When first introduced, cognitive behavioral therapy (CBT) was unlike any other
therapeutic approach. For years, psychotherapeutic techniques were driven by
psychoanalytic theories. These techniques were time consuming, leaving many
therapists frustrated with the length of time involved in helping their patients achieve a
sense of relief. With the development of CBT, however, therapists were able to help
their patients heal more quickly. This poses the questions: If CBT is more efficient than
other techniques, why isn’t it used with all patients? How do you know when CBT is an
appropriate therapeutic approach?
This week, you examine CBT and its use across individual, family, and group
modalities.
Learning Objectives
Students will:
Compare the use of cognitive behavioral therapy across individual, family, and
group settings
Analyze challenges of applying cognitive behavioral therapy approaches and
techniques across therapy modalities
Recommend effective strategies for overcoming challenges in applying cognitive
behavioral therapy
Discussion: Cognitive Behavioral Therapy:
Comparing Group, Family, and Individual
Settings
Photo Credit: Getty Images
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.
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.
VIDEOS
RUBRIC
Excellent
Point range: 90–100
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.
40 (40%) – 44 (44%)
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.
Main Posting:
Timely and full participation
9 (9%) – 10 (10%)
Meets requirements for timely, full, and
active participation.
Posts main discussion by due date.
First Response:
Post to colleague’s main post that is
reflective and justified with credible
sources.
9 (9%) – 9 (9%)
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.
First Response:
Writing
6 (6%) – 6 (6%)
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.
First Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and
active participation.
Posts by due date.
Second Response:
Post to colleague’s main post that is
reflective and justified with credible
sources.
9 (9%) – 9 (9%)
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.
Second Response:
Writing
6 (6%) – 6 (6%)
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.
Second Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and
active participation.
Posts by due date.
