Tiffany – Case study Tiffany was excited about living in a residence hall- Baywater Dreams- for her placement abroad, but she had never shared a room with anyone. On move-in day, Tiffany met her new roommate, Liz. It was immediately obvious that the two new students did not share a common idea of how their room would look. Liz put her furniture and belongings all over the room and ignored Tiffany’s unhappy comments and disgruntled looks. Eventually Tiffany blew up at Liz and broke a picture frame. She called her mother and begged her to call the Placement Director so she could go back home . Tiffany was excited about living in a residence hall for her placement abroad, but she had never shared a room with anyone. On move-in day, Tiffany met her new roommate, Liz. It was immediately obvious that the two new students did not share a common idea of how their room would look. Liz put her furniture and belongings all over the room and ignored Tiffany’s unhappy comments and disgruntled looks. Eventually Tiffany ‘blew up’ at Liz and broke a picture frame. She called her mother and begged her to call the Placement Director so she could go back home . Following this incident, Tiffany was referred to you as the psychological support worker resident at Baywater Dreams. You have agreed to work with Tiffany to produce a formulation to try and address her concerns and behaviours. In break out rooms, work together to start to produce a formulation focussing on improving emotional intelligence. To help focus your discussions, focus on: The kinds of emotions Tiffany is experiencing in this case studyWays in which Tiffany could have responded differentlyIdentify the specific EI competencies Tiffany needs to develop.Identify two ways Tiffany could improve her relationship with her new roommate. Case study 2 – Monica Monica works on a busy ward at her local hospital. Recently she has realized that incorrect dosages of medications had been given to patients and a few patients had missed visits with relatives due to being at other activities in the hospital. One of the patients has put in a complaint. Monica is going home telling her sister that it is ‘ she can’t even give out medications properly so no way can she look after ill patients anymore’ and ‘her life is going to be ruined’. Monica shared with you that she has also been experiencing stress due to a disagreement with a roofer she had hired to do some work at her home. She gave him money as a deposit to repair a leak in the roof over her daughter’s room and he had not returned. She was trying to get her money back but he would not answer her calls. She said she blamed herself and that ‘it was all her fault for not researching roofer recommendations’. Monica also said she was feeling overwhelmed with credit card debt and didn’t know what to do. She explained that ‘she’s always going to be poor’. You had asked her if she had ever been financially comfortable and she replied that she had but that was ‘only a fluke’ and happened some years ago. Discuss: The kinds of difficulties Monica is experiencing in this case studyIdentify evidence of low self-efficacy, resilience and E.I.Devise ways Monica could improve her resilience by using the 3 Ps model. Case Study 3 – Jamie – Self –Efficacy Jamie is a 21-year old university student who is distressed by his inability to form relationships with others and feels that he is generally unsuccessful in education and in life. He experiences high levels of anxiety in social and academic situations, and has trouble sleeping because of his tendency to ruminate. His stress levels become unbearable and he decides to reach out for help. When he visits his university’s counselling service he is assigned to a therapist, Dr. Becker, who interviews Jamie extensively in the hopes of finding and resolving key issues in his life. The following is an excerpt from Dr. Becker’s clinical notes on Jamie’s condition. “Jamie describes never fully developing trust in others, and states that he struggled with trust from a very early age. He is very skeptical of other people’s intentions, which he says causes problems when he tries to make friends. He is very timid and reserved in social situations. Jamie recently gave a class presentation in front of a large group of his peers. He was incredibly nervous and bit his nails excessively beforehand, even more than he usually does on a regular basis. Jamie describes feeling as though he lacked the capacity to give a good presentation, despite extensive preparation. He states that he felt that his level of interest in the behaviors, comments, thoughts, and performance of others was unhealthy. He compares his performance to the performance of his peers, and states that they were so good that he lost confidence in himself. Despite his feelings, he says he was able to get through the presentation and received a good grade from his teacher. He earned a 86 percent but feels that this is because the teacher was too lenient in grading, and it was mere luck that he received an A.” Discuss: The kinds of difficulties Jamie is experiencing in this case studyIdentify evidence of low self-efficacy, resilience and E.I.Identify the specific EI competencies Jamie needs to develop.Devise ways Jamie could improve his self-efficacy by referring to Bandura’s theory of SE.
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