Demonstrate clearly that you can accurately apply the Albert Ellis' ABC model in a way to help the individual better understand how their thinking patterns influence their emotions and behaviors.

Question

Analyze the following case study and demonstrate clearly that you can accurately apply the Albert Ellis' ABC model in a way to help the individual in the case study better understand how their thinking patterns influence their emotions and behaviors. Be very specific ad fully explain your answers. You will also need to identify at least two specific maladaptive beliefs (according to Aaron Beck) . Here is the case study: Cognitive Theory Case Study.docxDownload Cognitive Theory Case Study.docx You will also need to identify at least two specific maladaptive beliefs (according to Aaron Beck) .

Applying Cognitive Theory

(1) Pricilla recently graduated high school and has started college. Pricilla admits that

she doesn't manage her time well and she is a procrastinator. In high school, she didn't

really understand why doing homework was all that important and she valued the time

she spent socializing with friends more than learning. Her friends would often

encourage her to set aside her homework to go out with them. At times they would

ccuse her of being anti-social or caring more about school than being their friend wher

she tried to focus on homework. So, inevitably Pricilla would give and go out. For a

while, Pricilla was able to completely forget about the impending due date for the

assignment and in the short-run it seemed worth it. After all, there was always time to

do homework later, right? Besides, Pricilla believed that she did her best work when she

had to do an assignment at the last minute and under the pressure of a deadline. After

all she got good grades on all her assignments, even those she spent very little time on

Eventually, Pricilla had convinced herself over time that procrastinating actually helped

her do her best work.

(2) Most of the classes she took in high school seemed unnecessary and she often tolc

herself that what she was supposed to be learning was a waste of time. Besides it was

all so boring. The subjects were boring. The teachers were boring. The assignments

were boring. If adults want students to learn it is the adult's responsibility to make it

interesting and entertaining. Because she told herself everything related to school was

boring, she felt more justified in blowing off assignments and missing due dates. She

was also convinced that she already knew all that she needed to know for most of her

classes and even knew the subject matter at least as good as the teacher

high school students that they needed to learn how college to

(3) The teachers would tell the

manage their time properly and juggle several assignments at one time because

professors and/or employers were not going to do it for them. But Pricilla never had to

keep track of due dates because her teachers would remind them many times about

upcoming assignments. Also, her mother kept a notebook for her with the assignments

and due dates for her. Her mother would nag Pricila often about getting her homework

done and even threatened to punish her if she didn't have her work completed ahead

of time. But, Pricilla was usually able to escape punishment by whining and promising to

not be late again. One time Pricilla was grounded for a week for not doing her

homework on time. Her mother told her that being grounded would help her to focus

on her responsibilities and make certain she spent the time necessary to complete her

work on time. But when Pricilla's friends called to ask Pricilla to the movies, she was

"ungrounded" for the night so she wouldn't have to miss out on seeing the movie

(4) On those occasions that time ran out and she didn't get an assignment turned in by

the due date during high school she would go in and give the teacher a sob story about

why she didn't get her work in on time. With rare exception she was given an

extension. With numerous extensions and late penalties waived, Pricilla was able to

maintain a high grade-point despite submitting many assignments late.

(5) One time when she didn't have an assignment done on time Pricilla went to the

eacher to ask for an extension. But this time, her teacher chided her for asking for sc

nany extensions and denied her request. This assignment was worth a lot of points sa

y the time Pricilla got home she was crying and went to her mother to complain abou

her "unreasonable teacher" . Upon seeing her daughter in such distress, Pricilla's

mother contacted the teacher to complain. The mother threatened to go over the

teacher's head if her daughter wasn't granted an extension without penalty. The

teacher had learned through experience that if a parent complained loud enough and to

the right people, the teacher would be forced to give in, so she decided to go ahead and

grant the extension in order to avoid dealing with the negative feedback from her

Answer 1

Certainly, I'd be happy to demonstrate how the Albert Ellis' ABC model can be applied to help individuals better understand how their thinking patterns influence their emotions and behaviors.

First, let me explain the ABC model briefly. The ABC model is a cognitive-behavioral therapy (CBT) tool that helps individuals identify the connection between their thoughts, emotions, and behaviors. The model suggests that events (A) do not directly cause emotions and behaviors (C), but rather the individual's interpretation of the event (B) influences their emotional and behavioral response.

Now, let's consider an example where an individual is experiencing intense anxiety in a social setting, specifically in large groups of people.

A = Activating Event: Attending a party with many people present.

B = Belief: The individual interprets the situation as threatening and believes that they will be judged or rejected by others. This belief may be based on past experiences or negative self-talk.

C = Consequence: The individual experiences intense anxiety, which may lead to physical symptoms such as sweating or shaking. They may also engage in avoidance behaviors, such as leaving the party early or avoiding social situations altogether.

To help the individual understand how their thinking patterns influence their emotions and behaviors, we can use the ABC model to identify and challenge their beliefs.

We can start by asking the individual to identify the thoughts that come to mind when they imagine attending a party with many people present. Once we have identified their thoughts, we can use questioning techniques to challenge their beliefs and help them to see the situation in a more realistic and positive way.

For example, we can ask the individual questions such as:

1. What evidence do you have that people will judge or reject you?
2. What's the worst that could happen if someone did judge or reject you?
3. What are some positive outcomes that could occur from attending a party with many people present?

By challenging the individual's negative beliefs, we can help them to develop more positive and realistic thoughts, which in turn can lead to more positive emotions and behaviors.

Overall, by using the ABC model to help the individual understand the connection between their thoughts, emotions, and behaviors, we can empower them to take control of their thinking patterns and improve their overall mental health and well-being.