Details: Part One: Read “Topic 2: Vargas Case Study.” Complete a Cultural Formulation Interview based on the “Cultural Formulation” section in the DSM-5 and given the new information learned in session two of the Vargas case study. Refer to the attached CFI form for guidance and complete the CFI template. Include a citation for the Cultural Formulation Interview. APA format is not required, but solid academic writing is expected. Part Two: Review the Topic 2: Vargas Family Case Study. Write a 750-1,000-word paper in which you demonstrate how therapists apply psychoanalytic and cognitive-behavioral theories to analyze the presenting problem(s) and choose appropriate interventions. Be sure to answer the following questions in your paper: What are the two main presenting problems for the Vargas family?How are the problems maintained according to: a) The psychoanalytic perspective? b) The cognitive-behavioral perspective?What interventions would you plan to use in your next session?From the psychoanalytic perspective (identify and describe your plan for two interventions)From the cognitive-behavioral perspective (identify and describe your plan for two interventions) Cite at least three academic sources (peer-reviewed journal articles, books, etc.). Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. This assignment meets the following CACREP Standard: 5.F.2.g. Impact of crisis and trauma on marriages, couples, and families.
pcn521_r_t2culturalformulationinterview_withtextboxes_1.pdf
pcn521__topic2_vargas_case_study.odt
Unformatted Attachment Preview
The APA is offering the Cultural Formulation Interview (including the Informant
Version) and the Supplementary Modules to the Core Cultural Formulation
Interview for further research and clinical evaluation. They should be used in
research and clinical settings as potentially useful tools to enhance clinical
understanding and decision-making and not as the sole basis for making a
clinical diagnosis. Additional information can be found in DSM-5 in the Section
III chapter “Cultural Formulation.” The APA requests that clinicians and
researchers provide further data on the usefulness of these cultural formulation
interviews at http://www.dsm5.org/Pages/Feedback-Form.aspx.
Measure: Cultural Formulation Interview (CFI)
Rights granted: This material can be reproduced without permission by
researchers and by clinicians for use with their patients.
Rights holder: American Psychiatric Association
To request permission for any other use beyond what is stipulated above,
contact: http://www.appi.org/CustomerService/Pages/Permissions.aspx
Cultural Formulation Interview (CFI)
Supplementary modules used to expand each CFI subtopic are noted in parentheses.
GUIDE TO INTERVIEWER
INSTRUCTIONS TO THE INTERVIEWER ARE ITALICIZED.
The following questions aim to clarify key aspects of the
presenting clinical problem from the point of view of
the individual and other members of the individual’s
social network (i.e., family, friends, or others involved
in current problem). This includes the problem’s
meaning, potential sources of help, and expectations
for services.
INTRODUCTION FOR THE INDIVIDUAL:
I would like to understand the problems that bring you here so that I can
help you more effectively. I want to know about your experience and
ideas. I will ask some questions about what is going on and how you
are dealing with it. Please remember there are no right or wrong answers.
CULTURAL DEFINITION OF THE PROBLEM
CULTURAL DEFINITION OF THE PROBLEM
(Explanatory Model, Level of Functioning)
Elicit the individual’s view of core problems and key
concerns.
Focus on the individual’s own way of understanding the
problem.
Use the term, expression, or brief description elicited in
question 1 to identify the problem in subsequent
questions (e.g., “your conflict with your son”).
1. What brings you here today?
IF INDIVIDUAL GIVES FEW DETAILS OR ONLY MENTIONS
SYMPTOMS OR A MEDICAL DIAGNOSIS, PROBE:
People often understand their problems in their own way, which may
be similar to or different from how doctors describe the problem. How
would you describe your problem?
Ask how individual frames the problem for members of
the social network.
2. Sometimes people have different ways of describing their problem to
their family, friends, or others in their community. How would you
describe your problem to them?
Focus on the aspects of the problem that matter most to
the individual.
3. What troubles you most about your problem?
CULTURAL PERCEPTIONS OF CAUSE, CONTEXT, AND SUPPORT
CAUSES
(Explanatory Model, Social Network, Older Adults)
This question indicates the meaning of the condition for
the individual, which may be relevant for clinical care.
4. Why do you think this is happening to you? What do you think are the
causes of your [PROBLEM]?
Note that individuals may identify multiple causes, depending on the facet of the problem they are considering.
PROMPT FURTHER IF REQUIRED:
Some people may explain their problem as the result of bad things
that happen in their life, problems with others, a physical illness, a
spiritual reason, or many other causes.
Focus on the views of members of the individual’s social
network. These may be diverse and vary from the individual’s.
5. What do others in your family, your friends, or others in your community think is causing your [PROBLEM]?
Page 1 of 3
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Cultural Formulation Interview (CFI)
STRESSORS AND SUPPORTS
(Social Network, Caregivers, Psychosocial Stressors, Religion and Spirituality, Immigrants and Refugees, Cultural Identity, Older
Adults, Coping and Help Seeking)
Elicit information on the individual’s life context, focusing
on resources, social supports, and resilience. May
also probe other supports (e.g., from co-workers, from
participation in religion or spirituality).
6. Are there any kinds of support that make your [PROBLEM] better,
such as support from family, friends, or others?
Focus on stressful aspects of the individual’s environment. Can also probe, e.g., relationship problems,
difficulties at work or school, or discrimination.
7. Are there any kinds of stresses that make your [PROBLEM] worse,
such as difficulties with money, or family problems?
ROLE OF CULTURAL IDENTITY
(Cultural Identity, Psychosocial Stressors, Religion and Spirituality, Immigrants and Refugees, Older Adults, Children and Adolescents)
Sometimes, aspects of people’s background or identity can make
their [PROBLEM] better or worse. By background or identity, I
mean, for example, the communities you belong to, the languages
you speak, where you or your family are from, your race or ethnic
background, your gender or sexual orientation, or your faith or religion.
Ask the individual to reflect on the most salient elements
of his or her cultural identity. Use this information to
tailor questions 9–10 as needed.
8. For you, what are the most important aspects of your background or
identity?
Elicit aspects of identity that make the problem better or
worse.
Probe as needed (e.g., clinical worsening as a result of
discrimination due to migration status, race/ethnicity,
or sexual orientation).
9. Are there any aspects of your background or identity that make a
difference to your [PROBLEM]?
Probe as needed (e.g., migration-related problems;
conflict across generations or due to gender roles).
10. Are there any aspects of your background or identity that are causing
other concerns or difficulties for you?
CULTURAL FACTORS AFFECTING SELF-COPING AND PAST HELP SEEKING
SELF-COPING
(Coping and Help Seeking, Religion and Spirituality, Older Adults, Caregivers, Psychosocial Stressors)
Clarify self-coping for the problem.
11. Sometimes people have various ways of dealing with problems like
[PROBLEM]. What have you done on your own to cope with your
[PROBLEM]?
Page 2 of 3
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Cultural Formulation Interview (CFI)
PAST HELP SEEKING
(Coping and Help Seeking, Religion and Spirituality, Older Adults, Caregivers, Psychosocial Stressors, Immigrants and Refugees,
Social Network, Clinician-Patient Relationship)
Elicit various sources of help (e.g., medical care, mental
health treatment, support groups, work-based counseling, folk healing, religious or spiritual counseling,
other forms of traditional or alternative healing).
Probe as needed (e.g., “What other sources of help
have you used?”).
Clarify the individual’s experience and regard for previous help.
12. Often, people look for help from many different sources, including
different kinds of doctors, helpers, or healers. In the past, what kinds
of treatment, help, advice, or healing have you sought for your
[PROBLEM]?
PROBE IF DOES NOT DESCRIBE USEFULNESS OF HELP RECEIVED:
What types of help or treatment were most useful? Not useful?
BARRIERS
(Coping and Help Seeking, Religion and Spirituality, Older Adults, Psychosocial Stressors, Immigrants and Refugees, Social Network, Clinician-Patient Relationship)
Clarify the role of social barriers to help seeking, access
to care, and problems engaging in previous treatment.
Probe details as needed (e.g., “What got in the way?”).
13. Has anything prevented you from getting the help you need?
PROBE AS NEEDED:
For example, money, work or family commitments, stigma or discrimination, or lack of services that understand your language or
background?
CULTURAL FACTORS AFFECTING CURRENT HELP SEEKING
PREFERENCES
(Social Network, Caregivers, Religion and Spirituality, Older Adults, Coping and Help Seeking)
Clarify individual’s current perceived needs and expectations of help, broadly defined.
Probe if individual lists only one source of help (e.g.,
“What other kinds of help would be useful to you at this
time?”).
Now let’s talk some more about the help you need.
14. What kinds of help do you think would be most useful to you at this
time for your [PROBLEM]?
Focus on the views of the social network regarding help
seeking.
15. Are there other kinds of help that your family, friends, or other people
have suggested would be helpful for you now?
CLINICIAN-PATIENT RELATIONSHIP
(Clinician-Patient Relationship, Older Adults)
Elicit possible concerns about the clinic or the clinician-patient relationship, including perceived racism,
language barriers, or cultural differences that may
undermine goodwill, communication, or care delivery.
Probe details as needed (e.g., “In what way?”).
Address possible barriers to care or concerns about the
clinic and the clinician-patient relationship raised previously.
Sometimes doctors and patients misunderstand each other because
they come from different backgrounds or have different expectations.
16. Have you been concerned about this and is there anything that we
can do to provide you with the care you need?
Page 3 of 3
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
PCN-521 Topic 2: Vargas Case Study
Elizabeth arrives on time with Frank and Heidi for the second session. Elizabeth appears
somewhat frazzled and tells you that she had just heard from Bob who said he would be “a little
late” because he “lost track of time.” You note Elizabeth’s frustration which she confirms by
saying this is “typical.” She proceeds to share that she feels “completely disregarded,” especially
after having shared with Bob the night before how important these sessions are to her. You
notice that Heidi seems upset as well and looks as if she has been crying. You ask her how her
day is going and she tearfully tells you that Frankie tore up her school paper with the gold star on
it. Elizabeth elaborates that Frank had become angry and ripped up the picture that Heidi was
proudly sharing with her. Frank, who had gone directly to the Legos, appears oblivious to the
others in the room. When you ask him about his sister’s sadness, he replies, “Who cares? She
always gets gold stars!”
As you were about to further explore these feelings, Bob arrives stating, “She probably told you
I’m always late, but hey, at least I’m consistent.” You notice Elizabeth’s eye rolling and direct
your attention to the children, asking them about what brought them to your office. Heidi says,
“I’m good but Frankie’s bad at school, and it makes Mommy and Daddy fight.” Frank, who had
helped himself to one of your books to use as a car ramp argues, “I hate school. It’s boring and
my teacher is mean.” Bob attributes Frank’s boredom to being “too smart for the second grade…
what do they expect?” Elizabeth responds that they, like her, expect him to follow rules and be
respectful, and suggests that Bob should share those same expectations. Bob dismisses
Elizabeth’s concerns by saying, “He’s a normal boy, not like all your friends from work who you
say are “creative.”
You notice Elizabeth’s reaction and decide to redirect your attention to Frank. You ask him what
bothers him most about school, to which he replies, “I get in trouble, then I don’t get to have all
the recess time, then I can’t play soccer because they already started and they won’t let me play.”
You notice Frank’s interest in sports and probe for more information. You learn that he is quite
athletic and has been asked to join a competitive youth soccer team that plays on Saturdays and
Sundays. You discover another source of discord when Elizabeth shares that Bob “feels
strongly” that Sundays are to be spent only at church and with family. Bob confirms that after
church on Sundays, they spend the rest of the day with his parents, siblings, nieces, and nephews.
Elizabeth says that Sunday mornings are the only time she gets to be by herself and that she
typically joins the family around 1:00. Bob adds, “Apparently Liz needs time to herself more
than she needs God and her family,” and suggests she should appreciate his family more because
“it’s the only family she has.”
© 2016. Grand Canyon University. All Rights Reserved.
As the session comes to a close, you share your observations of the family by noting their
common goal of wanting to enjoy family time together. You also suggest that while Frank’s
behavior challenges are concerning, perhaps you could focus next week on learning more about
each parent’s family of origin in hopes of gaining a better understanding of the couple’s
relationship.
© 2016. Grand Canyon University. All Rights Reserved.
…
Purchase answer to see full
attachment
Recent Comments