NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
Walden University NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
Whether one passes or fails an academic assignment such as the Walden University NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
The introduction for the Walden University NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
After the introduction, move into the main part of the NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
While cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) have many similarities, they are distinctly different therapeutic approaches. When assessing clients and selecting one of these therapies, you must recognize the importance of not only selecting the one that is best for the client, but also the approach that most aligns to your own skill set. For this Assignment, as you examine the similarities and differences between CBT and REBT, consider which therapeutic approach you might use with your clients.
Learning Objectives
Students will:
- Compare cognitive behavioral therapy and rational emotive behavioral therapy
- Recommend cognitive behavioral therapies for clients
To prepare:
- Review the media in this week’s Learning Resources.
- Reflect on the various forms of cognitive behavioral therapy.
The Assignment
In a 1- to 2-page paper, address the following:
- Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.
- Explain at least three differences between CBT and REBT. Include how these differences might impact your practice as a mental health counselor.
- Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach with evidence-based literature.
Note: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
- Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
NRNP 6640 Week 4 Assignment Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory - Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 4 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 4 Assignment draft and review the originality report.
Read Also: NRNP 6640 Week 3 Assignment: Applying Current Literature to Clinical Practice
NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
Submit Your Assignment by Day 7
To submit your Assignment:
Week 4 Assignment
Week in Review
Now that you have:
- Compared cognitive behavioral therapy and rational emotive behavioral therapy
- Recommended cognitive behavioral therapies for clients
Next week, you will:
- Assess clients presenting with posttraumatic stress disorder
- Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder
- Evaluate outcomes for clients with posttraumatic stress disorder
Sample Answer for NRNP 6640 Week 4 Assignment: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
The cognitive behavioral theory and rational emotive behavioral theory are well-known for their applicability in therapy. REBT exhibits some qualities of CBT because it centers upon behaviors and perceptions. Therapies that utilize both methods are similar in their approaches and styles. These approaches entail comparable coping strategies such as the creation of thought records and journaling. This paper explores the differences and similarities in these therapeutic approaches and recommends one of them based on the findings.
Similarities between Cognitive Behavioral Therapy (CBT) and Rational Emotive Behavioral Therapy (REBT)
CBT and REBT are similar in several ways. First, the approaches acknowledge that people’s cognitions might influence their behavior. They agree that people may change their cognitions, emotions, and behaviors owing to changes in learning, reasoning, or perception. Further, the two therapeutic approaches are similar because they recognize human behavior and emotions as mainly a result of generated beliefs, ideas, thinking, and attitudes but not by the events themselves. Subsequently, changing the clients’ thinking results in a behavioral and emotional change (Turner, 2016). Moreover, both approaches center more upon human emotions and behavior, which correlate with ideas, attitudes, thinking, and beliefs. These factors have a strong influence on changes in the client’s attitude. Finally, the two approaches are empirical because they involve the collection of evidence or hypotheses regarding thoughts. They guide clients in resolving problems eventually.
Differences between CBT and REBT
CBT and REBT differ in several aspects. The therapist in REBT adheres to the ABC method conscientiously. Albert Ellis, who developed this approach, considers the therapist to be a teacher and does not recommend a warm personal relationship with the client. The ABC framework seeks to explicate the link between emotions, behaviors, and thoughts (Najafi & Lea-Baranovich, 2014). In this context, A represents an activating event, which is the client’s challenging life situation. An example of an activating event is the fear of a girl losing a boyfriend. B stands for a belief that results in an emotional consequence represented by C. For instance, when the girl believes that the boy does not care about her, she will either act rationally or irrationally. If she acts rationally, she will seek advice or even talk to the boyfriend about it. Irrational behavior may include confronting the boy violently. Successful REBT involves helping the client overcome the irrational belief. In contrast, the cognitive behavioral therapy accentuates the need for a therapeutic connection between the therapist and her or his client (Guo & Hanley, 2014). This involves empathy and positive regard from the therapist.
The second difference between the two approaches is that REBT is mostly highly persuasive, confrontational, and directive. This implies the need to help the client resolve the issue of irrational belief without having an emotional attachment with the therapist. Nevertheless, cognitive behavioral therapy accentuates the need for help the client discover misconceptions by themselves. In this context, the therapist’s role is listening, teaching, and encouraging the client. The role of the client in cognitive behavioral therapy is to learn, evince concerns, and implement what they have learned (Easterbrook & Meehan, 2017). The third difference is that REBT utilizes different methods based on the client’s personality. This therapeutic approach applies in the short-term and aims to help clients learn to manage their psychological and emotional problems. Conversely, the cognitive behavioral therapy is applied based on the client’s disorder. It is “action-oriented” and problem-focused.
How the Differences might Impact a Mental Health Counselor’s Practice
The differences between the two approaches may impact practice in two major ways. First, the use of REBT implies not maintaining a warm relationship with the client, implying that the benefits of cognitive behavioral therapy are not present. Second, relying on cognitive behavioral therapy may imply an increased tendency to get involved in all aspects of the clients’ problems, which deprives them of the ability to implement positive change independently (Garber, Frankel & Herrington, 2016).
Recommended Cognitive Behavioral Therapy
After considering the two therapeutic approaches, REBT would be more appropriate than CBT because it considers the client’s thought patterns. It is imperative to consider the negative and positive thought patterns, which might affect the therapy sessions at some point. Some clients could be too irrational because they have unrealistic expectations, and the therapist might help them overcome this misconception.
Summary
Both CBT and REBT recognize the role of cognition in behavioral change. The approaches agree that there is a considerable link between emotions and behavior. However, REBT accentuates the need to allow the client to develop the ability to deal with irrational beliefs that contribute to negative behavior. Cognitive behavioral therapy, on the other hand, accentuates the role of the therapist in guiding the client through overcoming negative behavior or thoughts. Since REBT emphasizes on letting the client solve the issue independently, it is more effective than CBT.
References
Easterbrook, C., & Meehan, T. (2017). The therapeutic relationship and Cognitive Behavioural Therapy: A case study of an adolescent girl with depression. The European Journal of Counselling Psychology, 6(1), 1-24. doi: 10.5964/ejcop.v6i1.85
Garber, J., Frankel, S., & Herrington, C. (2016). Developmental Demands of Cognitive Behavioral Therapy for Depression in Children and Adolescents: Cognitive, Social, and Emotional Processes. Annual Review of Clinical Psychology, 12(1), 181-216. doi: 10.1146/annurev-clinpsy-032814-112836
Guo, F., & Hanley, T. (2014). Adapting cognitive behavioral therapy to meet the needs of Chinese clients: Opportunities and challenges. Psych Journal, 4(2), 55-65. doi: 10.1002/pchj.75
Najafi, T., & Lea-Baranovich, D. (2014). Theoretical background, therapeutic process, therapeutic relationship, and therapeutic techniques of REBT and CT; and some parallels and dissimilarities between the two approaches. International Journal of Education and Research, 2(2), 1-12.
Turner, M. (2016). Rational Emotive Behavior Therapy (REBT), Irrational and Rational Beliefs, and the Mental Health of Athletes. Frontiers in Psychology, 07. doi: 10.3389/fpsyg.2016.01423
Name: Assignment Rubric
| Excellent | Good | Fair | Poor | |||
| Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. | 32 (32%) – 35 (35%)
The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described. |
28 (28%) – 31 (31%)
The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described. |
25 (25%) – 27 (27%)
The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described. |
0 (0%) – 24 (24%)
The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing. |
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| Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. | 45 (45%) – 50 (50%)
The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
40 (40%) – 44 (44%)
The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
35 (35%) – 39 (39%)
The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data. |
0 (0%) – 34 (34%)
The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing. |
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| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. |
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| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
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| Total Points: 100 | ||||||
Name: Assignment Rubric