Gradually facing these tasks helps desensitize her to the
anxiety associated with them and reduces the power of her avoidance behaviors.
Applying Strategies to Other Areas of Life
Lisa can apply the cognitive and relaxation strategies learned in therapy to manage anxiety in
various contexts:
Future Career Challenges: When facing job-related worries, Lisa can utilize cognitive
restructuring to challenge thoughts like "I’ll never find a job" by reminding herself of her
skills and past achievements. Additionally, she can practice relaxation techniques, such as
deep breathing, before interviews or networking events to calm her nerves.
Interpersonal Relationships: If she worries about social interactions, Lisa can employ self-
talk to remind herself that relationships involve normal ups and downs. She might also use
relaxation strategies to ease anxiety before social gatherings, making it easier to engage with
others.
By integrating these cognitive and relaxation strategies into her daily life, Lisa can develop a
more resilient mindset, ultimately reducing her anxiety and enhancing her overall well-being.

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INDIVIDUAL PSYCHOTHERAPY

Submitted by: BHAVYA CHETAL

Attempt any two.

Inadvertent Reinforcement of Negative Behaviors

Positive Reinforcement and Parent Training

Application of Coping Strategies

Cognitive Distortions and Cognitive Restructuring

Avoidance Behaviors and Exposure Techniques

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