NRNP 6645 Week 5 Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

NRNP 6645 Week 5 Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

Cognitive Behavioral Therapy (CBT) is a widely used psychotherapeutic approach designed to modify dysfunctional thought patterns and enhance emotional regulation and behavior (Blackwell & Heidenreich, 2021). Its application differs among individual, family, and group contexts, each with distinct dynamics and therapeutic results. This discourse examines the differences among these environments, underscores the obstacles encountered by psychiatric-mental health nurse practitioners (PMHNPs), and highlights solutions and academic resources pertinent to the efficient implementation of CBT.

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Comparing CBT in Group, Family, and Individual Settings

Cognitive behavioral therapy in group contexts often emphasizes collective learning and mutual support among peers. Patients benefit from witnessing the advancements of others, validating their own experiences, and refining their social competencies. For instance, the PsychExamReview video (2019) demonstrates that recognizing what makes obsessive thoughts happen and planning other activities as a group are both parts of group cognitive-behavioral therapy for obsessive-compulsive disorder. Individual CBT, on the other hand, gives more personalized and all-encompassing treatments to deal with a client’s cognitive distortions, like catastrophizing. Cognitive restructuring techniques, such as Beck’s cognitive triad, are employed by therapists to address these distortions. Family CBT entails recognizing interaction patterns and ideas that perpetuate maladaptive behaviors within the familial structure. Creswell et al. (2022) assert that cognitive-behavioral therapy in family therapy facilitates the reformation of detrimental dynamics, promoting more effective communication and coping mechanisms.

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Challenges of Using CBT in Group Settings

A challenge in group cognitive-behavioral therapy is addressing the varied cognitive styles and levels of preparation among group members. Specific clients may struggle to articulate emotions within group contexts, leading to disengagement or opposition. Moreover, secrecy issues may restrict transparency. PsychExamReview (2019) asserts that effective CBT necessitates clients to examine erroneous thinking candidly, a process that may be hindered in groups lacking complete trust. A further challenge is time management, as facilitators must balance the needs of all participants while maintaining an organized and goal-oriented session. PMHNPs must cultivate group leadership competencies and delineate explicit rules to guarantee safety and engagement. Jiang et al. (2022) emphasize the importance of structured session preparation and homework assignments as mechanisms to enhance cohesion and therapeutic progress in group cognitive-behavioral therapy (CBT).

Why the Sources Are Scholarly

All utilized supporting sources are scientific, as they are published in peer-reviewed publications and concentrate on empirical research or therapeutic guidelines. Blackwell and Heidenreich (2021) disseminated their findings in the International Journal of Cognitive Therapy, a distinguished publication for evidence-based cognitive-behavioral therapy techniques. Creswell et al. (2022), published in Behavioral and Cognitive Psychotherapy, present a thorough examination of the adaptation of CBT for child anxiety, emphasizing the problems of real-world implementation. Jiang et al. (2022) provide robust data from a randomized controlled experiment published in BMC Psychiatry, enhancing the validity of group CBT results. These academic publications are based on research, technique, and critical analysis, providing dependable recommendations for PMHNP practice.

Conclusion

The ability to change and follow a structured approach is what makes CBT worthwhile in individual, family, and group settings. Understanding how each environment works enables PMHNPs to tailor their assistance to meet the unique needs of each group, utilizing strategic planning and patient-centered care to address problems that specifically affect that group. Utilizing academic tools enables informed decision-making based on evidence, resulting in improved patient outcomes and therapeutic relationships.

References

Blackwell, S. E., & Heidenreich, T. (2021). Cognitive behavior therapy at the crossroads. International Journal of Cognitive Therapy, 14(1), 1–22. https://doi.org/10.1007/s41811-021-00104-y

Creswell, C., Chessell, C., & Halliday, G. (2022). Parent-led cognitive behavior therapy for child anxiety problems: overcoming challenges to increase access to effective treatment. Behavioral and Cognitive Psychotherapy, 51(6), 512–532. https://doi.org/10.1017/s1352465822000546

Jiang, S., Liu, X., Han, N., Zhang, H., Xie, W., Xie, Z., Lu, X., Zhou, X., Zhao, Y., Duan, A., Zhao, S., Zhang, Z., & Huang, X. (2022). Effects of group mindfulness-based cognitive therapy and group cognitive behavioral therapy on symptomatic generalized anxiety disorder: a randomized controlled noninferiority trial. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-04127-3

PsychExamReview. (2019, April 30). Cognitive Therapy, CBT & Group Approaches (Intro Psych Tutorial #241) [Video]. YouTube. https://www.youtube.com/watch?v=A2_NN1Q7Rfg

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Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

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

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”
  • 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

Optional 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.

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!

 

NRNP_6645_Week5_Discussion_Rubric

NRNP_6645_Week5_Discussion_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain 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: 90–100Thoroughly 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: 80–89Responds 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: 70–79Responds 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: 0–69Does 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 OutcomeMain Posting:Writing 6 to >5.0 ptsExcellent Point range: 90–100Written 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: 80–89Written 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: 70–79Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors.

3 to >0 ptsPoor Point range: 0–69Not 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 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts main discussion by due date.

8 to >7.0 ptsGood Point range: 80–89Posts main discussion by due date…. Meets requirements for full participation.

7 to >6.0 ptsFair Point range: 70–79Posts main discussion by due date.

6 to >0 ptsPoor Point range: 0–69Does 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 ptsExcellent Point range: 90–100Response 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: 80–89Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 ptsFair Point range: 70–79Response is on topic, may have some depth.

6 to >0 ptsPoor Point range: 0–69Response may not be on topic, lacks depth.

 9 pts
This criterion is linked to a Learning OutcomeFirst Response:Writing 6 to >5.0 ptsExcellent Point range: 90–100Communication 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: 80–89Communication 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: 70–79Response 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: 0–69Responses 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 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 ptsGood Point range: 80–89Meets requirements for full participation…. Posts by due date.

3 to >2.0 ptsFair Point range: 70–79Posts by due date.

2 to >0 ptsPoor Point range: 0–69Does 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 ptsExcellent Point range: 90–100Response 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: 80–89Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 ptsFair Point range: 70–79Response is on topic, may have some depth.

6 to >0 ptsPoor Point range: 0–69Response may not be on topic, lacks depth.

 9 pts
This criterion is linked to a Learning OutcomeSecond Response:Writing 6 to >5.0 ptsExcellent Point range: 90–100Communication 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: 80–89Communication 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: 70–79Response 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: 0–69Responses 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 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 ptsGood Point range: 80–89Meets requirements for full participation…. Posts by due date.

3 to >2.0 ptsFair Point range: 70–79Posts by due date.

2 to >0 ptsPoor Point range: 0–69Does not meet requirements for full participation…. Does not post by due date.

 5 pts

Total Points: 100

 











		


		
		
		
		
	


	
		
			


	


	



	

		

			
			
				
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