Does Dependency Lead to DepressionDoes Dependency Lead to DepressionMy paper will be on D.M. and the improper thoughts and behaviors which she continues to portray in her life. D.M. is 29 year old female of biracial origin, who is the oldest of three siblings. She was raised with punitive, authoritarian parents who utilized excessive corporal punishment. D.M.’s parents (especially her mother) raised her with the strict belief that a woman’s place was in the home (inferior), in service to her mate, and men were superior. Devotion, loyalty and dependence were expected from D.M. and independent thought was not tolerated. Education was considered a waste of time because she was expected to marry and be provided for by her husband. At the age of 15, four years after her parents’ divorce, D.M. was thrown out of her home at the request of her mother’s boyfriend, who was the “man” of the house.
D.M. remains unwed but has sustained an 8-year live-in relationship with the father of her two children, aged 5 and 7. She demonstrates complete dependency on this relationship for her basic day-to-day necessities, her happiness, and her reason to be. She is chronically unemployed and unrealistic in setting goals for herself. Her dependency also extends to governmental assistance, which is received fraudulently and to which she feels entitled. When the fraud was discovered, she was “forced” into obtaining her GED and was given the choice of getting a job, continuing her education or losing her benefits. She attempted to attend community college full-time but upon failing, unofficially withdrew halfway through her second semester. She self-medicates with alcohol and illegal substances and is lacking in parental skills with an obvious preference given to her son. She appears to be self-sabotaging in her efforts to establish and fulfill goals, and is considered emotionally and financially dependent. It is my belief that her dependency was learned from her parent’s actions in modeling behavior. She continued the behaviors and dependency into her adult relationship, which lead to depression and low self-efficacy. She displays aggression and feels “trapped” in her present situation, but unwilling to want to change the behaviors that contribute to her depressive state.
The goal of my paper is to examine D.M.’s behavior(s) utilizing the views and theories of Aaron Beck, Albert Bandura and Walter Mischel to see if dependency learned in childhood contributes to adult depression. Bandura and Mischel promoted the social-cognitive theory that utilizes the concept of reciprocal determinism. This concept states that the person, her behavior and her environment all influence each other and each component can change or alter the other two components. They also stated that people learn by observing the consequences of their own actions or observing the consequences of other people’s actions, but that we only utilize the learned information in performance if we feel that the incentive is worth it. If negative reinforcement is utilized within any of the components, if may lead to dysfunctional thinking or behaviors. The social-cognitive theory maintains that most of our behavior is self-regulated. Aaron Beck’s Cognitive Theory states that how we interpret the world influences our mood, and if we change those interpretations, our behaviors will also change. Irrational or illogical thoughts may lead to unproductive emotions, which in turn may lead to unproductive behaviors. There are various types of dysfunctional thinking or cognitive distortions utilized by D.M., including overgeneralization, dichotomous thinking, magnification and fortune telling. Beck stated that we have automatic thoughts (unconscious) that occur because of basic assumptions (unconscious) and rules that we make up about the world, which in turn affect our core beliefs (unconscious). Beck’s cognitive theory focuses on identifying the automatic thoughts, which are accessible if some attention is paid to them, and restructuring them to be productive.
In applying the theory of Bandura and Mischel to D.M., it should be noted that “It is not only one’s competencies that are learned from observational learning but also one’s encoding strategies, expectancies, values, and self-regulatory systems and plans” (p.334). These cognitive social learning person variables provide reciprocal relationships among the person, the person’s behavior, and the environment. D.M.’s parents modeled irrational thinking and behavior, which was learned by D.M. through both direct and vicarious reinforcement and punishment. The parent’s use of corporal punishment modeled aggression, which D.M. was forced to internalize to avoid more punishment. She was motivated to remain meek, compliant and
l- to cooperate. The parents used these emotional signals to show an interest in D.M. and to persuade D.M. parents to allow her to continue learning. Finally, a parent’s modeling behavior-specific expectations and decisions allowed D.M. to develop a positive and neutral character. There were, thus, positive beliefs and beliefs that D.M. was safe and had reasonable conditions for interacting with fellow adults, an attitude that allowed her to grow and grow, and a positive and neutral attitude that, as shown by the observations, increased the probability of meeting other adults and meeting an expected adult partner.
As a whole, the positive and neutral expectations of D.M. were similar, but were found, by the different models, to have different effects on D.M. behavior. D.M. was shown to be safe from the negative expectations of her parents. However, the positive expectations of her parents showed a positive effect on the child. We then observed that, for reasons explained by the fact that the parents were the ones who were involved in this experiment, positive attitudes, expectations, behavior and conditions were associated with positive outcomes.
The results revealed that D.M. was able to achieve positive ratings to her parents for both parental- and other-participants measures of risk seeking and risk seeking behavior. In addition, parents who participated in the experiment were significantly more responsible, self-interested, and responsive during the initial observation period than those who did not, indicating that D.M. had the highest degree of self-control and respect for others in her parents compared with other adults who did not.
For the experimentally tested group, the risk-taking behavior of D.M. was significantly related to the positive expectations of her parents, her non-participating parents are as expected, and that she showed a positive and neutral attitude. For example, her non-participating parents were consistently in good health, but they were also not expected to be aggressive or have any problems with themselves in the future. Similarly, when parents were in good health at the time of the experiment, the positive expectations of the parents were positive, and so were the negative expectations of D.M.
For comparison, the relative odds of the first and last participant with no prior knowledge (i.e., parental knowledge of the experiment) and of the participant with an already past history of risky behaviors (i.e., past history of involvement in a sexual activity with others) were evaluated by the combined measures of parental familiarity and parental knowledge of the experimental conditions. Results for the first and last participant with no prior knowledge of risk factors and other risk factors are shown below. All the controls, as expected, did not have a previous history of aggressive behavior prior to