Behavior Therapy or Cognitive Behavior therapy <\/p>\n
Required Assignments (RAs) are substantive assignments intended to measure student performance against selected course objectives and\/or program outcomes within a course. RAs are completed by all students across all Argosy University campuses and delivery formats without exception. <\/p>\n
Each RA contributes to a significant portion of the overall course grade and is assessed by faculty using the grading criteria designed for that assignment. These are individual assignments and students earn individual grades. Required Assignment: Theoretical Orientation Development Plan Paper 300 pts<\/p>\n
Description of RA: From what you have learned in this course, select a theoretical perspective that interests you the most. In this assignment, you will conduct a literature search on that theoretical approach and develop a personalized plan for your continued development.<\/p>\n
Theoretical Orientation Development Plan Paper Review the literature and construct a paper presenting and supporting your personal counseling theoretical preference (choosing from the major theories studied in this course). You should conduct a computerized literature search on the particular theoretical approach that feels like the best fit. Remember to select a theory that aligns with your worldview and your perspective of the best therapeutic relationship. References should be from empirical\/scholarly works that support and further define the position. You should include the following in your paper:<\/p>\n
\u2022 Summarize the fundamental elements of your theory of choice, including definitions of important terms, personality development, and major historical figures associated with the theory.<\/p>\n
\u2022 Explain how your personal worldview (e.g. core beliefs about others and the world) connects to the theory of choice. \u2022 Explain how the therapeutic relationship aligns with your interpersonal style.<\/p>\n
\u2022 Discuss how your theory of choice addresses the multicultural nature of our diverse society. <\/p>\n
\u2022 Present support for the effectiveness of your chosen theoretical approach by examining and analyzing the existing efficacy-based research. Include findings across age groups, gender, and\/or multicultural groups. <\/p>\n
\u2022 Discuss limitations of your chosen therapeutic approach, including any clients or presenting problems for which it may not be appropriate. Support your ideas with findings from existing research on the approach.<\/p>\n
\u2022 Identify the ethical standards from the American Counseling Association\u2019s Code of Ethics (2014) that apply to the use of an approach determined to be unsuitable for a particular group or presenting problem. Discuss the potential harm that could be caused by applying an unsuitable approach. Spring 1 \u2013 2018 <\/p>\n
\u2022 Provide an example of how you would apply a minimum of two specific theoretical techniques to a fictitious client\u2019s need. <\/p>\n
\u2022 Provide a plan for how you will continue to develop your knowledge and skills related to that theory.<\/p>\n
Your final deliverable will be a Word document, approximately 8-10 pages in length, utilizing a minimum of 7 scholarly references. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, punctuation, and APA format.<\/p>\n
CACREP Standards: 2.F.5.a, 5.C.1.a, 5.C.1.b, 2.F.5.g, 2.F.5.h, 2.F.5.j, 5.C.3.b, 2.F.5.n, 2.F.2.c, <\/p>\n
5.C.2.c, 2.F.1.i, 5.C.2.l <\/p>\n
Theoretical Summary: Summarize the fundamental elements of your theory of choice, including definitions of important terms, personality development, and major historical figures associated with the theory. <\/p>\n
Summary clearly states all critical elements of the theory of choice. All relevant technical terms are defined, theoretical understanding of personality development is described, and the importance of each historical figure is clearly and accurately stated. \/40 pts. <\/p>\n
Personal Worldview: Explain how your personal worldview connects to the theory of choice. <\/p>\n
Correlation between the student\u2019s worldview and the theory of choice is clearly stated. The effect of the worldview towards the use of the theory is appropriate. \/20 pts. <\/p>\n
Interpersonal Style: Explain how the therapeutic relationship described in your theory of choice aligns with your interpersonal style. <\/p>\n
Correlation between important aspects of the therapeutic relationship and the student\u2019s interpersonal style is clearly stated. How the student\u2019s interpersonal style would be appropriate or be a challenge is clearly stated. \/20 pts. <\/p>\n
Cultural and <\/p>\n
Developmental Considerations: Discuss how your theory of choice addresses the multicultural nature of our diverse society and individual developmental needs. <\/p>\n
The effect of the theory towards a variety of clients is accurate and clearly stated. \/38 pts. <\/p>\n
Theoretical Strengths: Present research findings in support of the effectiveness of your chosen theoretical approach. <\/p>\n
Findings are presented of at least one peer-reviewed, efficacy study on the chosen theoretical approach. \/30 pts. <\/p>\n
Theoretical Limitations: Present research findings related to the limitations of your chosen theoretical approach. <\/p>\n
Findings are presented of at least one peer-reviewed study examining the limitations of the chosen approach. \/30 pts. <\/p>\n
Ethical Considerations: Identify at least two ethical standards from the ACA Code of Ethics that address the inappropriate use of an approach or technique. Discuss specific, potential harmful effects of doing so. <\/p>\n
At least two relevant ethical standards are identified, defined, and applied to the potential misapplication of a technique or approach. At least two examples of potential harmful effects are identified. \/30 pts. <\/p>\n
Technique Application: Provide an example of how you would apply a minimum of two <\/p>\n
specifically theoretical techniques to a fictitious client\u2019s need. <\/p>\n
The description of implementation correctly aligns with each theory. Specific needs of the client are addressed, and the description of how each theory addresses the specific needs is clear and accurate. \/54 pts. <\/p>\n
Plan for Development: Describe how you will continue to develop your knowledge and skills related to the selected theory. <\/p>\n
The plan includes details and specific resources that will be accessed and utilized to increase and enhance knowledge and skills related to the theory of choice. \/10 pts. <\/p>\n
Academic Writing <\/p>\n
Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation. <\/p>\n
Written in a clear, concise, and organized manner; demonstrated ethical scholarship in appropriate and accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. Use of scholarly sources aligns with specified assignment requirements. \/28 pts. <\/p>\n
_______________________-
\nTheoretical Orientation Development Plan Paper<\/p>\n
After reviewing several theoretical perspectives presented in this course, I have selected Cognitive Behavioral Therapy (CBT) as the approach I would like to further develop my knowledge and skills in. This paper will summarize the key elements of CBT, connect it to my personal worldview and interpersonal style, discuss its applications across diverse populations, present research supporting its effectiveness and limitations, provide examples of techniques I would use with clients, and outline my plan to continue enhancing my CBT competency.
\nFundamental Elements of CBT
\nCBT was developed in the 1960s by Aaron Beck and is based upon the cognitive model which posits that thoughts, not external events, influence emotions and behavior (Beck, 2011). Maladaptive or irrational thoughts that are automatically processed are challenged through cognitive restructuring techniques. Important terms in CBT include cognitive distortions, core beliefs, schemas, and the cognitive triad involving views of the self, world and future (Beck, 2011). Albert Ellis also contributed to CBT through his work on rational emotive behavior therapy which focused on disputing irrational beliefs that cause emotional and behavioral disturbances (Ellis, 1962).
\nConnection to Personal Worldview
\nMy worldview aligns well with several core CBT concepts. Like CBT, I believe people are not passive and can actively challenge negative thoughts that do not realistically reflect reality. I also view people as generally resourceful and able to effect positive change in their lives. This outlook fits with the collaborative, problem-solving nature of the therapeutic relationship in CBT. My belief that thoughts influence emotions and behaviors resonates with the cognitive model underlying CBT. Overall, my personal philosophy aligns well with empowering clients to identify and dispute irrational thoughts in order to feel better and function better.
\nTherapeutic Relationship and Interpersonal Style
\nThe collaborative relationship between therapist and client in CBT matches my interpersonal style of working together respectfully as a team. In CBT, clients are active participants responsible for completing homework, gathering external evidence, and evaluating the accuracy and utility of their thoughts (Beck, 2011). I strive to be empathetic, direct, and solution-focused in my interactions with others. While I can be warm and supportive, I also challenge unhelpful beliefs directly but respectfully. My interpersonal skills are well-suited for the pragmatic, goal-oriented nature of CBT.
\nAddressing Multicultural Diversity
\nCBT addresses the needs of a diverse society through its focus on identifying and modifying universally dysfunctional thinking patterns rather than culturally-specific concepts (Hofmann & Asmundson, 2008). While core CBT techniques remain largely the same across groups, therapists must consider each client\u2019s cultural context when selecting and adapting strategies. For example, with Hispanic clients, a more directive approach involving family may be preferable to individual therapy (Organista, 2007). Therapists should also develop cultural self-awareness to recognize how their own biases and assumptions may influence case conceptualizations and interventions (Owen et al., 2011). Research shows CBT can be effective when adapted appropriately for diverse populations (Hofmann & Asmundson, 2008).
\nTheoretical Strengths: Research Support
\nMeta-analyses provide strong support for CBT’s effectiveness across various disorders. For example, a meta-analysis of 36 studies found CBT was more effective than placebo and as effective as antidepressant medication for treating major depressive disorder (DeRubeis et al., 2005). CBT has also demonstrated efficacy for conditions such as generalized anxiety disorder, social phobia, and panic disorder (Hofmann & Smits, 2008). Studies show CBT can reduce symptoms both immediately after treatment and in follow-ups several years later (Butler et al., 2006). CBT protocols have been developed and tested for numerous disorders and problems in living.
\nTheoretical Limitations
\nWhile an evidence-based approach, CBT does have some limitations. It may not be suitable for those with severe disorders or cognitive impairments that interfere with understanding or applying CBT strategies (Beck, 2011). For example, CBT could exacerbate symptoms if used with an actively psychotic client who is not stabilized on medication due to the focus on challenging thoughts. CBT also requires clients to be motivated and have sufficient introspective abilities to identify automatic thoughts and core beliefs underlying their difficulties. Co-occurring issues like substance abuse or trauma may need to be addressed before or during CBT for it to be fully effective.
\nTechnique Application Example
\nFor a client struggling with low self-esteem related to past rejection, I would use cognitive restructuring techniques to help identify and dispute the automatic thought “I’m unworthy of love.” I would have the client record instances when this thought arose along with the context and evidence for and against it. We would then collaboratively evaluate alternative cognitions such as “Some people didn’t want a relationship, but that doesn’t mean everyone feels that way” based on objective evidence from their life. I would also recommend behavioral experiments, such as engaging in social activities and self-care to gather positive experiences and reinforce the alternative cognition of being worthy.
\nPlan for Development
\nTo further develop my CBT skills, I plan to enroll in a continuing education workshop on mindfulness and acceptance strategies as adjuncts to CBT. I will also study current CBT theory and research advances by reading peer-reviewed journal articles. Completing supervised counseling sessions using CBT with clients will help me apply knowledge and receive feedback to strengthen my competency. I will also audit an advanced CBT techniques course offered through my graduate program. Consulting with licensed CBT therapists and utilizing therapy manuals and protocols will support my ongoing development.
\nConclusion
\nIn summary, CBT aligns well with my personal worldview and interpersonal style. Research strongly supports its effectiveness for numerous disorders when adapted appropriately for diverse populations. While limitations exist, developing proficiency in CBT techniques through supervised practice, coursework and independent study will benefit my work with clients. CBT represents a theoretical orientation I am committed to further developing to become a highly skilled counselor.
\nReferences
\nBeck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Press.
\nButler, A. C., Chapman, J. E., Forman, E. M., & Beck, A. T. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical psychology review, 26(1), 17-31.
\nDeRubeis, R. J., Hollon, S. D., Amsterdam, J. D., Shelton, R. C., Young, P. R., Salomon, R. M., … & Gallop, R. (2005). Cognitive therapy vs medications in the treatment of moderate to severe depression. Archives of general psychiatry, 62(4), 409-416.
\nEllis, A. (1962). Reason and emotion in psychotherapy. Secaucus, NJ: Citadel Press.
\nHofmann, S. G., & Asmundson, G. J. (2008). Acceptance and mindfulness-based therapy: New wave or old hat?. Clinical psychology review, 28(1), 1-16.
\nHofmann, S. G., & Smits, J. A. (2008). Cognitive-behavioral therapy for adult anxiety disorders: a meta-analysis of randomized placebo-controlled trials. The Journal of clinical psychiatry.
\nOwen, J., Imel, Z., Tao, K. W., Wampold, B., Smith, A., & Rodolfa, E. (2011). Cultural ruptures in short-term therapy: Working alliance as a mediator between clients’ perceptions of microaggressions and therapy outcomes. Counselling and Psychotherapy Research, 11(3), 204-212.
\nOrganista, K. C. (2007). Solving Latino psychosocial and health problems: Theory, practice, and populations. John Wiley & Sons.<\/p>\n","protected":false},"excerpt":{"rendered":"
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