The Biopsychosocial Approach and the 4P Factor Model

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Table of Contents

Anabelle’s Case Summary
The Biopsychosocial Approach
The 4P Factor Model
Treatment Plan Using Emotion-Focused Technique
References

Anabelle’s Case Summary

Annabelle has been performing well across all subjects, earning her an average of B in her studies. However, her recent and current performance trend has deteriorated beyond expectations. Annabelle has stated that she is currently feeling overwhelmed with her life. However, she seemed to care less about her deteriorating performance. However, she acknowledged her focus on drinking alcohol and having sex with multiple partners, and the behavior seemed to increase beyond her control. Due to this behavior change, her home-schooling teacher has recommended Annabelle for an assessment to identify the problem based on her inconsistent performance.

The Biopsychosocial Approach

Biological

The biological component of the model identifies the patients’ factors acquired by the parents during birth. Impairments, disabilities, and functional limitations affect the fulfillment of basic human needs, causing disturbances such as poor performance, lack of self-care, and activity intolerance, as depicted in Annabelle’s case (Tsang et al., 2018). Due to differences in health and illness conditions, there is a change in attitude, daily activities, and work in Annabelle. Annabelle has depicted some physical impacts that have stressed and overwhelmed her and require early physical and psychological treatment. The conditions can be seen in Annabelle; she is expected to feel normal and perform better in class.

Psychological

The psychological approach determines the cognitive factors that might alter normal behavior. They involve emotional disturbances, negative thinking, and a lack of self-control. Anabelle has experienced several psychological factors which are affecting her performance in class. She feels overwhelmed with life; she is attracted to alcohol intake and sexual activities beyond her control. Further, she admits to her declining performance but seems to care less about the performance since it seems boring to her (Tsang et al., 2018). She is feeling helpless, hopeless, and embarrassed with life.

Social

The approach’s social aspect identifies the factors linked to the community and world. There are changes in social life, including loss of a job, changing roles at home, social interaction disorder, withdrawal, and inability to perform in studies as previously done (Tsang et al., 2018). In this case, Annabelle will be evaluated on the family, friends, and classmates factors that might have led to a decline in performance in class. She has been influenced by friends to take alcohol and have sex with multiple partners. The social factors can be why she finds these behaviors more important than her studies.

The 4P Factor Model

Predisposing

Predisposing factors are the individual that places a child or a teen at the chance of evolving a problem, in this case, high preconception distress. Examples are genetics, disposition, or life events (Hara et al., 2018). In this case, Annabelle’s mother has been engaging in marriages and later divorcing the men. She has been married on three occasions and divorced, ending up with four children out of the marriage. This is a critical predisposing factor for Annabelle to sexual behavior, which she cannot control. Moreover, she cannot control her sexual behavior since she has been engaged to multiple sex partners.

Precipitating

Precipitating factors pertain to a particular event or prompt the beginning of the present problem. Examples of these factors include anxiety, stress, fear, the physical need to go to the restroom, emotional needs for love and affection, recall, comprehension, pain, and traumatic events that a person experiences (Hara et al., 2018). In this case, Annabelle is experiencing precipitating factors such as the need to engage in sexual behavior and take alcohol. Her mother’s experience in marriage and decisions taken can contribute to Annabelle feeling overwhelmed and stressed; hence she feels like engaging in alcohol to forget and relieve stress.

Perpetuating

Perpetuating factors keep the problem going once it has become recognized. Eventually, protective factors are the toughness of Annabelle or will lessen the seriousness of the problems and encourage healthy elastic, and pliable functioning. Perpetuating factors are some conditions in the community, family, patient, or wide organizations that aggravate alternately than solving the problem (Liu et al., 2020). Examples indicate such as unaddressed relationship conflicts and occupation stress. In Annabelle’s case, the unaddressed marriage oppressions of her mother, which has led to her not raising her, can be part of the perpetuating factors leading to poor performance.

Protective

Protective factors pertain to conditions or aspects in individuals, families, communities, or the wide organizations that eliminate risk in communities and families. Protective factors can progressively lead to the growth of the health and comfort of families and children. Protective factors include examples such as emotional and spiritual health. Better mental beliefs, values, positive self-esteem, positive attitudes, and dispute resolution and skills (Liu et al., 2020). Due to poor parenting skills and parental management, Annabelle is not served with the right protective factors for good behavior and attitude in class.

Treatment Plan Using Emotion-Focused Technique

Presenting Problem

The main issues presented by Annabelle are inconsistent performance in studies, sexual addiction, alcohol intake, and abuse, and change in attitude and behavior in school. These issues are believed to have been attributed to several predisposing factors, psychological abuse, emotional change, and peer pressure from friends (Newton et al., 2020). Annabelle seems to relieve her stress and anxiety by engaging in immoral behavior. The behaviors are deteriorating her performance in school, and in the worst-case scenario, she is not contemptuous of her recent behavior.

Goals of Therapy

Short-Terms Goals

Short-term goals of the therapy will involve restoring Annabelle’s self-awareness, self-control, and emotional consciousness. These goals will indicate the ability of Annabelle to identify that her engagement in sexual intercourse with multiple partners is wrong and can cause several severe infections. Further, self-awareness will be restored to ensure that she is regaining her school performance and eliminating the poor attitude and emotions causing her to fail in school (Newton et al., 2020). These goals are anticipated to take five sessions of thirty minutes to give a total time of 150 minutes for counseling.

Mid-Term Goals

The mid-term goals of the therapy will involve Annabelle achieving chastity, self-love, and overcoming overwhelming feelings. The achievement of these goals will be indicated by the ability of Annabelle to abstain from sex, appreciate herself, and cope with social stress from the bully-friends (Tsang et al., 2018). These interventions will take approximately twelve sessions; seven sessions for counseling to identify and express Annabelle’s emotions and five sessions to disseminate sex education. The length of each session will take at least forty-five minutes to give an overall 540 minutes of dissemination of sex education and counseling.

Long-Term Goals

The long-term goals of this treatment plan will include the ability of Annabelle to quit alcohol intake, restoration of good school performance, and ability to choose the right friends and company. The achievement of these goals will be indicated by good performance in school, a change of attitude, and behavior which will be reported by her home-schooling teacher, Mrs. Davies. These goals will be achieved after 15 sessions of one-hour duration, each (Tsang et al., 2018). They will involve rehabilitation sessions which will be equipped with lessons on the dangers of excessive alcohol intake.

References

Hara, K. W., Bjørngaard, J. H., Jacobsen, H. B., Borchgrevink, P. C., Johnsen, R., Stiles, T. C., & Woodhouse, A. (2018). Biopsychosocial predictors and trajectories of work participation after transdiagnostic occupational rehabilitation of participants with mental and somatic disorders: a cohort study. BMC Public Health, 18(1), 1-17. Web.

LIU, R., CHEN, Z., & HUANG, Z. (2020). 4P Model-based Consultation Pattern in Whole-person Care by the General Practitioner: Analysis of One Case of Generalized Muscle Beating. Chinese General Practice, 23(5), 620. Web.

Newton, A. T., Honaker, S. M., & Reid, G. J. (2020). A systematic review is a systematic review of risk and protective factors and processes for behavioral sleep problems among preschool and early school-aged children. Sleep Medicine Reviews, 52, 101303. Web.

Tsang, K. K., Fernandes, S. A., & Ibeziako, P. (2018). Principles of Biopsychosocial Formulation and Interventions in the Pediatric Medical Setting. Pediatric Consultation-Liaison Psychiatry, 181-192. Web.

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