Background information: Zhang Ming, male, 18 years old, technical school graduate, about to face university life. Worried about his upcoming university life and anxiety about choosing a major, Zhang Ming was advised by his school teacher to seek cognitive behavioral technology psychological counseling.
Duration: 50 minutes.
Purpose and scope of the assessment:
1.Gain a preliminary understanding of the cognitive, emotional, and behavioral problems faced by Zhang Ming.
2.Assess the nature and severity of Zhang's problem, and its impact on daily functioning.
3.Determine whether a cognitive-behavioural intervention is appropriate and develop a rough plan.
Interview content and assessment:
At the beginning of the talks, Zhang was obviously a little nervous, and from time to time he played with the pen in his hand during the conversation. When asked about the reason for his visit, he expressed concerns about adapting to the new environment, whether he was not able to learn Xi, and whether he could not find a major of interest. Here are the key points of the Cognitive-Behavioral** (CBT) assessment:
1.Automatic Thinking: Zhang Ming reported that he often had some negative automatic thoughts, such as "I may not be able to adapt to university courses", "Everyone else has chosen their favorite major, but I am still confused".
2.Cognitive Dissonance and Distortion: During the interview, it was found that Zhang Ming's evaluation of himself was often negative, for example, he usually used "not good enough" and "failed" to describe himself, which reflected the possible overgeneralization and personalization of cognitive distortions.
3.Emotional reactions: Because of these negative automatic thoughts, Zhang Ming often feels anxious and depressed, which in turn reinforces his sense of confusion and anxiety.
4.Behavior patterns: Zhang Ming tends to avoid making decisions because of anxiety and tends to procrastinate, such as delaying the submission of college application forms.
5.Physiological reactions: Zhang Ming reflected that when he was anxious, he often had physiological symptoms such as headache and insomnia.
In order to evaluate and understand Zhang Ming's problem in more depth, in further talks, in line with the principle of cognitive behavior, I worked with Zhang Ming to complete a series of assessments:
Cognitive Assessment: Through a conversation with Zhang Ming, identify his core beliefs and assumptions, and how these beliefs affect his thinking.
Mood assessment: Use tools such as mood diary to record and analyze Zhang Ming's mood changes.
Behavior assessment: Record and analyze Zhang Ming's behavior patterns to understand how his behavior is affected by cognition and emotion.
Physiological assessment: ask Zhang Ming about the specific situation and seizure pattern of physical symptoms.
Conclusions and preliminary recommendations of the meeting:
Based on a comprehensive analysis of Zhang Ming's situation, cognitive-behavior** seems to be very suitable as an intervention. As an initial suggestion, I will work with Ming Zhang to develop a plan aimed at challenging and changing his negative automatic thinking and cognitive dissonance, while increasing the practice of coping strategies and problem-solving skills Xi. In addition, I suggest that Zhang Ming comprehensively consider his personal interests and career guidance and counseling, and gradually participate in decision-making training to reduce his avoidance and procrastination behaviors. Finally, I would also recommend Zhang Ming to do some relaxation training and mindfulness Xi exercises to manage his physiological responses.
Follow-up talks will focus on specific cognitive and behavioral techniques, including cognitive restructuring, exposure techniques, behavioral experiments, etc., to help Zhang Ming reduce anxiety, enhance self-efficacy, and better adapt to the upcoming university life.