Rational Emotive Behavior Therapy (REBT)

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1. In one paragraph summarize the Rational Emotive Behavior Therapy (REBT) approach and goals (in your own words). 2. In REBT the counselor seeks to detect irrational beliefs that are creating disturbances. Explain each of the following factors that help to detect irrational thinking:a. overgeneralizationb. distortionsc. deletionsd. catastrophizinge. condemning3. Discuss two techniques used in REBT. Please read Chapter 13 in your book and the corresponding outline prior to answering the following questions.4. Explain the following Cognitive Behavior Techniques:a. Socratic questioningb. Problem-solvingc. Cognitive restructuringd. Self Monitoringe. De-catastrophizing5. Describe Cognitive-BehavioralPlay Therapy(including goals and techniques).6. Describe the therapeutic relationship in Cognitive-Behavioral Therapy.

Discuss how a child of diversity can be helped using rational emotive behavioral therapy, cognitive behavioral therapy and transnational analysis

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Assignment 1 
 
In a 1-2 page paper discuss how a child of diversity can be helped using rational emotive behavioral therapy,  cognitive behavioral therapy and transnational analysis

Assignment 2
 
Recorded Practice Session!
1.   Conduct a 15 – 20 minute recorded session with a  adolescent.  Parents are NOT present during this session.
2.   Submit a complete transcript of the session 
3.   Submit a signed consent form using the form  AND a completed self-critique form

Assignment 3
 
Study play therapy.  Discuss the value of play therapy in  relationship to the therapies already studied in the course.  Discuss at  least 3 of the therapies and how play therapy can be incorporated for  counseling a child.

What patient factors should you consider? Are supplemental hormones the best option for the patient, or would they benefit from alternative treatments?

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In recent years, hormone replacement therapy has become a controversial issue. When prescribing therapies, advanced practice nurses must weigh the strengths and limitations of the prescribed supplemental hormones. If advanced practice nurses determine that the limitations outweigh the strengths, then they might suggest alternative treatment options such as herbs or other natural remedies, changes in diet, and increase in exercise.
Consider the following scenario:

As an advanced practice nurse at a      community health clinic, you often treat female (and sometimes male      patients) with hormone deficiencies. One of your patients requests that      you prescribe supplemental hormones. This poses the questions: How will      you determine what kind of treatment to suggest? What patient factors      should you consider? Are supplemental hormones the best option for the      patient, or would they benefit from alternative treatments?

To prepare:

Review Chapter 56 of the Arcangelo      and Peterson text, as well as the Holloway and Makinen and Huhtaniemi      articles in the Learning Resources.
Review the provided scenario and      reflect on whether or not you would support hormone replacement therapy.
Locate and review additional articles      about research on hormone replacement therapy for women and/or men.      Consider the strengths and limitations of hormone replacement therapy.
Based on your research of the      strengths and limitations, again reflect on whether or not you would      support hormone replacement therapy.
Consider whether you would prescribe      supplemental hormones or recommend alternative treatments to patients with      hormone deficiencies.

With these thoughts in mind:
Post a description of the strengths and limitations of hormone replacement therapy. Based on these strengths and limitations, explain why you would or why you would not support hormone replacement therapy. Explain whether you would prescribe supplemental hormones or recommend alternative treatments to patients with hormone deficiencies and why.
This work should have Introduction and conclusion
– This work should have at 3 to 5current references (Year 2012 and up)
– Use at least 2 references from class Learning Resources
The following Resources are not acceptable:
1. Wikipedia
2. Cdc.gov- nonhealthcare professionals section
3. Webmd.com
4. Mayoclinic.com
Required Readings
Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Chapter 33, “Prostatic      Disorders and Erectile Dysfunction” (pp. 527-544)
     This chapter examines the causes, pathophysiology, and drug treatment of      four disorders: prostatitis, benign prostatic hyperplasia, prostate      cancer, and erectile dysfunction. It also explores the importance of      monitoring patient response and patient education.
Chapter 34, “Overactive      Bladder” (pp. 545-564)
     This chapter describes the causes, pathophysiology, diagnostic criteria,      and evaluation of overactive bladder. It also outlines the process of      initiating, administering, and managing drug treatment for this disorder.
Chapter 55, “Contraception”      (pp. 959-970)
     This chapter examines various methods of contraception and covers drug      interactions, selecting the most appropriate agent, and monitoring patient      response to contraceptions.
Chapter 56, “Menopause” (pp.      971-994)
     This chapter presents various options for menopausal hormone therapy and      examines the strengths and limitations of each form of therapy.
Chapter 57, “Osteoporosis” (pp.      985-994)
     This chapter covers various options for treating osteoporosis. It also      describes proper dosages, potential adverse reactions, and special      considerations of each drug.
Chapter 58, “Vaginitis” (pp. 995-1006)
     This chapter examines various causes of vaginitis and explores the      diagnostic criteria and methods of treatment for the disorder.

Holloway, D. (2010). Clinical update on hormone replacement therapy. British Journal of Nursing, 19(8), 496–504
This article examines the purpose, components, and administration of hormone replacement therapy (HRT). It also presents benefits, risks, potential side effects, and alternative treatment options of HRT.
Mäkinen, J. I., & Huhtaniemi, I. (2011). Androgen replacement therapy in late-onset hypogonadism: Current concepts and controversies—A mini-review. Gerontology, 57(3), 193–202. 
This article examines the role of testosterone levels in the development of hypogonadism. It also explores health issues that are impacted by testosterone levels and the role of testosterone replacement therapy.
Drugs.com. (2012). Retrieved from http://www.drugs.com/
This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.
U.S. Preventive Services Task Force. (2014). The Guide to Clinical Preventive Services: Section 2. Recommendations for Adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html
This website lists various preventive services available for men and women and provides information about available screenings, tests, preventive medication

How might culture and personal beliefs come into play when working with a child client in play therapy?

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Unit 06A Discussion 1
Play Therapy Skills Practice Transcript
Note: This will be an extended discussion, 400–500 words, designed to help you think through how to conduct play therapy.
For this discussion, you will focus on The Case of Luis that was presented in Unit 2. First, watch the short Video Role-Play media depicting five key play therapy skills in the Unit 6 Studies. Then, review The Case of Luis and the discussion instructions that follow:
The Case of Luis
Luis is in the fourth grade. His mother is concerned that he may need counseling because he has not grown out of a fear he has had since he was young that is now interfering with developing peer friendships. Luis is afraid of vomiting in a public place. As you speak with him, you learn that when he was in kindergarten, he once got upset and cried so much that he vomited. His teacher was not particularly sympathetic and his parents could not be reached for a while, so he spent several hours with soiled clothes, feeling very ashamed and embarrassed. Subsequently, he became fearful that he might vomit again, with no reason or warning. His behaviors have become more restricted over the years, and now he will not eat if his family goes out to dinner because he fears the food might make him sick. He eats very little at school—just a few foods that he has decided are safe—and his peers have begun to tease him. If he eats something and starts worrying about vomiting, he soon begins to feel sick and often does vomit. So he has begun avoiding more and more social occasions; he declines invitations to birthday parties and sleepovers because he does not want to refuse to eat (and risk being teased) but he is afraid that he will vomit if he does eat. His mother says she has always had trouble with a sensitive stomach so she is very sympathetic toward Luis’s fears. However, Luis’s pediatrician says he can find no medical problem with Luis.
To complete this discussion:
· Assume that you are the counselor for Luis and that you are going to engage in individual play therapy with him.
· Consider the four moments, listed below, in therapy and create a hypothetical transcript of your interaction with Luis for each of the four moments in therapy demonstrating the key play therapy skills in the Video Role Plays in this unit. Use the Counseling Transcript Template, linked in Resources (which you also used in the Unit 2 discussion: Practice Child Counseling Skills) to present your transcript. Be sure to label and provide a rationale for the play therapy skills you use. As the counselor, your transcript should demonstrate these foundational play therapy skills:
o Structuring the beginning of the session.
o Tracking.
o Reflecting and empathic listening.
o Therapeutic limit setting.
Moment 1: Luis and his mother show up for his first session and you have just completed the informed consent process.
Moment 2: Luis begins to draw a picture.
Moment 3: Luis picks up a stuffed animal and begins to rock it in his arms.
Moment 4: Luis picks up a crayon or toy, and breaks it while watching to see what you would do.
Follow these instructions to create your hypothetical transcript with your responses to these four moments:
1. Counseling Transcripts should have three columns .
1. The left-most column designates who was speaking –the client or the counselor.
2. The center column depicts what was said.
3. The third column labels the skill that the counselor used and the counselor’s intentions [in brackets].
4. The skill should come from the list of Universal Counseling Skills in Counseling Children, pages 84–85.
5. The intention should apply one of the Purposes listed in the text’s table to the interaction with the client.
2. Each talk turn should be on its own row.
3. You may use the template, linked in Resources, after deleting the instructions, or create your own form that meets Specifications 1 and 2. Add more rows if necessary.
4. Your transcript should be no more than two pages.
In addition to the transcript, provide an initial response to briefly address the following:
· Which skills were easiest for you to use? Which were the hardest?
· What challenges would you anticipate in using play therapy in your future work as a counselor?
· How might culture and personal beliefs come into play when working with a child client in play therapy?
In addition to the above, please describe two play therapy techniques that you did NOT use and how you could implement them in play therapy. Use the first person voice when describing your skills and reactions. Use the third person to support your analyses with references from course readings.