Work-Life Balance: Literature Review

Work-Life Balance: Literature Review

            The theory of work-life balance refers to an individual’s ability to favorably manage his or her career and personal life (Kofodimos, 1993).  Hence, researchers continuously seek and offer innovative means of effectively achieving such status.  Furthermore, as researchers analyze this phenomenon, causal factors associated with detrimental and constructive outcomes are identified.  In effort to provide ample consideration to the quality of work-life balance, researchers must continuously evaluate these factors in relation to the level of work-life balance realized in particular among differing individuals.  In order to explicate this concept, researchers should reflect on relevant psychological literature in regard to the topic.  Doing so enables one to address existing knowledge, identify problematic issues, amalgamate and rationalize these findings with current research, and justify the need for ongoing investigation.  The information presented henceforth demonstrates the previously mentioned.

            Typically, research offers varying approaches and factors of work-life balance.  First, according to Kofodimos (1993), a specific method of examining this concept includes a personal assessment in which problem areas, issues, and stressors are recognized.  Once the assessment is completed the course of personal development towards balance persists through the following nine phases; 1) balancing time, energy, & commitment, 2) integrating mastery & intimacy, 3) developing self-awareness &  self-realization, 4) vision of personal aspirations, 5) vision of approach to living, 6) vision of central life priorities, 7) structuring life in accordance with priorities, 8) implementing mastery & intimacy-oriented approaches, and 9) living consistently with life values & goals (Kofodimos, 1993, p. 86-87).

            Another approach implemented to determine the quality of work-life balance utilizes boundary management.  Based on a study in Work and personal life

boundary management: Boundary strength, work/personal life balance, and the segmentation-integration continuum (2007), researchers analyzed individuals’ sense of limitations and interference at work and at leisure.  The fundamental concerns focused on four factors; work interfering with personal life, personal life interfering with work, work enhancing personal life, and personal life enhancing work.  Again, an assessment was issued, yet consisted of organizational participation.  In addition, subjects were randomly selected.  Basic criteria for participation merely required subjects to have computer access while working to ensure that staff members from varying positions were considered.  Research results indicated that work inflexibility coupled with personal life interference increased occupational frustration as personal inflexibility in conjunction with work interference obstructed personal satisfaction.  Hence, the inability to separate work from leisure fosters work-life imbalance.  Furthermore, participants were separated into four clusters in which those exhibiting high levels of boundary adherence, those slightly incapable of separating personal life from the workplace, those somewhat incapable of omitting work from their personal life, and those exhibiting comparable levels of work and personal life interference were observed.  In addition, the demographics of cluster participants were considered in generalizations.  However, the demographics were not exclusively calculated in terms of work-life balance levels.  Hence, the affects of the cluster groups and individual demographics are inconclusive.  Another limitation associated with the study includes the fact that additional research is required in order to efficiently explicate and apply these findings.  Boundary management is a fairly new concept.  Thus, further examination must be executed (Bulger, Matthews, & Hoffman, 2007).

            An additional study on work-life balance regarded career hierarchy and the age of participants.  In journal article, Work-life balance: One size fits all? An exploratory analysis of the differential effects of career stage (2012), researchers attempted to analyze how work-life balance evolves over the course of an individual’s career span.  More specifically, they set out to prove that levels of work-life balance varied given the age and position of respective employees.  Participants were selected from 15 organizations and categorized into four tiers of career status.  Results indicated that although work-life balance was a concern for all employees, causal factors were inconsistent amongst the stages.  Hence, a generalized approach is an inadequate means of assessing and granting recommendations to individuals (Darcy, McCarthy, Hill, & Grady, 2012).  These findings further imply the need for additional research and specified considerations.

            A tertiary study measured the work-life balance of various employees in terms of their shift affiliation.  In particular, the article, Work-life balance of shift workers (2008), analyzed employees according to day shift, evening shift, rotating-shift, and split or irregular shift hours.  Additionally, gender and marital status were considered.  The results revealed that first-shift employees exhibited the highest levels of work-life satisfaction, followed by second-shift employees.  Furthermore, rotating-shift workers demonstrated a 73% satisfaction rating while split and irregular shift employees exhibited a rating of 65% satisfaction.  As far as the variance from male to female, women displayed greater work-life imbalance (at a rate of 27% versus 19%) although shift affiliation was a non-factor.  In regard to marital status, first-shift employees whose significant others are also employed full-time exhibited 75% satisfaction and those whose spouses are employed part-time exhibited a 77% satisfaction rate.  However, employees whose partners were not in the work-force displayed lower rates of employee satisfaction (Williams, 2008).  These findings indicate that limited family or leisure time or the realization that one’s spouse has more ‘free’ time at their disposal has a direct adverse affect on work-life balance.  Perhaps the most significant limitation of the study is the fact that the participant pool is unidentified.  The researcher uses various percentages yet does not disclose how many participants were observed or the location or organizations from which they were selected.  Furthermore, although the type of assessment employed was mentioned, General Social Survey (GSS, 2010), its usage was quite ambiguous.

The final literature for review, Assessing Strategies to Manage Work and Life Balance of Athletic Trainers Working in the National Collegiate Athletic Association Division I Setting (2011), utilized a qualitative approach in observance of 28 individuals (15 men, 13 women).  Internet, phone interviews, and email correspondence were employed respectively.  The dynamics considered were work conditions, role expectations, and schedule flexibility.  Furthermore, individual as well as organizational coping techniques were prescribed.  The results indicated that regardless of demographics, athletic trainers had difficulties balancing work and life.  Extensive hours and travel coupled with coaching demands were the most significant causes.  Additionally, these elements prohibited participants from fostering social relationships.  In effort to promote work-life balance, organizational policies were implemented to reinforce teamwork and support.  In this regard, maintaining an adequate number of team members was considered a critical component.  Now, from an individual perspective, boundary techniques were employed.  The ability to separate training and work from leisure, personal time was critical to participants’ work-life balance.  In addition, adherence to routine, establishing priorities, and the integration of family into work activities proved to be advantageous (Mazerolle, Pitney, Casa, & Pagnotta, 2011).

Now, while the aforementioned information and approaches illustrate beneficial means of assessing or achieving work-life balance, they fail to evaluate which factors are most advantageous or destructive in precise terms of cultural diversity.  For example, although the boundary method observed the percentage of participants in terms of gender, familial status, and economics, the actual results of such subgroups in comparison to one another was ignored.  Furthermore, it failed to address ethnicity, religion, or sexuality.  Undoubtedly, such factors influence the rate of work-life balance.  In addition, supplementary studies regarded occupational status, marital affiliation, gender, and shift association, yet disregarded the influence of parenthood in detail.  These methods and surveys would be more effective given a multi-faceted, inclusive approach.  Therefore, certain questions, consequences, and considerations remain indistinct.

In addition to the specificity of work-life balance research, ethical issues must be addressed.  These include the likelihood of offending an individual of a particular ethnicity or subgroup, confidentiality, informed consent, gender empathy, and boundary issues.  First, the practitioner should refrain from insulting the subject during the research process.  Those of varying ethnicities, cultures, genders, religions, and sexual preference should be addressed accordingly.  Hence, cultural awareness is imperative.  Second, confidentiality or informed consent may be an issue.  As a psychological professional, one must adhere to the Code of Conduct (APA, 2010).  Additionally, one may have difficulty relating to those of the opposite sex or maintaining certain boundaries.  At times, analyzing women or abstaining from sexual advances may prove to be difficult.  Given the critical nature of such factors, the researcher should ponder the manner of how to manage prior to and throughout the research process.

In summary, while performing research on work-life balance, the researcher must consider previous findings in conjunction with additional comprehensive analysis.  The implementation of specific demographics and cultural diversity awareness offer an in-depth examination of the causal factors related to the phenomenon.  Consequently, these elements offer a more relevant influence, realization, and diagnosis for varying individuals.  Furthermore, in terms of work-life balance, relative data, research limitations, and ethical considerations offer the researcher applicable hypothesis and insight associated within the research process. 

           

References:

American Psychological Association. (2010). Ethical principles of psychologists and

code of conduct: 2010 amendment. Standard 8: Research and Publication.

Retrieved from http://www.apa.org/ethics/code/index.aspx?item=11#.

Bulger, C.A., Matthews, R.A., & Hoffman, M.E. (2007). Work and personal life

boundary management: Boundary strength, work/personal life balance, and the segmentation-integration continuum. Journal of Occupational Health Psychology, 12(4), 365-375.

Darcy, C., McCarthy, A., Hill, J., & Grady, G. (2012). Work-life balance: One size fits

            all? An exploratory analysis of the differential effects of career stage. European

            Management Journal, 30(2), 111.

General Social Survey. (2010). Retrieved from

http://www3.norc.org/GSS+Website/Documentation/.

Kofodimos, J. (1993). Balancing Act. San Francisco, CA: Jossey-Bass Publishers.

Mazerolle, S.M., Pitney, W.A., Casa, D.J., & Pagnotta, K.D. (2011). Assessing strategies

to manage work and life balance of athletic trainers working in the National

Collegiate Athletic Association Division I setting. Journal of Athletic Training,

46(2),194-205.

Williams, C. (2008). Work-life balance of shift workers. Perspectives on Labour and

            Income, 20(3), 15-26.

Correlational Research

Correlational Research

            The process of statistically examining the association among variables is defined as correlational research.  Both variables either increase or decrease at a seemingly comparable or expected rate.  Although this method considers the connections between variables, it refrains from explicating causal factors (Leedy & Ormrod, 2010).  In effort to expound upon the term, research examples which necessitate a correlational study are as follows:

1)      Examining the US men’s and women’s track team results in comparison from Beijing 2008 and London 2012.

2)      Investigating a retail stores increased sales in relation to an increase in student employment.

3)      Observing the relation between higher gas prices and an increase in board game sales.

Study 1 would display the times and records of the track team for each event.  By considering both Olympics, one may notice improvements, setbacks, consistencies, and inconsistencies.  Such data would benefit current and future training for world competitions and Brazil 2016.  Accordingly, data and results from Study 2 provide sales records as well as employment records among high school and college-aged students.  Last of all, Study 3 results demonstrate how gas prices have increased over a period of time and the sales records of board games within the same marketing area.  As with any correlational study, it is imperative to consider bias and alternative factors.  One must not confuse correlation with causation (Leedy & Ormrod, 2010).

References:

Leedy, P. D. & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.).

Upper Saddle River, N. J.: Pearson Education, Inc.

Sampling Designs

Sampling Designs

            Sampling designs vary dependant upon the circumstances.  The most prominent methods are probability sampling and nonprobability sampling.  Probability sampling refers to the inclusion of the entire populace within the sampling based on the representation of each sector (Krosnick, 1999).  On the other hand, nonprobability sampling is defined as an inability to predict such inclusion (Leedy & Ormrod, 2010).  Of the two, probability sampling is typically deemed more accurate, yet depending upon the purpose of the research nonprobability may be equally or perhaps more efficient (Krosnick, 1999).

From these designs, 8 sampling approaches exist.  Under the umbrella of probability sampling lies simple random sampling, stratified random sampling, proportional stratified sampling, cluster sampling, and systematic sampling.  Approaches associated with nonprobability sampling include convenience sampling, quota sampling, and purposive sampling (Leedy & Ormrod, 2010).  The following describes these sampling approaches.

Probability Sampling:

1)      Simple Random Sampling – Participants are randomly selected, given equal opportunity of being selected.  This approach is geared towards small populations.

2)      Stratified Random Sampling – The sampling is separated into random layers or groups and utilizes equal representation from each group.

3)      Proportional Stratified Sampling – Is similar to the stratified random sampling yet instead of equal representations, this method utilizes proportional representations of each group.

4)      Cluster Sampling – Is most appropriately utilized to analyze larger populations or those consisting of individuals throughout an extended area (unlike simple random sampling which is most often used to examine small populations).  By observing subdivisions or smaller collections, a sampling may be gathered.  In addition, each cluster should demographically resemble one another.

5)      Systematic Sampling – Involves an orderly methodical approach to sampling.  For example, individuals may be separated into clusters, then every 5^th cluster may be selected to observe (Leedy & Ormrod, 2010).

Nonprobability Sampling:

1)      Convenience Sampling – Utilizes those accessible and willing to participate.  Whoever appears is considered.  This method may be appropriate to test customer-service or gather feedback concerning new equipment or programs.

2)      Quota Sampling – Refers to the sampling of a certain number of participants regardless of their make up.  The representation of society or the populace is disregarded.

3)      Purposive Sampling – Analyzes individuals with a particular purpose or perspective in mind.  An example would include a sampling of individuals who support same sex marriage (Leedy & Ormrod, 2010).

Now, in regard to sampling, one must consider bias as well.  The concept, sampling bias refers to any circumstance or persuasion that manipulates the research.  Considering such occurrences, personal bias or undetected factors as well as other influences may cause sampling bias (Leedy & Ormrod, 2010).  Additionally, sampling bias and representativeness of the sample have the potential to affect the generalizability of the research conclusions.  Particularly, by means of probability sampling, if the researcher selects a certain representation which is not accurately reflective of the populace, the data collected may be invalid (Leedy & Ormrod, 2010). 

References:

Leedy, P. D. & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.).

Upper Saddle River, N. J.: Pearson Education, Inc.
       

Krosnick, J. A. (1999). Survey research. Annual Review of Psychology, 50, 537-67.

Obsessive-Compulsive Personality Disorder: Case Presentation and Treatment Plan

 Obsessive-Compulsive Personality Disorder:

Case Presentation and Treatment Plan

Within these United States obsessive-compulsive personality disorder (OCPD) affects 1% of the populace of which 3%-10% of mental health patients are sufferers (BrainPsychics.com, 2012).  Generally, this condition is described as an Axis II, DSM-IV-TR mental disorder referring to an obsession with perfection and the overt need to sustain order and control of people or situations (Butcher, Mineka, & Hooley, 2010).  Although OCPD is commonly confused with obsessive compulsive disorder (OCD) as the two share a number of like symptoms, the most significant variance is that individuals afflicted with OCD experience unwanted thoughts whereas OCPD sufferers consider their thoughts as accurate (Vorick, 2010).  Additionally, OCPD symptoms are comprised of a preoccupation with rules and orderliness, extreme perfectionism, desire to control situations, inflexibility, miserliness, stubbornness, and the inability to dispose of broken or useless objects (Butcher et al., 2010).  As a practitioner, it is imperative to assess, diagnose, and treat OCPD patients in an advantageous and proficient manner.  In effort to do so, a combination of psychodynamic psychotherapy, cognitive-behavioral therapy (CBT), and group therapy are widely employed.  Psychodynamic psychotherapy promotes the comprehension of one’s thoughts and emotions.  On the other hand, CBT enables patients to improve levels of distress, interpersonal relations, and personality functioning (Ng, 2005).  Additionally, group therapy serves as a secondary intervention enabling sufferers to associate with like-minded individuals in order to alleviate a sense of isolation (Psych Central, 2012).  Hence, the utilization of such methods provides a comprehensive approach to treating OCPD symptoms, resolving issues, and establishing functionality and normalcy with potential long term success.  In effort to illustrate such treatment the following hypothetical case describes an adult OCPD patient inclusive of a detailed description of the case, treatment plan, self-critique, challenges, and ethical issues.

For these purposes, Janice, a probable OCPD sufferer, has been referred to a professional psychiatric service by her employer.  She is a 37 year old, department store manager.  Additionally, although Janice is stunningly attractive, she is single, never married, has no children.  Also, she maintains very little contact with her extended family as she has relocated for career purposes, working 55-60 hours per week.  With limited spare time, Janice typically reads romance novels, listens to rhythm and blues and soft rock, and enjoys watching reality television at her leisure.  Most of her companions are childhood friends which remain in her hometown and she has had difficulty fostering new relationships as she spends most evenings and off-days at home.  According to reports from her employer, within the past 6 months various employees have repeatedly expressed concern to the district manager that Janice is indecisive and seemingly lacking effective leadership skills.  From week to week, Janice alters various procedures, operations, and scheduling, disturbing the continuity from one shift to the next.  For instance, previously, full-time employees were granted two, 15 minute breaks along with a 30 minute lunch.  However, Janice eliminated the 15 minute breaks.  Additionally, she increased the projected sales goal per employee despite the recent decline in store profits.  Most recently, Janice has taken on various responsibilities of the floor supervisors.  Instead of delegating these tasks, she feels as if a hands-on approach ensures the job is done properly.  Furthermore, she has eradicated store sponsored company outings and holiday parties stating that, “the less time employees spend at leisure, the more time and dedication they can devote to the company.”  However, these actions have inadvertently compromised employee morale, productivity, and sales.

In consideration of the aforementioned, Janice craves control and perfection towards her employees and in terms of her position, has difficulty delegating tasks, her work-life balance is distorted, and she has curtailed the leisure of her employees as well.  In addition, she is stubborn, requiring employees to fully comply or face suspension or termination.  Consequently, numerous employee complaints and the decrease of sales prompted the employer to refer her to psychiatric assistance or resign.  Prior to the initial therapeutic session, the practitioner read Janice’s file inclusive of employee complaints, company referral, sales and productivity records, and work history in order to acclimate himself with her experience and determine his initial approach.  However, this information is insufficient in explicating her condition.  Therefore, further inquiries must be implemented.  For the intake session, the practitioner aspired to assess Janice utilizing a generalized intake assessment, a Conscientiousness-Related Scale, the NEO Personality Inventory – Revised (NEO-PI-R), and an OCPD Component Scale, the Dimensional Assessment of Personality Pathology-Basic Questionnaire (DAPP-BQ).  First, the intake evaluation provides pertinent data in regards to basic personal information and history, overview of status and need, authorization and informed consent, confidentiality, guidelines, and the development of provisional treatment plans (Seligman & Reichenberg, 2009).  Next, the NEO-PI-R evaluates 240 items measuring personality factors in terms of general and underlying components.  These include competence, order, dutifulness, achievement-striving, self-discipline, and deliberation (Samuel & Widiger, 2011).  Then, the DAPP-BQ utilizes a 290 or 560 item questionnaire in which the subject responds from strongly agree to strongly disagree in order to assess personality in regard to affective liability, social avoidance, conduct problems, and compulsivity (Samuel, Simms, Clark, Livesley, & Widiger, 2010).  In short, comparing Janice’s symptoms along with her life and health history to OCPD characteristics provides an effective diagnosis.  Given the length of these evaluations, the practitioner designated 6 hours for the intake session, offering 15 minute breaks every 60 minutes.

As the assessments are completed, the practitioner begins to note problematic concerns regarding Janice’s condition.  Prevalent issues include her overwhelming need to control her environment, the lack of constructive extra-curricular activities, omitting other individuals from her personal life, and her apparent stinginess and depression.  These factors may indicate Janice’s single status, the reason she does not have children, and her difficulty fostering new relationships.  Additionally, she may have experienced some traumatic events or damaging relationships in the past which promoted her desire to maintain organization and power in a detrimental manner.

In effort to assist Janice in overcoming these phenomenon and achieving favorable, long term success the practitioner may establish long term goals.  Such aspirations include effectively communicating with employees, increasing her confidence in others, being productive outside of work, and maintaining past relationships while fostering new relationships.  Now, in order to realize such goals, Janice must implement the following: (1) determine and consistently maintain rules and regulations in the workplace, (2) assign tasks to employees and create a system of checks and balances, (3) participate in an outdoor activity at least once per week, (4) enroll in an organizational activity outside of group therapy at least twice per month, (5) contact a family member or childhood friend weekly on a designated day, and (6) maintain a journal in which she illustrates the quality of her interactions throughout the day.  Applying these practices allows Janice to modify her behavior and ultimately her pessimistic thoughts.  Over time, she becomes more aware of how unrealistic her preoccupation with perfectionism, order, and control has been and her OCPD symptoms should decrease.

Additionally, post-assessment, the practitioner should explicate the treatment methods and interventions which are to be utilized.  Janice should know what to expect as well as her role and responsibility along with that of the practitioner and the therapeutic organization.  Accordingly, the practitioner has opted to employ psychodynamic psychotherapy, cognitive-behavioral therapy (CBT), and group therapy.  Over the course of 12 weeks, Janice is to meet with the practitioner every Monday afternoon from 6pm-7:30pm, 90 minute sessions.  The first 5-15 minutes consists of discussion and follow-up in relation to the past week’s experience.  The remaining 75-85 minutes are divided in half consisting of psychodynamic psychotherapy and CBT.  Psychodynamic psychotherapy, also referred to as insight-oriented therapy, “focuses on unconscious processes as they are manifested in a person’s present behavior” (Haggerty, 2006).  In addition, this approach enables the client to divulge her emotional expression and interpersonal relatedness (McKay, 2011).  Within this methodology, the client is encouraged to openly express themselves, self-reflect, and develop patience with the intent of developing coping skills, internal awareness, personal acceptance, and self-confidence (Poulsen, Lunn, & Sandros, 2010).  The objective of this approach is to increase the client’s self-awareness and recognizing how their present behavior was shaped by their past.  The second half of the session employs CBT.  In general, “cognitive clinicians believe that thoughts lead to emotions and behaviors and that, through awareness and modification of their thoughts, people can change their feelings and actions” (Seligman & Reichenberg, 2010, p. 241).  Hence, as Janice becomes more conscious of her thought process and is persuaded to think differently, in turn she may alter her behavior and response.  Additionally, CBT enables the subject to decrease psychotic symptoms such as depression, foster hope, and enhance functionality (Lincoln, Ziegler, Mehl, Kesting, Lüllmann, Westermann, & Rief, 2012).  As a secondary intervention between sessions, Janice is required to attend one hour group sessions once per week for the duration of the 12 weeks with the option to continue subsequent to one-on-one therapy as deemed necessary.  Furthermore, group therapy is considered a more advantageous means of dealing with the subject’s resistance, decision making, level of comfort, and interpersonal proficiency.  In addition to these methodologies, a pharmacological approach may be implemented as needed.  Janice’s plausible depression or anxiety may be treated with antidepressants or betaxolol, respectively.  However, many consider medication an unfavorable method of treatment for OCPD patients as the drug may stimulate dependency (Ribeiro, 2011).

During the therapeutic process it is imperative to measure the client’s progress and status.  In effort to effectively determine Janice’s progress on a weekly basis, the practitioner should consider her journal use and content, information from the employer, feedback from the group therapist, reports from Janice’s organizational activity, recognize her body language and demeanor as she discloses information concerning her weekly encounters and endeavors, as well as how she responds to instruction and criticism.  These measures indicate whether or not she is adhering to therapy and actively incorporating the practices advantageous to realizing her aspirations.

Another critical component of the case presentation is the clinician signature or policy statement.  Typically, this form is employed to protect the practitioner and the psychiatric staff from prosecution and unwarranted recovery (Porter, 2010).  Accordingly, this itemized listing includes general principles, role implications, use of colleagues’ names, use of dates, on-call responsibilities, disability documents, forensic documents, treatment plans, administrative reviews, prescriptions for medications, prescription privilege, telephone transmissions or prescriptions, billing documents, treatment authorizations, authorization reviews, managed care contracts, and a conclusion in which the practitioner signs the document (Glenn, 1997).  These factors express the organizational guidelines, purposes, responsibilities and requirements, practices, recommendations, expectations, and endorsements.

Although the previously discussed methods and interventions are advantageous means of treating OCPD, as a practitioner it is imperative to recognize one’s strengths and weaknesses in relation to the patient.  Personally, effective listening, substantial research, adequate interviewing, self discipline, empathy, reframing and motivational techniques, and a non-judgmental persona are beneficial skills to possess within the psychological field.  Furthermore, the ability to focus on interests, problem solving, fulfilling healthy living, assisting those in distress, resilience, gratitude, and cultivating high quality relationships are advantageous qualities.  Embracing and utilizing these traits and techniques sustains the notion that assisting Janice throughout her therapeutic process is an attainable personal goal.  However, lack of therapeutic experience is a reasonable issue.  Having never dealt with an OCPD patient, or any type of client for that matter, may pose a concern.  Janice may desire to utilize a more experienced professional with further credentials.  Additionally, her symptoms and drive could be considered positive attributes given they were normalized.  Hence, it may be challenging to treat Janice or modify certain behaviors which could be considered admirable to an extent.  Furthermore, a personal sense of well being or adequacy may impede the process.  Generally, “the less aware we are of our motives, feelings, thoughts, actions, perceptions, the more they control us and the more we stay stuck in old patterns that don’t work anymore” (Pologe, 2006).  In effort to personally overcome such factors; I must discover and incorporate into constant, every-day consciousness, that which is being masked, distracted from, or indirectly acted out.  Failure to do so results in the inability to assist Janice in terms of self-realization and self-awareness.

Other challenges associated with the case are client responsibility, blind spots, self-disclosure, and ethical issues.

First, as the client, Janice has a responsibility to actively participate and provide input.  Moreover, she must display honesty, open communication, complete external assignments, maintain appointments, keep me abreast of any changes or progress, assist in planning goals, follow through, wear appropriate attire, and refrain from overlapping or visiting multiple clinicians.  By fulfilling these obligations and adhering to requests and requirements, Janice enhances the likelihood of a successful and effective process. 

Second, the most significant blind spot in relation to treating Janice is the fact that some issues have the potential to be more difficult to empathize with from a male versus female perspective.  In effort to conquer this matter I must give consideration to women’s plight, the Janice’s individual history, and confer with female colleagues and senior clinicians when applicable.

Third, self-disclosure raises probable concern as well.  At times, I may deem it necessary to disclose personal information which is relevant to Janice’s circumstances in an attempt to provide helpful information and insight.  In addition, self-disclosure fosters rapport, temporarily removes some of the focus away from the client’s issues, and conveys empathy.  However, the risks of self-disclosure includes the fact it may be considered narcissistic or disruptive, or that the client may feel obligated to respond in a similar mode as the clinician.  Also, Janice may respond negatively to the information or gain too much power and information against me.  Furthermore, excessive information or exposure occurring early on in the process may be damaging (Murphy & Dillon, 2011).

Lastly, ethical issues must be upheld.  In particular, boundaries may present an issue.  Janice is an attractive, single woman with few interpersonal attachments.  From her perspective she has the potential to become attracted as in certain instances victims are drawn to the supporter or sponsor.  From a personal perspective, Janice is beautiful, age appropriate, and available.  However, I must refrain from abusing the client-clinician relationship and resist any impending temptations.  Additionally, a social relationship may render Janice ineligible to seek services in the future if needed, cause the her to consider the treatment as unprofessional or inefficient resulting in a formal complaint or lawsuit, or simply disregard her best interest, deterring ongoing personal development.  Furthermore, forming a social relationship could “impair the psychologist's objectivity, competence, or effectiveness in performing his or her functions as a psychologist” (APA, 2002).

            In conclusion, in effort to treat a patient suffering from a personality disorder such as OCPD, the practitioner should provide a case presentation and treatment plan.  These tools enable the practitioner to outline and adequately inform the patient of the process, responsibilities, guidelines, and objectives.  In order to assess, diagnose, and treat an OCPD sufferer such as Janice, implementing a comprehensive approach is most advantageous.  Thus, the usage of a psychodynamic psychotherapeutic approach, cognitive behavioral therapy, and group therapy are beneficial and appropriate methodologies to employ.  Such techniques enable Janice to effectively address her past and emotional welfare, modify her thoughts which ultimately influence her behavior, and receive support from her peers.  As she enthusiastically implements such practices she increases her potential to realize long term success and maintain functionality.  Additionally, as the practitioner, an awareness of the challenges associated with the case and the knowledge and ability to overcome them is imperative to the process.

References:

American Psychological Association. (2002). Ethical principles of psychologists and code of

conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx.  

Brain Psychics. (2012). Obsessive compulsive personality. Retrieved from

            http://www.brainphysics.com/oc-personality.php.

Butcher, J.N., Mineka, S., & Hooley, J.M. (2010). Abnormal psychology (14th ed.).

Boston: Allyn & Bacon.

Glenn, T.J. (1997). Task force on psychiatrists’ signatures. Retrieved from

            http://www.familymentalhealth.com/aacapguide.htm.

Haggerty, J. (2006). Psychodynamic Therapy. Retrieved from

http://psychcentral.com/lib/2006/psychodynamic-therapy/.

Lincoln, T.M., Ziegler, M., Mehl, S., Kesting, M., Lüllmann, E., Westermann, S., &

Rief, W. (2012). Moving from efficacy to effectiveness in cognitive behavioral

therapy for psychosis: A randomized clinical practice trial. Journal of Consulting

and Clinical Psychology, 80(4), 674-686.

McKay, D. (2011). Methods and mechanisms in the efficacy of psychodynamic

            psychotherapy. American Psychologist, 66(2), 147-148.

Murphy, B. C., & Dillon, C. (2011). Interviewing in action in a multicultural world

(4th ed.). Belmont, CA: Brooks/Cole.

Ng, R.M.K. (2005). Cognitive therapy for obsessive compulsive personality

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Ribeiro, J.P. (2011). Obsessive-complusive personality disorder treatment. Retrieved

from http://www.health.am/psy/more/ocpd_treatment/.

Pologe, B. (2006). About Psychotherapy. Retrieved from

            http://www.aboutpsychotherapy.com/index.html.

Porter, S. (2010). CMS clarifies signature requirements for Medicare participating docs:

            AAFP responds with new resources for FPs. Retrieved from

            http://www.aafp.org/online/en/home/publications/news/news-now/practice-

management/20100602signaturereqs.html.

Poulsen, S., Lunn, S., & Sandros, C. (2010). Client experience of psychodynamic

psychotherapy for bulimia nervosa: An interview study. Psychotherapy, 47(4),

469-483.

Psych Central. (2012). Obsessive-compulsive disorder treatment. Retrieved from

            http://psychcentral.com/disorders/sx26t.htm.

Samuel, D.B., Simms, L.J., Clark, L.A., Livesley, W.J., & Widiger, T.A. (2010).

            An Item Response Theory Integration of Normal and Abnormal Personality

Scales. Personal Disord, 1(1), 5-21.

Samuel, D.B. & Widiger, T.A. (2011). Conscientiousness and obsessive-compulsive

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2(3), 161-174.

Seligman, L. W. & Reichenberg, L. W. (2009). Theories of counseling and

            psychotherapy: Systems, strategies, and skills. (3^rd ed.). Boston: Pearson. 

Vorick, L. (2010). Obsessive-compulsive personality disorder. Retrieved from

            http://www.nlm.nih.gov/medlineplus/ency/article/000942.htm.