Montrelle Jackson: Worried and Anxious!
Montrelle is 20 years old and identifies as male and African American. He is a rising
junior at a large University about 4 hours from his family. Montrelle came to the University on
an academic scholarship and is majoring in engineering. Ultimately, his goal is to be a computer
sciences engineer. Montrelle’s family always told him that education was the key to having a
good life, especially for a man of color, so he has always dreamed of going away to college and
earning his degree.
Since starting at his university, Montrell has found it difficult to make friends and feel
comfortable on campus. Everything feels really big and exposed. It doesn’t make it any better
that his best friend, Simon, goes to a university in a different state so they don’t see each other
very often. Montrelle feels intimidated by large crowds and therefore doesn’t go to the football
games or other social activities on campus. He even waits until the cafeteria is almost closed
before he eats, just so he can avoid the crowds. When he tries to engage with groups he starts to
feel lightheaded and his heart starts racing really fast. He feels like he’s going to vomit and, so,
just stays to himself most of the time. Montrelle does like his roommate, Ben, and they hang out
whenever Ben’s in the room. But Ben is really social and loves campus life so he’s not often in
the room for long.
Montrelle’s grades were strong during his first semester and he got all As. But his classes
are often in large lecture halls with a lot of students. This makes it hard for him to talk to the
teachers after class or even concentrate. This has resulted in his grades slipping so that he’s
gotten more Bs and some Cs. Montrelle is worried that he will loose his scholarship if he can’t
manage his feelings about being on such a large campus.
- The major problem(s) being experienced by the client/ family
- Choose one of the following intervention frameworks that could be used to address the major problem(s) for the client/family.
We will use Cognitive Behavioral Therapy
- A description of the theory(s) that the intervention framework stems from.
Choose any theory that stems from Cognitive Behavioral Therapy
- The major assumptions of the theory(s).
- A discussion of how the intervention and related theory support culturally responsive and anti-oppressive social work practice
The major problem(s) being experienced by the client/family
The major problem being experienced by Montrelle is social anxiety and difficulty adjusting to campus life. He feels overwhelmed by the large campus, finds it difficult to make friends, and experiences physical symptoms of anxiety when attempting to engage in social activities or interact with large groups of people. This has resulted in his isolation and has had a negative impact on his academic performance.
Intervention Framework: Cognitive Behavioral Therapy (CBT)
Cognitive Behavioral Therapy (CBT) is an intervention framework that can be used to address Montrelle’s social anxiety and help him develop coping strategies to manage his feelings and improve his quality of life.
Theory: Social Anxiety Disorder from the Cognitive Behavioral Therapy Perspective
The intervention framework of Cognitive Behavioral Therapy is based on several theories. One relevant theory that can be applied to Montrelle’s case is the cognitive model of Social Anxiety Disorder (SAD) within the context of CBT. This theory suggests that individuals with SAD have negative thoughts and beliefs about themselves, others, and social situations. These negative thoughts contribute to the development and maintenance of social anxiety symptoms.
Major Assumptions of the Cognitive Model of Social Anxiety Disorder
Negative Automatic Thoughts: The cognitive model assumes that individuals with social anxiety have a tendency to interpret social situations negatively and hold negative automatic thoughts about themselves, such as thinking they will be judged, rejected, or embarrassed.
Cognitive Distortions: The model also suggests that individuals with social anxiety engage in cognitive distortions, such as mind-reading (assuming they know what others are thinking), fortune-telling (predicting negative outcomes), and overgeneralization (drawing broad negative conclusions from specific situations).
Safety Behaviors: Individuals with social anxiety tend to engage in safety behaviors, such as avoiding eye contact, rehearsing conversations, or using substances to cope. These safety behaviors maintain anxiety by preventing disconfirmation of negative beliefs.
Core Beliefs: The cognitive model acknowledges the role of core beliefs, which are deeply ingrained beliefs about oneself, others, and the world. In the case of social anxiety, core beliefs may be related to themes of worthlessness, unlovability, or incompetence.
Culturally Responsive and Anti-Oppressive Social Work Practice
Cognitive Behavioral Therapy, as an intervention framework, supports culturally responsive and anti-oppressive social work practice in several ways:
Individualized Approach: CBT recognizes that each individual’s experiences and cultural background shape their thoughts, beliefs, and behaviors. The therapy can be tailored to consider Montrelle’s unique experiences as an African American man and address any cultural factors that may impact his social anxiety.
Empowerment: CBT empowers individuals by providing them with tools and strategies to challenge their negative thoughts and beliefs. By teaching Montrelle coping techniques and helping him reframe his thoughts, CBT supports him in gaining control over his anxiety and fostering resilience.
Collaboration: CBT emphasizes collaboration between the therapist and the client. This approach recognizes that the client is an expert on their own experiences and values. The therapist works alongside Montrelle to understand his cultural background, preferences, and values, ensuring that interventions are culturally sensitive and appropriate.
Addressing Oppressive Systems: CBT can help Montrelle explore how societal factors, such as racism or discrimination, may contribute to his anxiety. By addressing these issues within therapy, CBT can support Montrelle in developing resilience against oppressive systems and fostering personal growth.
In conclusion,
Cognitive Behavioral Therapy is an intervention framework that can be used to address Montrelle’s social anxiety and help him develop coping strategies. The cognitive model of Social Anxiety Disorder within CBT provides a theoretical basis for understanding the negative thoughts and beliefs that contribute to social anxiety symptoms. Moreover, CBT supports culturally responsive and anti-oppressive social work practice by taking into account individual experiences, empowering clients, promoting collaboration, and addressing oppressive systems.