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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.

 

Final Project

For your Final Project, share some of your ideas on how you can use the knowledge and insights gained in this course to promote positive social change in a community/country and the world. It is advisable to select a community/country other than the one where you live.

To prepare for the Final Project, review all the week’s Learning Resources and consider possible issues you might encounter when implementing a policy.

Final Project (7–10 pages), not including the cover and the references:

In developing a policy in the country you selected, consider the following:

• Explain the rationale for selecting the country.
• Describe the social determinants of health in the country that you would need to address. Explain why you need to address these determinants.
• Explain the possible public issues you might encounter in health literacy and cultural awareness in this country.
• Describe the relationship between health inequality/inequities and life expectancy for the population in your selected country.
• Describe two current efforts in this country (you selected) to reduce health inequities.
• Explain how you might develop a health policy so that it gets the support of the country you selected. Note: Take into account the culture of the country.

Use APA formatting for your Final Project and to cite your resources. Expand on your insights utilizing the Learning Resources.

 

Discussion 2: Can Technology + Behavior Be Diffused?

The biological understanding of health and disease has evolved from miasmas (vaporous exhalation formerly believed to cause disease) to germs to individual risk factors tied to specific diseases. Now you are challenged by the knowledge that many people get chronic illnesses without having the known critical risk factors (e.g., smoking) that some may try to avoid in an effort to be healthy. The scientific revolution in health creates an even bigger challenge.

Stress and inflammatory processes are sometimes seen to be critical factors affecting our biology. The stress response helps us get out of the path of the oncoming car or shelters us from falling debris in an earthquake. But if we turn it on while we are stuck in traffic, angry at the boss, experiencing financial difficulties, or dealing with another rejection, it does not benefit us. While some may cope better than others, those who are economically less fortunate and have to cope with issues of poverty may be less able to withstand stressful encounters. Today, health and illness tend to follow a socioeconomic gradient, in which people in lower socioeconomic groups tend to have higher mortality than those in higher socioeconomic groups. In general, those lower down the ladder of income, success, and wealth will exhibit lower health outcomes than those higher up. Societies with a bigger gap between rich and poor do worse in health outcomes overall than societies with a smaller gap because there is more unhealthy stress in unequal societies (United Health Foundation, 2013).

There are exceptions to the gradient in health that present learning opportunities. For example, Latinos or Hispanics appear to have better health outcomes in the U.S. than non-Latino whites, a concept termed the Hispanic Paradox (New America Media, 2012). Reasons for this disparity are debated. One point of view is that the social support Latinos or Hispanics offer one another can counteract some of the adverse effects of having lower socioeconomic status.

For this Discussion, you consider how cultural and economic factors influence those biologic mechanisms that can result in disease for specific segments of the population. You also propose possible policy solutions to reduce the burden of disease.

To prepare for this Discussion, review the Learning Resources. Consider how the determinants of health you have learned about in this class can improve or worsen health for individuals and populations.

Post a brief description of a population segment (by race, ethnicity, economic status, geographical location, etc.). Then, explain the relationship between health inequality/inequities and common biological or behavioral risk factors that have been linked to a particular disease in that population segment. Finally, describe the relationship between health inequality/inequities and life expectancy for that population. Expand on your insights utilizing the Learning Resources.

1. Directly respond to at least one classmate in a way that extends meaningful discussions, adds new information, and/or offers alternative perspectives.

Racial and ethnic minorities are less likely to have healthcare coverage, which may have minor interaction with the healthcare system (CDC, 2017). They are more than likely to get dental care and preventative care such as cancer screenings, blood pressure checks, and vaccinations. Racial and ethnic minorities also have a high probability of going to the emergency department for a condition that is not deemed an emergency that could have been treated at a routine appointment (Gindi, Cohen, & Kirzinger, 2012). According to Shi, we should be mindful of vulnerable populations (2014, p.122). We should care because everybody should be entitled to quality healthcare. If we focused more on quality care given to vulnerable populations, it could provide more awareness into health system issues or identify complications that could go unnoticed.

             Vulnerable populations affect healthcare administrators in many ways. Language barriers are common factors that limit access to care. Providers have a hard time screening ethnic minorities that are not proficient in English. The lack of not having a regular source of care (RSC) decreases the possibility of receiving coordinated care, which could impact quality treatment (Shi, 2014). To promote equity, we must first acknowledge the underlying causes and circumstances of vulnerable populations and provide solutions.

References

Centers for Disease Control and Prevention (CDC). (28 Dcember, 2017). Minority health events. Retrieved from https://www.cdc.gov/minorityhealth/events/index.html

Gindi, R., Cohen, R., Kirzinger, K. (2012). Emergency room use among adults ageds 18-64: early release of estimates from the national health interview survey. Retrieved from https://www.cdc.gov/nchs/data/nhis/earlyrelease/emergency_room_use_january-june_2011.pdf

Shi, L. (2014). Health policy for diverse populations. In Introduction to health policy, pp. 118-149. Chicago: Health Administration Press. Available in the Trident Online Library.

   Data Collection  

· Describe ALL data collection methods in detail (i.e. survey, interview, observation)

 Measurement Tools  

Describe each measurement tool/instrument used to measure study outcomes in detail. 

  

Participant Characteristics/Sociodemographic Findings

  · Must be descriptive and comprehensive

· Describe participant characteristics or sociodemographic findings

· Describe the findings of Tables/Figures to provide comprehensive information about participant characteristics as article provided

 All other Results/Findings 

· Describe ALL Other Results/Findings besides above participant characteristics in the article in detail for each Result item

· Each Result item must include Headings/Subheadings of Results as the article provided.

· Do NOT simply saying “pain level was decreased,” “adherence was increased” 

 Do NOT include contents from Discussion and/or Conclusion in the article.  

MUST USE ARTICLE ATTACH TO ANSWER QUESTION. ( CONTENT 11) is the name of the file. 

APA, No page limit as long as all questions are answered