PSYC4900-Marach_Snejana_Asessment 1

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Cultural Competency and Research Analysis Snejana Marach PSYC 4900:Psychology Capstone Project Professor Gilston December 202 3 Case Study: Chelsea and Chen

Chen lived in a Chinese orphanage for her first five years of life due to her cleft palate at birth. At the age of six, the Clark family had corrected her cleft through adoption. Chen is the sole kid of the devoted Clark family. Chen is nine years old and in third grade right now. Small and modest, she excelled academically until lately when she objected to giving a solo presenta- tion. Chen was referred to Chelsea, the school counselor, due to this refusal. Cultural Issues Adopted children are more likely to experience long-term trauma that leaves them strug- gling with depression, emotional attachments, low self-esteem, and a sense of loss or sadness. These adverse effects usually manifest intermittently over the course of the person's life, how- ever they can be transient. Additionally, adopted children may exhibit challenging behavior and learning disabilities (Cubito & Bran, 2000).Chen is at the age where young ladies start to worry about their appearance. Her cleft lip surgery left a mild scar. She may be extremely shy because of her scar, her adoption, or both. It is Chelsea's responsibility to use the aforementioned charac- teristics to determine the multifaceted impact of cultural influences and develop an intervention for Chen's current circumstances, which include her lack of confidence and her apparent incapac- ity to engage with other kids. Theoretical explanations

Chen's incapacity to give the solo presentation has to be investigated by Chelsea. Chen's timidity is evident to Chelsea based on her actions. possibly bashful to the extent of self-con- sciousness. While shyness may come naturally to others, for Chen it has become a source of self- consciousness that interferes with her day-to-day activities. Humans are generally conscious of their environment, routines, kinematics, and ideas. They are self-conscious because they are aware of their existence. An excessively self-conscious person becomes obsessed with their own thoughts and beyond the realm of self-awareness (Buss, 1986). The person feels as though every- one's thoughts are focused on them at all times, which leads to mental agony. If Chen is experi- encing this, she is too afraid to give her presentation because of the intense anxiety she gets when she is in front of her class. Social anxiety disorder (also known as social phobia) is another potential. The main fea- ture of this illness is a severe anxiety of social settings. Individuals with social anxiety find it challenging to make new friends and engage in conversation. They fear getting examined or evaluated.Even though they are aware of their irrationality, they are powerless to stop it. Persis- tent and debilitating, social phobia affects a person's capacity to work, go to school, and form re- lationships.While occasional anxiety is natural, social phobia is characterized by a persistent fear of judgment or humiliation that prevents a person from functioning in daily life (Smith & Joel, 2020). Psychotherapy and medication can assist establish trust and improve a person's capacity to communicate with others, even if social anxiety disorder is a long-term mental health issue (Smith & Joel, 2020). Youngsters who are frightened to interact with peers or adults may cling to their parents, scream, have temper tantrums, or refuse to speak in public. When speaking or per- forming in front of others, a person with a performance kind of social anxiety disorder might

only experience intense fear and anxiety; they wouldn't experience it in other social settings. Chen might have experienced this when she was in front of the classroom. Keeping these beliefs in mind, Chelsea's counseling sessions may involve social skill development, cognitive behav- ioral therapy (CBT), or relaxation techniques.In my opinion, CBT would likely be the most suc- cessful in producing immediate effects. In their counseling sessions, Chelsea can concentrate on teaching Chen coping skills for times when her thoughts about a certain problem make her anx- ious and uneasy. She can be trained to change the way she thinks about things and to develop new perspec- tives. For instance, Chelsea can assist her in realizing how she believes other people see her and her scar, or she can advise her on what to do if she is experiencing feelings of humiliation due to her concerns that she doesn't look like the other pupils. Chen may feel more in control as a result of this. Professional Behaviors According to the case study, Chen is a petite, quiet student, and her teacher suggested her to Chelsea because she was worried about her lack of social skills and her refusal to give her pre- sentation. Language does not seem to be a barrier for Chen, who has lived in America for almost 4 years and has a strong enough command of the language to read a book cover to cover and write a report. Maybe the teacher overreacted a little by sending Chen to the counselor out of prudence and good intentions. For instance, I would have been little for my age if I had been in Chen's class. When I was in third grade, my mother described me as "painfully shy" and I weighed 52 pounds. In order to repair my scoliosis, I had significant spine surgery that year, and they im- planted a metal rod in my back so I could stand up straight. I was frequently accused of being

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