Professional teaching cases
Teaching scenarios for reasoning about anxiety and body scanning, sleep, pain, muscle tension, digestion, panic responses, boundaries, and multidisciplinary support planning.
How to read a teaching case
- Write down facts before explanations.
- Name at least three possible formulations.
- For each formulation, note supporting data, conflicting data, and what remains unknown.
- Check risk, medical context, resources, and scope.
- Choose the smallest next step that can add information or support.
Case review structure
Learning map
| Section | Key question |
|---|---|
| Context | What changed before the difficulty appeared or intensified? |
| Pattern | What is the sequence of trigger, response, action, and consequence? |
| Function | What short-term protection or benefit might the response provide? |
| Alternatives | What psychological, medical, social, or situational explanations remain? |
| Safety | What must be checked before deeper work? |
| Intervention | Which step fits readiness, goals, and resources? |
| Review | What would tell us that the formulation needs to change? |
Ethical questions
Can a reader recognize themselves in a case?
A pattern may feel familiar. That does not mean the cause, diagnosis, or appropriate approach is the same.
Why include several hypotheses?
The same behavior or symptom can occur in different contexts. Alternatives reduce confirmation bias.
Can a case be used as a session script?
Only as reflection material. Real work requires individual assessment, consent, adaptation, and professional responsibility.