Higher Institute of Psychological Studies ISEP

Master in Clinical and Health Psychology

Module 1

Evaluative Activity: Functional Analysis

Presented By:
Sandro Mauricio España Zúñiga
Code. 94421341

Presented to:
David Serrano

Bogotá D.C. February 2020

 INTRODUCTION

The following work describes a situation for its subsequent solution, where it is
necessary to analyze the origin, development and perspective of the conflicts,
difficulties or major setbacks that occur around an adolescent girl involving her
microsystems.

Likewise, this case proposal proposes a step-by-step approach that integrates the
alternative mechanisms that could be applied to solve the problem situation.

For a first understanding of the present work, we must focus on the events
experienced by an adolescent girl named Isabel and the situation her parents are
going through with the behavior of the minor.

In order to clearly show the proposal for the resolution of the problem situation, it is
necessary to solve some questions by putting into practice what has been learned
and covering the entire case under study.
 ACTIVITY

The following is a presentation of the case based on the information that will allow
you to develop this activity.

Case study. Isabel's case

Case description

Isabel is a 14-year-old girl. She came to the clinic for the first time in February 2009,
accompanied by her mother. The patient was referred by the psychologist of the
Psychopedagogical Counseling Team (EAP) of the area. The area inspector has
opened a file and wants an assessment of the case. She understands that there is
school absenteeism, and given that Isabel is a minor and is still in the period of
compulsory education, she would like to know the position of the parents as
responsible for the minor and evaluate a possible treatment to resolve the issue. Prior
to the beginning of the interview, the mother shows a report from the psychiatrist at
the mental health center in the town where they live, describing recent events and the
pharmacological treatment that the psychiatrist has prescribed (antidepressants and
anxiolytics). According to the mother, the girl has been sad and nervous for some
time, approximately since October 2008. She is always tired, discouraged and very
agitated and nervous. He has trouble sleeping, does not rest, is not hungry and cries
at times. She believes that her daughter "has to redirect her life", "maybe she doesn't
like to study because at the first symptom or problem she stops going to school".
Isabel attended a charter school in her town. The mother explains that a year ago she
had a problem at school and had to be changed. Since then, he has not been
attending school regularly and the area inspector has opened a truancy case. At the
time of the consultation, it was one year since the change of school.

Development
Based on your presentation, create a Word document to carry out your development
in which you provide answers to the following questions:

1. Based on the case presented, is it a case of good or bad prognosis? Argue

your answer based on 4 justifications.
2. Draw up two possible records for Isabel to fill in and briefly specify which
objective you want to work on in each record.
3. Specify at least 6 possible reinforcements to supply Isabel.
4. Determine 4 priority aspects to work on with Isabel.
5. Determine 4 priority issues to work on with Isabel's parents.

1. is it a case of good or bad prognosis? Argue your answer based on 4

justifications.

Isabel's case has a BAD prognosis, because according to the behavioral, cognitive
and environmental variables and the prognostic factors, the adolescent coincides with
several indicators of poor prognosis, such as:

Justifications

I. There is not a good relationship with the environment: At school she began to
be teased and mistreated with phrases such as "you are so ugly, we are better
off without you". And the tasteless jokes that a child began to play on him.
Regarding the relationship at home, mother and daughter have a conflictive
relationship, according to the mother they love each other very much but they
fight constantly, they get very excited, especially Isabel, they yell and get
hysterical.
II. Keeping inactive at work and/or personal level: What her parents state is that
Isabel has practically no obligations at home, and the ones she does have,
such as making the bed and tidying up her bathroom, she does not do, and
when there is a mess it is her mother who picks it up. Does not engage in any
extracurricular activities.
III. Dysfunctional parenting patterns: Isabel's parents admit that they give her
everything, whether she deserves it or not. The mother's position is: "If he asks
me for something, I give it to him. Why not, if I can give it to you!". She
considers herself an overprotective mother, which is how her husband and
Isabel see her. Now, according to the parents, in order to get her to do things,
she has to be convinced with arguments, they often agree to go to school, but
she breaks the agreement and does not go.
IV. Number of relapses: onset with stomach ailments, whole body, head, sprained
foot, after changing schools. most days he doesn't go to school, and when he
does, he doesn't go to class. He stays in the library. He also does not keep to
the schedule. He goes for a few hours and then leaves, never attends
excursions or outings. The mother explains that she can't take it up with him
because he gets angry and gets super insistent about things.

2. Elaborate two possible records to complement Isabel and specify briefly

what is the objective you want to work on in each record.
RECORD 1

SITUATION THINKING EMOTION CONDUCT THINKING

ALTERNATIVE
Physically I'm ugly, I don't Anger Easily excited Being slim
she is very have a nice allows me to
Embarrassm
short and body. He does not wear beautiful
ent Shame have many
thin - it has dresses.
I'm so skinny friends and is
never Sadness
and blind, these constantly
satisfied her. glasses make Rabia angry with the Glasses make
It feels me look bad. friends he does you look like a
have. smarter, more
unattractive
I am not intellectual
and does not person.
can't stand to intelligent, I do He prefers not
not understand to attend his
wear I avoid being
or comprehend school.
glasses, nor anything. pessimistic, I
do they like it withdraw
 in general. negative
She also thoughts into
says of the future.
herself that
she is not
very smart.

Objective to work with register number 1.

The objective of this record is to help the client to recover his self-confidence by
guiding him to become aware of the way in which he is distorting the information
related to himself through prejudices and harmful self-criticisms. To this end, he is
supported to perceive qualities and positive aspects of himself, which in his daily life
he overlooks, distorts or sees as exceptions. Therefore, a box is attached to the self-
report called alternative thinking that will allow you to counteract negative thoughts
about the self and experience emotions of well-being, improving behaviors.

RECORD 2

SITUATION THINKING EMOTION CONDUCT REINFORCE SUPPOR

MENTS T
NETWO
RKS
Most days I'm ugly, I don't Anger He does not Strive to put Isabel's
he doesn't have a nice Embarrass have many an end to parents.
go to body. I am not ment friends. those old
school, and smart. Shame negative The
when he Sadness He prefers beliefs. school's
does, he They will make Rabia not to attend area
doesn't get fun of me again. Impotence his school. Establish and inspector.
in. reinforce
to class. He I don't have It gives him beliefs and a Isabel's
stays in the many friends pain in his positive view few
library. He and I have a stomach and of Isabel by friends.
also does hard time body. having her
not keep to relating to recognize her
the others. When he capabilities
schedule. comes home and
Goes for a from school, weaknesses.
 few hours he plays
and then Sims or other
leaves, games on the
never computer, or
attends puts on a
to movie. She
excursions only does her
or outings. homework if
she looks
encouraged.

Objective to work with register number 2.

The objective of this registry is to identify the people who can serve as support to
counteract the client's behavior by reevaluating positive thoughts about Isabel, doing
systemic work involving her closest circle, reinforcing social behavior and building a
more positive view of the client. For this purpose, I am including two more boxes in
this record where the activities to work on with the client are highlighted, activities
called reinforcements and the people who will help us with these reinforcements,
called support networks. This work also allows the therapist to develop the
therapeutic relationship and provides insight into the origin of the negative thoughts of
the self and the people around her.

3. Specify at least 6 possible reinforcements to supply Isabel.

I. Generate skills such as art, sport, to discard automatic negative thoughts
about oneself, erroneous, correct distortions, an immediate example is also to
block a supposed defect by a quality.
II. Learning to express their needs and sensations helps to reinforce their self-
confidence.
III. Accept the pleasant and unpleasant in their experiences, accept their life
experiences and take responsibility for their actions.
IV. Reinforce their confidence so that they can express their repressed feelings in
the unconscious, making the unconscious conscious.
V. To take charge of the responsibilities for their age, providing a permanent
accompaniment in the accomplishment of their chores.
VI. Praise the desired behavior, allowing the client to internalize these behaviors
and reinforce self-esteem.
4. Determine 4 priority aspects to work on with Isabel.
I. Emotional aspect: Emotions play a role in increasing people's motivation and
improving learning.
II. Social Skills: Learning to relate by having social skills is elementary, thus
socializing with ease, avoiding and resolving conflicts.
III. Self-esteem: Isabel's mental projection should be worked on so that she can
learn to accept herself and thus begin to get along with her peers.
IV. Emotional intelligence: The control of temperament is fundamental, the
reduction and control of impulses will allow better relationships with parents
and peers.

5. Determine 4 priority issues to work on with Isabel's parents.

I. Parenting guidelines: It is important to work on this aspect with Isabel's
parents, so that they change certain behaviors that are sending the wrong
message to their daughter, such as indulging her in everything or making the
mistake of arguing with her.
II. Congruence is another aspect to work on with Isabel's parents, which will allow
us to experience our children's emotions, thoughts and situations without
prejudging.
III. Attention is an important factor to work on with Isabel's parents; this attention
can be both positive and negative and both have the same effect on the
children. The more negative attention they receive, the more insecurities they
will have and the more attention they will seek.
IV. Capacity for dialogue and active listening: Dialogue is a missing aspect to work
on with Isabel's parents; a lack of dialogue is recognized in the case and when
trying to engage in it, it turns into conflict.
 CONCLUSION

This document allows us to put into practice the knowledge acquired in the
course of module 1, such as making records, reports and other important
topics for our career as clinical psychologists, demonstrating this knowledge in
a practical case. In this way I hope to meet the expectations set by the teacher.
 BIBLIOGRAPHY .

 Module 1: Assessment of psychological problems and therapeutic design. ISEP Platform.

 Case study, Isabel case. ISEP Platform.
 Factors that influence a poor or good prognosis. ISEP Platform.