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.

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.

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.

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.

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WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disordersLinks 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

Gehart, D. R. (2024). Mastering competencies in family therapy: A practical approach to theories and clinical case documentation. (4th ed.). Cengage Learning.

Chapter 10, “Cognitive-Behavioral and Mindfulness-Based Couple and Family Therapies”

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 couplesLinks 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 likeLinks 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 therapyLinks to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Eysenck, H. (n.d.). Hans Eysenck on behavior therapyLinks to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Psychotherapy.net. (Producer). (2009). Rational emotive behavior therapy for addictionsLinks to an external site. [Video file]. Psychotherapy.net: Author.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practiceLinks to an external site. [Video]. https://waldenu.kanopy.com/video/counseling-and-psychotherapy-theories-contex

CBT (starts at 2 hours 27 minutes)

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.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

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!

Writing

6 to >5.0 pts

Excellent 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 pts

Good 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 pts

Fair Point range: 70–79

Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors.

3 to >0 pts

Poor 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 OutcomeMain Posting:Timely and full participation

10 to >8.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts main discussion by due date.

8 to >7.0 pts

Good Point range: 80–89

Posts main discussion by due date…. Meets requirements for full participation.

7 to >6.0 pts

Fair Point range: 70–79

Posts main discussion by due date.

6 to >0 pts

Poor 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 OutcomeFirst Response:Post to colleague’s main post that is reflective and justified with credible sources.

9 to >8.0 pts

Excellent 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 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.

9 pts

This criterion is linked to a Learning OutcomeFirst Response:Writing
6 to >5.0 pts

Excellent 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 pts

Good 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 pts

Fair 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 pts

Poor 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 OutcomeFirst Response:Timely and full participation
5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor 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 OutcomeSecond Response:Post to colleague’s main post that is reflective and justified with credible sources.

9 to >8.0 pts

Excellent 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 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning OutcomeSecond Response:Writing

6 to >5.0 pts

Excellent 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 pts

Good 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 pts

Fair 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 pts

Poor 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 OutcomeSecond Response:Timely and full participation

5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post by due date.
5 pts

Total Points: 100