Cognitive Behavioral vs Rational Emotive Behavioral Theory

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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 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. Cognitive Behavioral vs Rational Emotive Behavioral Theory

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.

Learning Resources

REQUIRED READINGS

WHEELER, K. (ED.). (2014). PSYCHOTHERAPY FOR THE ADVANCED PRACTICE PSYCHIATRIC NURSE: A HOW-TO GUIDE FOR EVIDENCE-BASED PRACTICE (2ND ED.). NEW YORK, NY: SPRINGER PUBLISHING COMPANY.

CHAPTER 8, “COGNITIVE BEHAVIORAL THERAPY” (PP. 313–346)

AMERICAN PSYCHIATRIC ASSOCIATION. (2013). DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS (5TH ED.). WASHINGTON, DC: AUTHOR.

REQUIRED MEDIA

SOMMERS-FLANAGAN, J., & SOMMERS-FLANAGAN, R. (2013). COUNSELING AND PSYCHOTHERAPY THEORIES IN CONTEXT AND PRACTICE [VIDEO FILE]. MILL VALLEY, CA: PSYCHOTHERAPY.NET.

BECK, A. (1994). AARON BECK ON COGNITIVE THERAPY [VIDEO FILE]. MILL VALLEY, CA: PSYCHOTHERAPY.NET.

EYSENCK, H. (N.D.). HANS EYSENCK ON BEHAVIOR THERAPY [VIDEO FILE]. MILL VALLEY, CA: PSYCHOTHERAPY.NET.

OPTIONAL RESOURCES

ELLIS, A. (2012). ALBERT ELLIS ON REBT [VIDEO FILE]. MILL VALLEY, CA: PSYCHOTHERAPY.NET.
NOTE: YOU WILL ACCESS THIS MEDIA FROM THE WALDEN LIBRARY DATABASES. THE APPROXIMATE LENGTH OF THIS MEDIA PIECE IS 50 MINUTES.
Cognitive Behavioral vs Rational Emotive Behavioral Theory

Rubric Detail

SELECT GRID VIEW OR LIST VIEW TO CHANGE THE RUBRIC’S LAYOUT.

NAME: NRNP_6640_WEEK4_ASSIGNMENT_RUBRIC

	EXCELLENT	GOOD	FAIR	POOR
QUALITY OF WORK SUBMITTED: THE EXTENT OF WHICH WORK MEETS THE ASSIGNED CRITERIA AND WORK REFLECTS GRADUATE LEVEL CRITICAL AND ANALYTIC THINKING.	27 (27%) – 30 (30%) ASSIGNMENT EXCEEDS EXPECTATIONS. ALL TOPICS ARE ADDRESSED WITH A MINIMUM OF 75% CONTAINING EXCEPTIONAL BREADTH AND DEPTH ABOUT EACH OF THE ASSIGNMENT TOPICS.	24 (24%) – 26 (26%) ASSIGNMENT MEETS EXPECTATIONS. ALL TOPICS ARE ADDRESSED WITH A MINIMUM OF 50% CONTAINING GOOD BREADTH AND DEPTH ABOUT EACH OF THE ASSIGNMENT TOPICS.	21 (21%) – 23 (23%) ASSIGNMENT MEETS MOST OF THE EXPECTATIONS. ONE REQUIRED TOPIC IS EITHER NOT ADDRESSED OR INADEQUATELY ADDRESSED.	0 (0%) – 20 (20%) ASSIGNMENT SUPERFICIALLY MEETS SOME OF THE EXPECTATIONS. TWO OR MORE REQUIRED TOPICS ARE EITHER NOT ADDRESSED OR INADEQUATELY ADDRESSED.
QUALITY OF WORK SUBMITTED: THE PURPOSE OF THE PAPER IS CLEAR.	5 (5%) – 5 (5%) A CLEAR AND COMPREHENSIVE PURPOSE STATEMENT IS PROVIDED WHICH DELINEATES ALL REQUIRED CRITERIA.	4 (4%) – 4 (4%) PURPOSE OF THE ASSIGNMENT IS STATED, YET IS BRIEF AND NOT DESCRIPTIVE.	3.5 (3.5%) – 3.5 (3.5%) PURPOSE OF THE ASSIGNMENT IS VAGUE OR OFF TOPIC.	0 (0%) – 3 (3%) NO PURPOSE STATEMENT WAS PROVIDED.
ASSIMILATION AND SYNTHESIS OF IDEAS: THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO: UNDERSTAND AND INTERPRET THE ASSIGNMENT’S KEY CONCEPTS.	9 (9%) – 10 (10%) DEMONSTRATES THE ABILITY TO CRITICALLY APPRAISE AND INTELLECTUALLY EXPLORE KEY CONCEPTS.	8 (8%) – 8 (8%) DEMONSTRATES A CLEAR UNDERSTANDING OF KEY CONCEPTS.	7 (7%) – 7 (7%) SHOWS SOME DEGREE OF UNDERSTANDING OF KEY CONCEPTS.	0 (0%) – 6 (6%) SHOWS A LACK OF UNDERSTANDING OF KEY CONCEPTS, DEVIATES FROM TOPICS.
ASSIMILATION AND SYNTHESIS OF IDEAS: THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO: APPLY AND INTEGRATE MATERIAL IN COURSE RESOURCES (I.E. VIDEO, REQUIRED READINGS, AND TEXTBOOK) AND CREDIBLE OUTSIDE RESOURCES.	18 (18%) – 20 (20%) DEMONSTRATES AND APPLIES EXCEPTIONAL SUPPORT OF MAJOR POINTS AND INTEGRATES 2 OR MORE CREDIBLE OUTSIDE SOURCES, IN ADDITION TO 2-3 COURSE RESOURCES TO SUPPPORT POINT OF VIEW. Cognitive Behavioral vs Rational Emotive Behavioral Theory	16 (16%) – 17 (17%) INTEGRATES SPECIFIC INFORMATION FROM 1 CREDIBLE OUTSIDE RESOURCE AND 2-3 COURSE RESOURCES TO SUPPORT MAJOR POINTS AND POINT OF VIEW.	14 (14%) – 15 (15%) MINIMALLY INCLUDES AND INTEGRATES SPECIFIC INFORMATION FROM 2-3 RESOURCES TO SUPPORT MAJOR POINTS AND POINT OF VIEW.	0 (0%) – 13 (13%) INCLUDES AND INTEGRATES SPECIFIC INFORMATION FROM 0 TO 1 RESORUCE TO SUPPORT MAJOR POINTS AND POINT OF VIEW.
ASSIMILATION AND SYNTHESIS OF IDEAS: THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO: SYNTHESIZE (COMBINES VARIOUS COMPONENTS OR DIFFERENT IDEAS INTO A NEW WHOLE) MATERIAL IN COURSE RESOURCES (I.E. VIDEO, REQUIRED READINGS, TEXTBOOK) AND OUTSIDE, CREDIBLE RESOURCES BY COMPARING DIFFERENT POINTS OF VIEW AND HIGHLIGHTING SIMILARITIES, DIFFERENCES, AND CONNECTIONS.	18 (18%) – 20 (20%) SYNTHESIZES AND JUSTIFIES (DEFENDS, EXPLAINS, VALIDATES, CONFIRMS) INFORMATION GLEANED FROM SOURCES TO SUPPORT MAJOR POINTS PRESENTED. APPLIES MEANING TO THE FIELD OF ADVANCED NURSING PRACTICE.	16 (16%) – 17 (17%) SUMMARIZES INFORMATION GLEANED FROM SOURCES TO SUPPORT MAJOR POINTS, BUT DOES NOT SYNTHESIZE.	14 (14%) – 15 (15%) IDENTIFIES BUT DOES NOT INTERPRET OR APPLY CONCEPTS, AND/OR STRATEGIES CORRECTLY; IDEAS UNCLEAR AND/OR UNDERDEVELOPED.	0 (0%) – 13 (13%) RARELY OR DOES NOT INTERPRET, APPLY, AND SYNTHESIZE CONCEPTS, AND/OR STRATEGIES.
WRITTEN EXPRESSION AND FORMATTING PARAGRAPH AND SENTENCE STRUCTURE: PARAGRAPHS MAKE CLEAR POINTS THAT SUPPORT WELL DEVELOPED IDEAS, FLOW LOGICALLY, AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CLEARLY STRUCTURED AND CAREFULLY FOCUSED–NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE.	5 (5%) – 5 (5%) PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY	4 (4%) – 4 (4%) PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY 80% OF THE TIME.	3.5 (3.5%) – 3.5 (3.5%) PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY 60%- 79% OF THE TIME.	0 (0%) – 3 (3%) PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY < 60% OF THE TIME.
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 (1-2) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS.	3.5 (3.5%) – 3.5 (3.5%) CONTAINS SEVERAL (3-4) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS.	0 (0%) – 3 (3%) CONTAINS MANY (≥ 5) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS THAT INTERFERE WITH THE READER’S UNDERSTANDING.
WRITTEN EXPRESSION AND FORMATTING THE PAPER FOLLOWS CORRECT APA FORMAT FOR TITLE PAGE, HEADINGS, FONT, SPACING, MARGINS, INDENTATIONS, PAGE NUMBERS, RUNNING HEAD, 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 (1-2) APA FORMAT ERRORS.	3.5 (3.5%) – 3.5 (3.5%) CONTAINS SEVERAL (3-4) APA FORMAT ERRORS.	0 (0%) – 3 (3%) CONTAINS MANY (≥ 5) APA FORMAT ERRORS.

EXCELLENT

GOOD

FAIR

POOR

QUALITY OF WORK SUBMITTED:
THE EXTENT OF WHICH WORK MEETS THE ASSIGNED CRITERIA AND WORK REFLECTS GRADUATE LEVEL CRITICAL AND ANALYTIC THINKING.

27 (27%) – 30 (30%)

ASSIGNMENT EXCEEDS EXPECTATIONS. ALL TOPICS ARE ADDRESSED WITH A MINIMUM OF 75% CONTAINING EXCEPTIONAL BREADTH AND DEPTH ABOUT EACH OF THE ASSIGNMENT TOPICS.

24 (24%) – 26 (26%)

ASSIGNMENT MEETS EXPECTATIONS. ALL TOPICS ARE ADDRESSED WITH A MINIMUM OF 50% CONTAINING GOOD BREADTH AND DEPTH ABOUT EACH OF THE ASSIGNMENT TOPICS.

21 (21%) – 23 (23%)

ASSIGNMENT MEETS MOST OF THE EXPECTATIONS. ONE REQUIRED TOPIC IS EITHER NOT ADDRESSED OR INADEQUATELY ADDRESSED.

0 (0%) – 20 (20%)

ASSIGNMENT SUPERFICIALLY MEETS SOME OF THE EXPECTATIONS. TWO OR MORE REQUIRED TOPICS ARE EITHER NOT ADDRESSED OR INADEQUATELY ADDRESSED.

QUALITY OF WORK SUBMITTED:
THE PURPOSE OF THE PAPER IS CLEAR.

5 (5%) – 5 (5%)

A CLEAR AND COMPREHENSIVE PURPOSE STATEMENT IS PROVIDED WHICH DELINEATES ALL REQUIRED CRITERIA.

4 (4%) – 4 (4%)

PURPOSE OF THE ASSIGNMENT IS STATED, YET IS BRIEF AND NOT DESCRIPTIVE.

3.5 (3.5%) – 3.5 (3.5%)

PURPOSE OF THE ASSIGNMENT IS VAGUE OR OFF TOPIC.

0 (0%) – 3 (3%)

NO PURPOSE STATEMENT WAS PROVIDED.

ASSIMILATION AND SYNTHESIS OF IDEAS:
THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO:

UNDERSTAND AND INTERPRET THE ASSIGNMENT’S KEY CONCEPTS.

9 (9%) – 10 (10%)

DEMONSTRATES THE ABILITY TO CRITICALLY APPRAISE AND INTELLECTUALLY EXPLORE KEY CONCEPTS.

8 (8%) – 8 (8%)

DEMONSTRATES A CLEAR UNDERSTANDING OF KEY CONCEPTS.

7 (7%) – 7 (7%)

SHOWS SOME DEGREE OF UNDERSTANDING OF KEY CONCEPTS.

0 (0%) – 6 (6%)

SHOWS A LACK OF UNDERSTANDING OF KEY CONCEPTS, DEVIATES FROM TOPICS.

ASSIMILATION AND SYNTHESIS OF IDEAS:
THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO:

APPLY AND INTEGRATE MATERIAL IN COURSE RESOURCES (I.E. VIDEO, REQUIRED READINGS, AND TEXTBOOK) AND CREDIBLE OUTSIDE RESOURCES.

18 (18%) – 20 (20%)

DEMONSTRATES AND APPLIES EXCEPTIONAL SUPPORT OF MAJOR POINTS AND INTEGRATES 2 OR MORE CREDIBLE OUTSIDE SOURCES, IN ADDITION TO 2-3 COURSE RESOURCES TO SUPPPORT POINT OF VIEW. Cognitive Behavioral vs Rational Emotive Behavioral Theory

16 (16%) – 17 (17%)

INTEGRATES SPECIFIC INFORMATION FROM 1 CREDIBLE OUTSIDE RESOURCE AND 2-3 COURSE RESOURCES TO SUPPORT MAJOR POINTS AND POINT OF VIEW.

14 (14%) – 15 (15%)

MINIMALLY INCLUDES AND INTEGRATES SPECIFIC INFORMATION FROM 2-3 RESOURCES TO SUPPORT MAJOR POINTS AND POINT OF VIEW.

0 (0%) – 13 (13%)

INCLUDES AND INTEGRATES SPECIFIC INFORMATION FROM 0 TO 1 RESORUCE TO SUPPORT MAJOR POINTS AND POINT OF VIEW.

ASSIMILATION AND SYNTHESIS OF IDEAS:
THE EXTENT TO WHICH THE WORK REFLECTS THE STUDENT’S ABILITY TO:

SYNTHESIZE (COMBINES VARIOUS COMPONENTS OR DIFFERENT IDEAS INTO A NEW WHOLE) MATERIAL IN COURSE RESOURCES (I.E. VIDEO, REQUIRED READINGS, TEXTBOOK) AND OUTSIDE, CREDIBLE RESOURCES BY COMPARING DIFFERENT POINTS OF VIEW AND HIGHLIGHTING SIMILARITIES, DIFFERENCES, AND CONNECTIONS.

18 (18%) – 20 (20%)

SYNTHESIZES AND JUSTIFIES (DEFENDS, EXPLAINS, VALIDATES, CONFIRMS) INFORMATION GLEANED FROM SOURCES TO SUPPORT MAJOR POINTS PRESENTED. APPLIES MEANING TO THE FIELD OF ADVANCED NURSING PRACTICE.

16 (16%) – 17 (17%)

SUMMARIZES INFORMATION GLEANED FROM SOURCES TO SUPPORT MAJOR POINTS, BUT DOES NOT SYNTHESIZE.

14 (14%) – 15 (15%)

IDENTIFIES BUT DOES NOT INTERPRET OR APPLY CONCEPTS, AND/OR STRATEGIES CORRECTLY; IDEAS UNCLEAR AND/OR UNDERDEVELOPED.

0 (0%) – 13 (13%)

RARELY OR DOES NOT INTERPRET, APPLY, AND SYNTHESIZE CONCEPTS, AND/OR STRATEGIES.

WRITTEN EXPRESSION AND FORMATTING

PARAGRAPH AND SENTENCE STRUCTURE: PARAGRAPHS MAKE CLEAR POINTS THAT SUPPORT WELL DEVELOPED IDEAS, FLOW LOGICALLY, AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CLEARLY STRUCTURED AND CAREFULLY FOCUSED–NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE.

5 (5%) – 5 (5%)

PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY

4 (4%) – 4 (4%)

PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY 80% OF THE TIME.

3.5 (3.5%) – 3.5 (3.5%)

PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY 60%- 79% OF THE TIME.

0 (0%) – 3 (3%)

PARAGRAPHS AND SENTENCES FOLLOW WRITING STANDARDS FOR STRUCTURE, FLOW, CONTINUITY AND CLARITY < 60% OF THE TIME.

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 (1-2) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS.

3.5 (3.5%) – 3.5 (3.5%)

CONTAINS SEVERAL (3-4) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS.

0 (0%) – 3 (3%)

CONTAINS MANY (≥ 5) GRAMMAR, SPELLING, AND PUNCTUATION ERRORS THAT INTERFERE WITH THE READER’S UNDERSTANDING.

WRITTEN EXPRESSION AND FORMATTING

THE PAPER FOLLOWS CORRECT APA FORMAT FOR TITLE PAGE, HEADINGS, FONT, SPACING, MARGINS, INDENTATIONS, PAGE NUMBERS, RUNNING HEAD, 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 (1-2) APA FORMAT ERRORS.

3.5 (3.5%) – 3.5 (3.5%)

CONTAINS SEVERAL (3-4) APA FORMAT ERRORS.

0 (0%) – 3 (3%)

CONTAINS MANY (≥ 5) APA FORMAT ERRORS.

TOTAL POINTS: 100

NAME: NRNP_6640_WEEK4_ASSIGNMENT_RUBRIC

Cognitive Behavioral vs Rational Emotive Behavioral Theory