Frank, a 16-year-old adolescent, is a high school sophomore.  Frank is on the verge of failing his Spanish class.  After his grade fell to a “D” grade, Frank procrastinated about doing his Spanish homework, postponing it until last

Case Study, Mohr

CHAPTER 13, Individual Therapies and Nursing Interventions

In completing the case study, students will be addressing the following learning objective:

Discuss the goals of therapeutic modalities used with individual clients.

1. Frank, a 16-year-old adolescent, is a high school sophomore.  Frank is on the verge of failing his Spanish class.  After his grade fell to a “D” grade, Frank procrastinated about doing his Spanish homework, postponing it until last.  Then, saying he was tired, Frank played video games until bedtime and rationalized that he would get up early in the morning and do his homework. Frank often sleeps late and does not have time to complete his Spanish homework.  Frank is now very distressed over his grade in the Spanish class. His mother brought Frank to the counselor to help with his problem.  The counselor suggested a parent-teacher conference to explore any learning difficulties and the possibility of a tutor to help Frank.  The counselor also said that perhaps Frank’s mother could supervise the completion of his Spanish homework as the first step.  Frank appeared relieved at these suggestions, and said, “That sounds great! Maybe I can improve my Spanish grade and pass the class. Then I won’t be a loser!”

(Learning Objective: 2)

a. Using a cognitive-behavioral approach, write three goals for Frank’s individual counseling sessions.

b. Explain why cognitive-behavioral therapy (CBT) can be successful for Frank.

ANSWER

“Empowering Academic Success: Cognitive-Behavioral Therapy for Improving Time Management, Motivation, and Study Skills in Adolescents”

Using a cognitive-behavioral approach, three goals for Frank’s individual counseling sessions could be:

Goal 1: Improve Time Management Skills One of the primary goals for Frank would be to develop effective time management skills. Frank’s tendency to procrastinate and prioritize leisure activities over his responsibilities is negatively impacting his academic performance (Carroll & Kiluk, 2017). Through cognitive-behavioral therapy (CBT), Frank can work on identifying and challenging his unhelpful thoughts and beliefs about prioritizing tasks. He can learn strategies to set realistic goals, create schedules, and develop better organizational skills to ensure timely completion of his homework and other academic tasks.

Goal 2: Enhance Motivation and Self-discipline Frank’s lack of motivation and self-discipline is evident in his avoidance of his Spanish homework and preference for video games. CBT can help Frank identify the underlying factors contributing to his low motivation and develop strategies to enhance it. By exploring his thoughts and beliefs related to academic achievement, the therapist can help Frank reframe negative self-talk and cultivate a more positive mindset. Additionally, the therapist can introduce techniques such as behavioral activation to increase Frank’s engagement in desired activities and reinforce positive behaviors.

Goal 3: Build Effective Study Skills Another goal for Frank would be to develop effective study skills. CBT can assist Frank in identifying his current study habits and their effectiveness. The therapist can help him explore alternative study strategies, such as active learning techniques, effective note-taking methods, and memory-enhancing exercises (Raypole, 2019). By improving his study skills, Frank can become more efficient in learning and retaining information, leading to better academic performance and increased confidence.

 Essay: Cognitive-behavioral therapy (CBT) can be successful for Frank due to its focus on addressing the thoughts, emotions, and behaviors that contribute to his academic difficulties. CBT is a therapeutic approach that combines cognitive and behavioral techniques to help individuals identify and modify unhelpful patterns of thinking and behavior.

Firstly, CBT is well-suited for Frank because it emphasizes the connection between thoughts, emotions, and behaviors. By examining Frank’s automatic thoughts and cognitive distortions (such as rationalizations and negative self-perceptions), CBT can help him identify the underlying beliefs and attitudes that contribute to his academic struggles. Frank’s belief of being a “loser” suggests negative self-perception, which can be challenged and reframed through CBT techniques. By helping Frank recognize and challenge these negative thoughts, CBT can promote more realistic and positive thinking patterns, enhancing his self-esteem and motivation to improve.

Secondly, CBT provides practical strategies and skills that align with Frank’s needs. The therapy can focus on teaching Frank specific techniques to manage his time, enhance his motivation, and improve his study skills. Through behavioral interventions, Frank can learn to break tasks into smaller, manageable steps, set achievable goals, and use self-reinforcement to stay motivated. By incorporating cognitive restructuring, Frank can challenge his negative beliefs about academic success and develop more adaptive thoughts and beliefs that support his learning and achievement.

Moreover, CBT offers a collaborative and goal-oriented approach that empowers Frank to take an active role in his own progress. By involving Frank in the goal-setting process and fostering a strong therapeutic alliance, CBT can increase his engagement and commitment to the counseling process (Dattilio & Hanna, 2012). The structured nature of CBT provides a framework for Frank to track his progress, monitor his efforts, and make adjustments as needed. This can enhance Frank’s sense of control and agency, further motivating him to work towards his goals.

In summary, cognitive-behavioral therapy (CBT) is a suitable therapeutic approach for Frank due to its focus on addressing his thoughts, emotions, and behaviors related to his academic difficulties. By helping Frank challenge and modify unhelpful patterns of thinking, develop practical skills, and foster a collaborative therapeutic relationship, CBT can empower him to improve his time management, motivation, and study skills, ultimately leading to better academic performance and increased self-confidence.

References

Carroll, K. M., & Kiluk, B. D. (2017). Cognitive behavioral interventions for alcohol and drug use disorders: Through the stage model and back again. Psychology of Addictive Behaviors, 31(8), 847–861. https://doi.org/10.1037/adb0000311 

Raypole, C. (2019, March 1). A Guide to Different Types of Therapy. Healthline. https://www.healthline.com/health/types-of-therapy 

Dattilio, F. M., & Hanna, M. (2012). Collaboration in Cognitive-Behavioral Therapy. Journal of Clinical Psychology, 68(2), 146–158. https://doi.org/10.1002/jclp.21831