Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings Discussion
Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings Discussion
Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings
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Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings Discussion
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There are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in individual, group, and family settings, consider challenges of using this approach with groups you may lead, as well as strategies for overcoming those challenges.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To prepare:
Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.
By Day 3
Post an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
Learning Resources
Required Readings
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders
Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
“Culture and Psychiatric Diagnosis”
Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Pearson.
Chapter 9, “Cognitive Behavioral Family Therapy”
Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.
Chapter 8, “Cognitive Behavioral Therapy”
Chapter 21, “Psychotherapeutic Approaches with Children and Adolescents”
pp. 793–802 only
Chapter 22, “Psychotherapy with Older Adults”
pp. 840–844 only
Required Media
Beck Institute for Cognitive Behavior Therapy. (2018, June 7). CBT for couples
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=JZH196rOGsc
MedCircle. (2019, December 13). What a cognitive behavioral therapy (CBT) session looks like
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=8-2WQF3SWwo
PsychExamReview. (2019, April 30). Cognitive therapy, CBT, & group approaches (intro psych tutorial #241)
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=A2_NN1Q7Rfg
Optional Resources
Beck, A. (1994). Aaron Beck on cognitive therapy
Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.
Eysenck, H. (n.d.). Hans Eysenck on behavior therapy
Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.
Psychotherapy.net. (Producer). (2009). Rational emotive behavior therapy for addictions
Links to an external site. [Video file]. Psychotherapy.net: Author.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice
Links to an external site. [Video]. https://waldenu.kanopy.com/video/counseling-and-psychotherapy-theories-contex
CBT (starts at 2 hours 27 minutes)
NRNP_6645_Week5_Discussion_Rubric
NRNP_6645_Week5_Discussion_Rubric
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning Outcome Main Posting:Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
| 44 to >39.0 ptsExcellent Point range: 90–100
Thoroughly responds to the discussion question(s)…. Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources…. No less than 75% of post has exceptional depth and breadth…. Supported by at least 3 current credible sources. |
39 to >34.0 ptsGood Point range: 80–89
Responds to most of the discussion question(s)…. Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module…. 50% of the post has exceptional depth and breadth…. Supported by at least 3 credible references. |
34 to >30.0 ptsFair Point range: 70–79
Responds to some of the discussion question(s)…. One to two criteria are not addressed or are superficially addressed…. Is somewhat lacking reflection and critical analysis and synthesis…. Somewhat represents knowledge gained from the course readings for the module…. Post is cited with fewer than 2 credible references. |
30 to >0 ptsPoor Point range: 0–69
Does not respond to the discussion question(s)…. Lacks depth or superficially addresses criteria…. Lacks reflection and critical analysis and synthesis…. Does not represent knowledge gained from the course readings for the module…. Contains only 1 or no credible references. |
|
44 pts |
| This criterion is linked to a Learning Outcome Main Posting:Writing |
| 6 to >5.0 ptsExcellent Point range: 90–100
Written clearly and concisely…. Contains no grammatical or spelling errors…. Further adheres to current APA manual writing rules and style. |
5 to >4.0 ptsGood Point range: 80–89
Written concisely…. May contain one to two grammatical or spelling errors…. Adheres to current APA manual writing rules and style. |
4 to >3.0 ptsFair Point range: 70–79
Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors. |
3 to >0 ptsPoor Point range: 0–69
Not written clearly or concisely…. Contains more than two spelling or grammatical errors…. Does not adhere to current APA manual writing rules and style. |
|
6 pts |
| This criterion is linked to a Learning Outcome Main Posting:Timely and full participation |
| 10 to >8.0 ptsExcellent Point range: 90–100
Meets requirements for timely, full, and active participation…. Posts main discussion by due date. |
8 to >7.0 ptsGood Point range: 80–89
Posts main discussion by due date…. Meets requirements for full participation. |
7 to >6.0 ptsFair Point range: 70–79
Posts main discussion by due date. |
6 to >0 ptsPoor Point range: 0–69
Does not meet requirements for full participation…. Does not post main discussion by due date. |
|
10 pts |
| This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources. |
| 9 to >8.0 ptsExcellent Point range: 90–100
Response exhibits critical thinking and application to practice settings…. Responds to questions posed by faculty…. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 to >7.0 ptsGood Point range: 80–89
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 to >6.0 ptsFair Point range: 70–79
Response is on topic, may have some depth. |
6 to >0 ptsPoor Point range: 0–69
Response may not be on topic, lacks depth. |
|
9 pts |
| This criterion is linked to a Learning Outcome First Response:Writing |
| 6 to >5.0 ptsExcellent Point range: 90–100
Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources…. Response is effectively written in Standard, Edited English. |
5 to >4.0 ptsGood Point range: 80–89
Communication is mostly professional and respectful to colleagues…. Response to faculty questions are mostly answered, if posed…. Provides opinions and ideas that are supported by few credible sources…. Response is written in Standard, Edited English. |
4 to >3.0 ptsFair Point range: 70–79
Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited. |
3 to >0 ptsPoor Point range: 0–69
Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited. |
|
6 pts |
| This criterion is linked to a Learning Outcome First Response:Timely and full participation |
| 5 to >4.0 ptsExcellent Point range: 90–100
Meets requirements for timely, full, and active participation…. Posts by due date. |
4 to >3.0 ptsGood Point range: 80–89
Meets requirements for full participation…. Posts by due date. |
3 to >2.0 ptsFair Point range: 70–79
Posts by due date. |
2 to >0 ptsPoor Point range: 0–69
Does not meet requirements for full participation…. Does not post by due date. |
|
5 pts |
| This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources. |
| 9 to >8.0 ptsExcellent Point range: 90–100
Response exhibits critical thinking and application to practice settings…. Responds to questions posed by faculty…. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 to >7.0 ptsGood Point range: 80–89
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 to >6.0 ptsFair Point range: 70–79
Response is on topic, may have some depth. |
6 to >0 ptsPoor Point range: 0–69
Response may not be on topic, lacks depth. |
|
9 pts |
| This criterion is linked to a Learning Outcome Second Response:Writing |
| 6 to >5.0 ptsExcellent Point range: 90–100
Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources…. Response is effectively written in Standard, Edited English. |
5 to >4.0 ptsGood Point range: 80–89
Communication is mostly professional and respectful to colleagues…. Response to faculty questions are mostly answered, if posed…. Provides opinions and ideas that are supported by few credible sources…. Response is written in Standard, Edited English. |
4 to >3.0 ptsFair Point range: 70–79
Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited. |
3 to >0 ptsPoor Point range: 0–69
Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited. |
|
6 pts |
| This criterion is linked to a Learning Outcome Second Response:Timely and full participation |
| 5 to >4.0 ptsExcellent Point range: 90–100
Meets requirements for timely, full, and active participation…. Posts by due date. |
4 to >3.0 ptsGood Point range: 80–89
Meets requirements for full participation…. Posts by due date. |
3 to >2.0 ptsFair Point range: 70–79
Posts by due date. |
2 to >0 ptsPoor Point range: 0–69
Does not meet requirements for full participation…. Does not post by due date. |
|
5 pts |
| Total Points: 100 |
