UCSD Bradley Wright Case Study Questions
Case Study: Bradley Wright
For this assignment you will read the case study and address the critical thinking questions at the end of the case study.
Bradley Wright was a handsome, intelligent, 10th-grade student at Watkins High School. Although somewhat quiet and reserved, he had a small circle of close friends and was involved in the school’s marching band. Bradley was also an excellent student, earning mostly A’s in advanced courses in math and science. Overall, Bradley was successfully navigating the world of adolescence, except for one small problem: He could not urinate in a public restroom.
Bradley’s problem was discovered by his teacher several days ago when he left his classroom during a test without permission. Apparently, Bradley had refrained from using the bathroom all day, and drank too much fluid to delay urination any longer. After 20 minutes of uncomfortable fidgeting, Bradley darted from the classroom down the hall to the bathroom. Although no one stood at the urinals, one student occupied a nearby stall. Bradley quickly closed the bathroom door and dashed to a different bathroom at the other end of the school, attracting the attention of several teachers and the dean of students. Luckily, no one was inside the second bathroom and Bradley could relieve his bladder. However, he had some explaining to do.
“How long have you had this problem?” his guidance counselor asked.
Bradley replied, “Forever. At first, it wasn’t much of a problem. I would always just pee in a stall. Then, about three or four years ago, it became worse and I couldn’t pee if anyone was in the bathroom.”
The counselor asked, “What is it about peeing in public that bothers you?”
Bradley laughed, nervously, and then replied, “I don’t know. I guess I’m worried that someone will hear me. I know it’s really dumb, but I think that they might be making fun of me.”
“What might they think?” the counselor asked.
“I don’t know. Maybe that I pee really loud or that I pee different from others or maybe that they’ll be looking at me funny. I know it’s silly, but when I have these thoughts I tense up and can’t go.”
The counselor asked, “Have you ever told anyone about this problem, like your dad?”
Bradley laughed, cynically, and then said, “No. He’s not the type of person to go to with a problem like this.”
“What do you mean?” asked the counselor.
“I mean, he’s not the most understanding person in the world,” Bradley explained. “Let’s just say we don’t have a good relationship.”
“And I don’t suppose you can talk to your mom about a problem like this,” said the counselor.
Bradley replied, “Not really. Besides, she’s a bundle of nerves herself. She’s been taking anxiety medication for years.”
The counselor responded, “Well, I’m glad that we can talk about it. Let’s see if we can find a way to help you get over this problem.”
Questions for Case Study
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- What DSM-5 anxiety (or related) disorder best describes Bradley’s behavior?
- Review the DSM-5 criteria for this disorder. Describe how Bradley meets diagnostic criteria for this condition.
- Bradley seems to have a negative attitude toward his father and his mother. According to the research literature, how can parents contribute to the development of anxiety disorders in children?
- How might a behavior therapist use exposure to help Bradley overcome his problem?
- What cognitive distortions might contribute to Bradley’s anxiety problem? How might a cognitive therapist address these distortions?
