Family Settings Versus Individual Settings
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Instructions for completing the paper
Please answer to this post with two different half-page responses for each response.
The Effects of Cognitive Behavioral Therapy on Families vs. Individuals
Cognitive Behavioral therapy (CBT) is a psychotherapeutic method that can be used to help people who are suffering from mental illness (Wheeler, 2014). The concept of supporting individuals in understanding their perspectives regarding their thoughts, behaviors, and feelings in various situations is one of the advantages of using this technique (Farris, 2015). CBT’s main goal is to identify more practical strategies to confront negative thoughts and behavior-related responses (American Nurses Association, 2014). Further discussion will focus on how utilizing CBT with family therapy relates to using CBT with individual treatment, as well as some potential problems and examples from my personal experience.
When compared to individual therapy, family therapy is more effective.
CBT procedures have been demonstrated to have good outcomes with client treatment, whether employed in a family therapy session or an individual therapy session. The use of CBT in family therapy is generally focused on behavioral results, with the original development focusing on use in couples (Patterson, 2014). CBT provides a flexible framework for evaluation in family sessions, allowing for focused and time-efficient treatment. Individual therapy is delivered by a therapist to a single person who is seeking help with their treatment needs. When an action is initiated in both family and individual therapies, it creates a chain of responses that lead back to the initiator as well as others in the environment (Patterson, 2014). It may be simpler to discern dynamics or behaviors depending on treatment approaches performed in a group context, as a good growth may be recognized as a group as a whole. The therapist will be responsible for both knowing and directing the environment. Because behaviors are not linear, it is critical to understand each person participated in the sessions during therapy (Patterson 2014). There may be less problems when offering individual therapy because the focus is on one person while trying to develop autonomy skills. In both settings, it will be critical to boost clients’ self-esteem and motivation to stick to treatment suggestions while maintaining a safe environment (Stern, Fava, Wilens, and Rosenbaum, 2016). Workbooks have been demonstrated to be effective when utilized for CBT skills in both family and individual treatment sessions (Farris, 2015).
Challenges
The worry for treating an individual with a schizoaffective disorder is a barrier that could develop in the use of CBT, whether in family therapy or individual therapy. This is due to the individual’s capacity to effectively digest their situation based on their views of what happened (Wheeler, 2014). When there is a larger group, there is a greater chance of drifting away from the core emphasis. Setting limits while emphasizing the necessity of respect among all members of the therapy session will be critical. As well as not permitting a member of the group to take over as the group’s leader. This could raise ethical difficulties if a client instructs or encourages other clients to make poor decisions or use inefficient stress management techniques. Individual treatment sessions provide for a more personalized approach.
Recent Work Experience
I’ve recently witnessed the use of a workbook in conjunction with a CBT technique in a group environment. Individuals with combined diagnoses of mental health and substance use problems made up the majority of this group. Members at various levels of recovery are welcome to join at any time during the group process. Individuals will be able to share their experiences while being able to communicate in a structured way that encourages individual cognition of their perceptions and behaviors. The importance of identifying old triggers and forming new habits is discussed. Identifying the urge to form new friendship groups or avoid specific persons or places, as well as recognizing when they are bored or repeating patterns. When someone do decide to tell their story, it can take some time for them to open up. Certain people may find it challenging to communicate in a group situation. This may need the therapist using motivational interviewing approaches with clients in order to engage them.
References
The American Nurses Association is a professional organization for nurses (2014). Scope and norms of practice for psychiatric-mental health nursing (second). American Nurses Association/Nursesbooks.org, Silver Spring, MD.
D. Farris, D. Farris, D. Farris, D (2015). Blaise Aguirre and Gillian Galen. Coping with BPD: DBT and CBT Techniques to Reduce Borderline Personality Disorder Symptoms 107 in Library Journal (18). https://search-ebscohostcom.ezp.waldenulibrary.org/login.aspx? direct=true& db=edsgea&AN=edsgcl.443057585&site=eds-live&scope=site retrieved from https://search-ebscohostcom.ezp.waldenulibrary.org/login.aspx? direct=true& db=edsgea
T. Patterson (2014). Family Therapy Using a Cognitive Behavioral Systems Approach. The Journal of Family Psychotherapy, vol. 25, no. 2, pp. 132–144. 10.1080/08975353.2014.91002 https://doi-org.ezp.waldenulibrary.org
T. A. Stern, M. Fava, T. E. Wilens, and J. F. Rosenbaum (2016). Psychopharmacology and neurotherapeutics at Massachusetts General Hospital (First). Elsevier, London.
K. Wheeler (2014). A how-to guide for evidence-based practice in psychotherapy for Advanced Practice Psychiatric Nurses. Springer Publishing Company, LLC, New York, NY.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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