Smarter Decision Making Through Psychology

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Assignment 2: Case Study #2
Overview

As you continue to practice the psychological concepts you’re learning in this course, you’re honing the problem solving and self and social awareness skills that will help you navigate social situations in your life and career. You’re discovering how to apply these skills to understand the behaviors of others, improve your relationships, and make informed decisions based on reliable information.

And no matter what kind of situation you encounter at school, home, or work, you’re learning how to recognize and manage your emotions so they don’t get the best of you!

Now, it’s time to practice the skills and concepts to help your friend Gloria navigate a difficult workplace situation.

Case Study and Questions

Gloria and Lakeisha are co-workers who are assigned to work on a project together. Lakeisha is very organized and wants them to do really well on this project. To help them get started, Lakeisha took some initiative and prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item and sends an email to Gloria with the to-do list. Lakeisha wants her partner to know that she’s serious about their success.

Gloria is happy her teammate has shown initiative but is surprised by Lakeisha’s to-do list and feels a bit uncomfortable because she feels like Lakeisha is micromanaging her. Gloria wants to do her part on the project but is feeling anxious because she doesn’t know where she fits in, and it is making her worried about working on this project. She wonders how she can succeed on this project if Lakeisha is already the leader. When working for a previous employer, Gloria felt anxious about her ability to successfully complete a project and attempted to communicate her feelings with a co-worker; however, her co-worker didn’t seem to understand Gloria’s concerns and said that she should just ignore her feelings and get the work done.

As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks it might just be easier to be removed from the project. Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions below to help Gloria calm her anxiety and find a solution to her problem:

1. From Chapter 3 in the webtext, what did you learn about the big 5 personality traits?

2. Consider Gloria and Lakeisha’s different approaches to the project. On which one of the Big 5 personality traits do they most differ? How do they differ?

3. Chapter 6 in the webtext focused on emotions. Using what you learned, give advice to Gloria on how she can identify and regulate her own emotions so that she can stick with this project, and be successful.

4. If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Gloria faced? What past experiences or knowledge influence your answer

Instructions

Use the Case Study #2 Assignment Template to record your responses. For each question, you should write a paragraph-length response (5-7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource. Once you have completed your work, save the file and upload it to the assignment submission area.

Page 2

PSY101 CASE STUDY #2 – WEEK 7

 

Type Your Name Here

Smarter Decision Making through Psychology

December 4, 2019

 

Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions below to help Gloria calm her anxiety and find a solution to her problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource.

 

Question 1: From Chapter 3 in the webtext, what did you learn about the Big 5 personality traits? (Hint: Page 3.12 helps you learn about the Big 5 traits.)

 

 

 

Question 2: Consider Gloria and Lakeisha’s different approaches to the project. On which one of the Big 5 personality traits do they most differ? How do they differ?

 

 

 

Question 3: Chapter 6 in the webtext focused on emotions. Using what you learned, give advice to Gloria on how she can identify and regulate her own emotions so that she can stick with this project and be successful. (Hint: Pages 6.4 and 6.11 have resources to help with this question.)

 

 

 

Question 4: If you were in the situation that Gloria faces, how confident are you that you could successfully resolve this workplace conflict? What past experiences or knowledge influence your answer?

 

Sources

1. D. G. Myers & C. N. DeWall. 2019. Psychology (6th ed.). Soomo Learning. http://www.webtexts.com

 
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Physiology And Anatomy Study Questions II

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MULTIPLE CHOICE SECTION

 

1. The most abundant plasma protein is

A) Fibrinogen

B) Thrombin

C) Complement

D) Albumin

 

2. Which example does NOT demonstrate the principle of homeostasis?

A) A rise in plasma sodium stimulates the release of a hormone that increases sodium loss in the urine.

B) An increase in plasma volume increases urination.

C) The activation of a clotting factor stimulates the production of the enzyme that activates the clotting factor.

D) An increase in body temperature induces sweating, which reduces body temperature.

 

3. The urinary bladder is located in the

A) Thoracic cavity

B) Spinal cavity

C) Dorsal cavity

D) Pelvic cavity

 

4. Cellular respiration of glucose yields _______ which is used to make ATP

A) energy

B) iron

C) carbon dioxide

D) amylase

 

5. Epithelial, Connective, Muscle, Nervous are groups of

A) Glands

B) Hormones

C) Tissues

D) Membranes

 

6. The blood cell that lacks a nucleus is

A) Monocyte

B) Neutrophil

C) Megakaryocyte

D) Erythrocyte

 

7. DNA is located in the

A) proteins of a cell

B) nucleus of a cell

C) nucleolus of a cell

D) cell wall

 

8. To which of the following do Peyer patches belong?

A) Lymphatic system

B) GALT

C) MALT

D) All of the answers are correct

 

9. Tissue wasting caused by a decrease in cell number is called

A) Hypertrophy

B) Hyperplasia

C) Atrophy

D) Aplasia

 

10. Scleroderma, Lupus erythematosus, and Pemphigus are examples of what kind of diseases

A) Prion infection

B) Bacterial infection

C) Autoimmune

D) Vitamin deficiency

 

11. While hiking in the Andes mountains wearing too many clothes. You develop a headache, a rapid pulse, and sweating profusely. From what are you most likely suffering?

A) Heat exhaustion

B) Heat cramps

C) Heat stroke

D) Hypothermia

 

12. Which of the following is true of aldosterone?

A) It stimulates urine production

B) It increases the kidney’s sodium retention

C) It acts on osmoreceptors to stimulate thirst

D) It is secreted from the pituitary gland

 

13. A protein that makes up hair and nails is

A) Collagen

B) Melanin

C) Keratin

D) Carotene

 

 

 

 

14. A population of microorganisms that grow on and within the human body and typically cause no harm

A) Pathogens

B) Normal flora

C) Algae

D) All of the above

 

15. The best treatment for anaphylaxis is

A) Epinephrine

B) Cortisol

C) Insulin

D) Growth hormone

 

16. Which is the smallest unit of life that can exist as a living, separate entity?

A) Virus

B) Cell

C) Organ

D) Chemical molecule

 

17. One of the roles of the urinary system is to help maintain the extracellular fluid pH by causing a re-distribution of ______________ ions.

A) Hydrogen

B) Potassium

C) Sodium

D) Calcium

 

18. A 15-year-old boy was bitten by a rabid dog, he was given immunoglobulins. Which of the following best describes his immunity to rabies?

A) Naturally acquired passive immunity

B) Naturally acquired active immunity

C) Artificially acquired active immunity

D) Artificially acquired passive immunity

 

 

19. The head of the spermatozoon contains large amounts of

A) DNA

B) Mitochondria

C) Cytoplasm

D) All of the above is correct

 

20. Neurons that carry impulses from the body to the CNS are called

A) Interneurons

B) Sensory neurons

C) Senses

D) Digestive

 

21. The term that describes the capacity of a food to raise blood glucose levels is

A) Glucose effect

B) Basal index

C) Glycemic effect

D) Supplemental index

 

22. The skin is a primary barrier against invasion because it is capable of

A) Shedding – removes infectious agents

B) Protects against bacterial toxins

C) Interlocking pattern helps to prevent penetration

D) None of the above

 

23. Good skin care includes all below except

A) Excessive sunlight

B) Nutrition

C) Blood circulation

D) Moisturizers

 

24. Menses results from a(n)

A) Decline in estrogen and progesterone

B) Increase in estrogen and progesterone

C) Increase in luteinizing hormone

D) Increase in follicle-stimulating hormone

 

25. _______________ is where most nutrients are absorbed

A) Stomach

B) Small intestine

C) Large intestine

D) Mouth

 

26. The structure that secretes colostrum is the

A) Mammary glands

B) Uterine glands

C) Placenta

D) Amniotic membrane

 

27. The skin cells of the elephant contain 56 chromosomes. How many chromosomes will an elephant spermatozoon contain?

A) 56 B) 23 C) 46

D) 28

 

28. Choose the disorder that is congenital but NOT hereditary?

A) Fetal alcohol syndrome

B) Cystic fibrosis

C) Huntington disease

D) Albinism

 

29. The ability of a particular gene to determine phenotype can be altered by

A) Environmental factors

B) Gender

C) Other genes

D) All of the above

 

30. Blood pressure readings are reported via

A) Cardiac output/peripheral resistance

B) Diastolic pressure/systolic pressure

C) Systolic pressure/diastolic pressure

D) Peripheral resistance/lung output

 

************************************************************************************************************ MATCHING SECTION

 

Section A – MATCH the clinical symptom or sign with the Disease or Health issue

 

Disease or Health Issue Symptom or Sign
1. Urethritis a. irreversible kidney damage
2. Pyuria b. difficulty with thinking and judgment
3. Anemia c. low hematocrit value
4. Down syndrome d. accumulation of phenylalanine in blood
5. Hodgkin disease e. glucose deficiency
 

 

 f. presence of white blood cells in urine
  g. stones in the bladder
  h. frequent and painful urination
  i. unexplained itching all over the body
  j. extra copy of chromosome 21

 

 

 

 

 

 

 

 

 

 

Section B – MATCH the definitions or associations with term or concept

 

TERM or CONCEPT Definition/Association
6. Embolus a. dome-shaped muscle
7. Mesoderm line b. hardening of the arteries
8. Thymus c. blockage of a blood vessel
9. Arteriosclerosis d. maintenance of health and weight control
10. Polysaccharide e. B cell maturation site
  f. redness, pain, swelling, heat
  g. pluripotent stem cells
  h. Shrinks after puberty
  i. starches
  j. pumps oxygenated blood to the body

 

 

FILL- IN THE BLANK – SECTIONS A and B

INSTRUCTIONS: Provide the best answer for the items in Sections A and B below.

Section A:

1. Traits determined by more than one gene pair are termed _________.

 

2. The results of a urinalysis evaluation identified abnormal constituents, two possibilities are _________________ and _______________________.

 

 

3. A picture of chromosomes lined up in pairs is a(n) ___________________.

 

4. The __________________ in the brain stem controls heartbeat.

 

5. Accumulation of bile pigments in the blood causes ___________________.

6. Transcription of the DNA strand CGTAC would produce an mRNA strand with the sequence ________________.

7. Severe protein-energy malnutrition in infancy is termed ____________________.

 

8. Under low oxygen (hypoxic) conditions such as high altitudes, the kidneys secrete ______ to stimulate erythrocyte (red blood cell) production.

 

9. Severe protein-energy malnutrition in infancy is termed _____________________.

 

10. The sex steroid called _________________ induces the development of male secondary sex characteristics.

 

Section B

What are seven (7) health-related terms that could be used to complete the crossword puzzle? Use the descriptions below the puzzle to find the correct terms.

 

Down

1. the process of chewing-prepares the food to be swallowed

3. the expulsion of undigested food or body wastes

4. a yellowish-green fluid important in the breakdown of fats

7. Secretions (two words) from the stomach lining that contain pepsin and acids

 

Across

2. a burning pain in the center of the chest after eating

5. has a role in the activation of Vitamin D

6. the mechanical and chemical breakdown of foods for use by the body’s cell

8. system supplies digestive organs with oxygen and processed nutrients

9. the functional units of the kidneys

10. the passage of digested food from the digestive tract into the circulatory system

 

 

SHORT ANSWER SECTION

 

Instructions: For questions 1 – 3, you will state or describe the differences or distinctions between the two terms in the paired sets below.

 

1. Glucose metabolism in a cell that has adequate oxygen and one that does not

 

2. Primary and secondary antibody response

 

3. Essential amino acid and non-essential amino acid.

 

 

Instructions: For questions 4 and 5, provide brief answers (3-4 sentences per question).

 

4. A woman was born without sweat glands. Will this have a significant effect on her ability to maintain normal water balance? Explain your answer, discussing the relative amounts of fluids lost via different body systems.

 

5. Discuss the role of bile in digestion.

 

 

 

 

ESSAY SECTION

 

INSTRUCTIONS: Complete questions in this Essay Section – there are five (5) questions. Answer all questions.

 

 

1. A young male, is afflicted with a muscle wasting disease. His mother’s two brothers also had the disease. No other family members (his father, his father’s relatives, his mother, or his mother’s female relatives) have the disease. Is this muscle wasting disease (A) autosomal or sex-linked, and (B) dominant or recessive? Defend your answers.

 

2. Explain why the role of oxytocin in labor is an example of positive feedback. Do any other roles of oxytocin exhibit this same principle?

 

3. A young girl has a rare disorder in which she does not produce memory cells. What are memory cells, and what will likely be the effect of this disorder on her overall health?

 

4. Explain why the heart is described as a double pump. Provide specifics and use the correct technical terms in your answer.

 

5. Draw/diagram a Punnett square in which, upper case Tt represents two sets of genes (alleles) for a female with normal height, Tall female and lower case tt represents two sets of genes (alleles) for a short male. Note that upper case T represents a dominant trait—tallness and lower case t represents the recessive trait—shortness.

 

In this scenario, the female is tall in appearance (phenotype) and the male is short in appearance (phenotype).

 

i) Given that the female carries both genes (alleles), that is T and t, for height, explain why her appearance is tall.

 

ii) Next, draw a Punnett square for the offspring that could be produced from the union of this female Tt and this male tt.

 

iii) After drawing the Punnett square, discuss the phenotypes (appearances) of the four representative offspring whose genotypes are provided in the Punnett Square.

 
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Stereotypes

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In this unit, you will be using the template to explore your growing awareness of stereotypes and their impact on cultural diversity.

  • Download the Stereotypes: A Restorative Journey Template
  • Follow the template instructions
  • Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
  • Use in-text citations and APA formatting for all source material references in your template.
  • Upload the completed template to this assessment.
  • The grading criteria for this assignment are outlined in the rubric below.HU 140 Cultural Diversity Unit 2 Template

     

     

    Stereotypes: A Restorative Journey

     

     

     

     

     

     

     

     

     

    Image result for international culture

     

     

     

     

     

    Create a mini speech to an audience of those who did or would stereotype you in the same way as well as those who did not. Start with a short explanation of the origin of the stereotype experience you had and how you dealt with it at the time. Next, move into how it made you feel and why you hope the audience changes the way they view stereotypes. Here are some questions to consider:

    · What details of your experience are most important to help your audience see the problem in their assumptions?

    · How might your reaction to the stereotype be the key to inspiring others who are targeted?

     

    Click here to begin your mini speech!

     

     

     

     

     

     

     

     

     

    Stereotype in Art

    Click on the picture icon to the right and insert images of art (any visual representation) that reflects stereotype in some form. This can be obvious stereotype, or it can be subtle–maybe something only you see within the image. Click on the word “Text” and describe the stereotype you see. Explain why you think some people might miss or ignore the stereotype along with its impact on American culture. If necessary, reference the image on the References page.

     

     

     

     

     

     

     

     

     

     

     

    Stereotype in Music and Dance

    Go to YouTube and search for a video of a dance performance or musical performance that demonstrates stereotype either in the lyrics or in the performance (or both). Once you select your video, share the URL in the textbox below. Be sure to reference the video on the References page.

     

    Click here

     

     

     

     

     

     

    Address the following questions:

     

    1. Was the stereotype obvious to the audience in order to inspire an end to that stereotype or was it underlying and one many modern culture overlooks or ignores?

    2. Did the stereotype set a tone or create tension within the song or performance? How might this educate the viewer on the power of stereotype?

    3. What feelings or emotions did the song or performance bring to you directly? Did it change your perspective of the song or of the stereotype?

     

    Click here

     

     

     

     

     

     

    The Power of Literature over Stereotype

     

     

    Literature is an important tool in combating stereotypes. One example is the poet, Sylvia Plath, whose work changed how society viewed the mentally ill. Click on the link here and select one of her poems that best connects to you. In the textbox below address the following questions:

     

    1. How does the poem you chose challenge the standard stereotype of the mentally ill?

    2. What stereotypes is Plath addressing within the poem whether directly or indirectly?

    3. How does Plath’s poem contribute to or challenge common stereotypes of women? Motherhood? Gender?

     

     

    Click here

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Reflections

     

    Now that you have had the opportunity to learn more about stereotype, please address the following to complete your Unit 2 template.

    1. The word ‘stereotype’ brings out an immediate negative reaction as if there can be no positive outcome in terms of stereotypes. Have you ever learned a life lesson because you witnessed or experienced stereotype? Share how you turned a negative into a positive.

    Click here

     

     

     

     

    2. Take a few moments to imagine your community with all stereotypes removed. A place where people are accepted and celebrated without divisions of any kind. Describe that community below.

     

    Click here

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Reference page

    Reference your video or any other sources used here.

     

     

     

     

     

     

     

     

     

     

     

     

    Know me before you stereotype me

     

     

    We all have experienced being the target of a stereotype of some form. Search Google images or create your own image of what it that feels like to be stereotyped.

 
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Discussion 1: Mental Health and the Family

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Discussion 1 – Week 3

Discussion 1: Mental Health and the Family

The unique pressures of young and middle adulthood—financial and career ambitions, building a family, caring for older relatives—can contribute to mental health and substance use issues. It is important to remember that these issues affect not only the individual but also loved ones living in the same home such as partners and children.

In cases of mental health and substance use, social workers can use psychoeducation with family members to provide information about a mental health issue and treatment. When using this intervention, social workers must adapt it to the specific family members, accommodating their cognitive level and age.

For this Discussion, you analyze a case in which a returning soldier, who is also a husband and father, experiences mental health symptoms resulting from combat.

To Prepare:

  • Review the Learning      Resources on psychological aspects of young and middle adulthood,      psychoeducation, and military populations.
  • Access the Social Work      Case Studies media and navigate to Marcus.
  • As you explore      Marcus’s case, consider the ways in which the social environment,      including the trauma he has experienced, has impacted Marcus’s      psychological functioning.

By 12/152021
Post an analysis of how the social environment has contributed to Marcus’s psychological functioning. In what ways has trauma impacted Marcus’s daily functioning? Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. How would you adapt psychoeducation for the cognitive level of the family member?

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Discussion 2 – Week 3

Discussion 2: Characteristics of Midlife Crises

Picture someone standing in the middle of a bridge. First, they look back at where they have been and what they have done along the way to that point; then they look forward, seeing what little space they have left to travel and considering the extent they will be able to make the journey meaningful. If the bridge represents life, the person stuck in the middle, in a period of uncertainty and evaluation, is someone in a midlife crisis.

The phenomenon is often portrayed in popular media: a middle-aged man buys a sportscar, has an extramarital affair, and begins socializing with the younger generation. But what exactly is a “midlife crisis,” and why does it occur? While some researchers question the term, stating that such crises are not necessarily limited to midlife, it is believed to be experienced by a sizable segment of the population. However, the crisis may look different from person to person.

For this Discussion, you describe a midlife crisis and how biology, psychology, and sociology interact to create the phenomenon. You also envision yourself as a social worker addressing this phenomenon with a client.

To Prepare:

  • Review the Learning      Resources on midlife and middle adulthood.
  • Consider the      phenomenon of a midlife crisis, its characteristics/features, and how it      may vary for people of different genders.

By 12/16/2021
Post a description of the characteristics/features of a midlife crisis, including the different experiences in terms of gender. Explain how biology intersects with psychology and social factors in this phenomenon and provide an example. Then, explain how you as a social worker could help a person navigate a midlife crisis.

By Day 7

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 11, “Psychological Aspects of Young and Middle Adulthood” (pp. 485–535)

Herzog, J. R., Whitworth, J. D., & Scott, D. L. (2020). Trauma informed care with military populations. Journal of Human Behavior in the Social Environment, 30(3), 265–278. https://doi.org/10.1080/10911359.2019.1679693

Piotrowski, N. A., & Prest, L. A. (2019). Midlife crisis. In B. C. Auday, M. A. Buratovich, G. F. Marrocco, & P. Moglia (Eds.). Magill’s medical guide (8th ed.). Salem Press.

Schnyders, C. M., Rainey, S., & McGlothlin, J. (2018). Parent and peer attachment as predictors of emerging adulthood characteristics. Adultspan Journal, 17(2), 71–80. https://doi.org/10.1002/adsp.12061

Sherman, M. D., & Larsen, J. L. (2018). Family-focused interventions and resources for veterans and their families. Psychological Services, 15(2), 146–153. https://doi.org/10.1037/ser0000174

1

© 2021 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social

work case studies: Foundation year. Laureate International Universities Publishing.

Marcus

Marcus is a 28-year-old, African American male who recently returned to his hometown

after having served in multiple deployments in both Iraq and Syria. Marcus lives with his

wife, Tamika, and their 5-year-old son, Jayson. While serving overseas, Marcus was

exposed to combat and to blasts from three explosions caused by improvised explosive

devices (IEDs). As a result of his experiences, Marcus sustained several physical

injuries, including wounds from shrapnel released by the IEDs, a mild traumatic brain

injury (TBI) in the form of a concussion caused by being thrown from a blast site after an

explosion, and mild hearing loss in one ear that does not require the use of a hearing

aid. Marcus’s physical wounds had healed completely at the time of his discharge.

Marcus joined the military immediately after his graduation from high school and

planned to begin working at least part time while studying for an associate’s or

bachelor’s degree after his honorable discharge from the U.S. Army. Marcus sought

mental health treatment with me because he “felt different” after arriving back home

from military duty. Marcus reported that he was having difficulties adjusting to domestic

life and found it hard to feel emotionally connected to his wife, though he knew that he

loved her. Similarly, Marcus felt that he had difficulty being an attentive father to his son.

Marcus also reported that despite his goals for continued employment and education,

he could not motivate himself to look for a job or enroll in courses at the local

community college and spent most of his days sitting on the back porch of his home

smoking cigarettes, “staring into space,” and remembering violent scenes from his

combat experience. Additionally, Marcus was having difficulty sleeping due to

nightmares, had lost weight because of a general loss of appetite, had an increasingly

“short fuse” with his family, and reported that he felt constantly nervous and “on edge,

like something is going to blow” inside him.

Treatment

Strengths and Goals

Marcus came to treatment with several strengths, including the ability to identify his

symptoms and their effect on his life, his strong connections to his family, vocational

and educational goals, and the ability to work well within structured environments under

a great deal of pressure, as evidenced by his successful wartime military career.

Marcus reported that his goals for treatment included being able to be a more active

husband and father, to stop thinking so much about his combat experiences, and to

reengage in working and going back to school.

Neurological and Physical Evaluation

Because Marcus has a history of mild TBI, I referred him to a neuropsychologist for an

evaluation to rule out cognitive and/ or behavioral complications that could be attributed

to his past concussion as well as to a general physician to be sure that there were not

any undiagnosed medical conditions exacerbating Marcus’ symptoms. After determining

 

 

2

© 2021 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social

work case studies: Foundation year. Laureate International Universities Publishing.

that there were no physical complications and no detectable ongoing symptoms of the

TBI, the neuropsychologist diagnosed Marcus with post-traumatic stress disorder

(PTSD) and referred him to a psychiatrist for an evaluation for medication. Marcus was

prescribed a selective serotonin reuptake inhibitor (SSRI) antidepressant and began

taking the medication as directed as soon as the prescription was filled. After several

weeks, Marcus reported an increased ability to sleep through the night as well an

increase in his ability to concentrate and improved appetite during the day.

Cognitive Behavioral Therapy

To address his other symptoms, including emotional numbing and intrusive memories of

his combat experiences, I employed both cognitive behavioral therapy (CBT) and

exposure-based treatment. The CBT was used to help dismantle negative and irrational

thoughts that fueled Marcus’ symptoms. For example, Marcus reported a negative belief

that if he had been a better soldier, other soldiers would not have died during IED

explosions. Treatment focused on helping to replace these negative cognitions with

more positive, realistic cognitions, such as “I did the best work I possibly could as a

soldier, even when I couldn’t control everything.” Exposure therapy was used to reduce

the intrusive thinking about combat experiences. Marcus used a special computer

program that exposed him to scenes typical of what he experienced during his

deployment, including events involving IEDs. Marcus could control how much of the

scenes he watched and worked on reducing the amount of psychological and physical

arousal that exposure to these scenes caused. Additionally, I referred Marcus to

resources in the community tailored for veterans and their families.

After 6 months of treatment occurring twice weekly, Marcus reported that he was having

significantly less conflict with his wife and was able to connect to his loving feelings for

her and enjoy spending time together as a couple. Marcus was also able to spend more

time with his young son without losing his temper or getting frustrated as quickly. In

addition, Marcus reported significantly improved concentration, the ability to sleep well

nearly every night, as well as a marked decrease in intrusive thoughts and enhanced

coping skills for managing the intrusive thoughts when they did occur. By the end of his

treatment, Marcus had also obtained a part-time job working as an accountant’s

assistant and had enrolled in two business courses at the local community college. In

addition, he had begun to volunteer, running a social group for veterans and their

families at his local church, and was enjoying the social and spiritual support he

received. He reported that he saw a future for himself in a life outside of the military and

felt that he could forge a productive place for himself in the community.

 
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