REBT Therapy Workshop
Instructions:
Guidelines:
You will be required to design an educational workshop and present it to the class. Ideally, your workshop should provide your peers with an overview of the theory, principles, and techniques of your chosen psychotherapy.
The workshop is intended to be a presentation style of format. While we are not grading on creativity, the project must be a presentation. You may use Powerpoint. Voice over is appreciated but not required. AI-generated text or presentations are not allowed and will be considered an honor code violation as they are not your own work.
Your workshop must include:
Section 1: Describe the therapy
- 3 Learning Objectives for your workshop
- Brief historical summary
- Critique the theory or model
- Describe the major concepts/components of the theory
- Determine the complexity of the theory (how elaborate or simple is it?)
- Determine the scope of the theory (where does it stand along the continuum from grand theory to conceptual model?)
- Discuses the usefulness of the theory or model (Can it be used to guide psychiatric nursing practice? If so, how?)
- Description of the techniques for use
- Evidenced based literature to support the utilization of the theory or model in specific populations
- Lifespan issues with use of the theory or model
- Cultural variations with use of the theory or model
Section 2: Apply the therapy to practice
REBT Therapy Workshop
- Apply your chosen theory to a specific psychiatric population (i.e. Solution Focused therapy for work with youth with externalizing behavioral problems or MI for work with smoking cessation) with a DSM diagnosis
- Define the chosen disorder/population
- Epidemiology (incidence, prevalence, demographics)
- Assessment
- Include screening tests or measures applicable to the disorder
- Clinical Presentation and typical age of onset of the chosen disorder
- Cultural Variations of clinical presentation and potential impact on treatment
- Diagnosis – DSM-5-TR; Natural course of the disorder; Differentials
- Treatment – Your chosen theory/model
- Efficacy of the treatment theory/model
- Alternative strategies for the disorder
- Evidence for the treatment theory/model in the chosen disorder/population
- Define the chosen disorder/population
Section 3: Synthesize the research
- For your chosen diagnosis from section 2, compare and contrast the assigned therapy with another therapeutic modality.
- For example, if your therapy is Applied behavioral analysis and your diagnosis is Autism spectrum, you might contrast this with equine therapy.
- Or if your therapy is Cognitive Processing Therapy and your diagnosis is PTSD, you might choose to contrast CPT with EMDR. Or PE. Or ART.
- You may choose the second therapy to contrast with the assigned therapy, but it MUST have evidence to support it’s use. Do not compare with a medication, but a psychotherapeutic modality or alternative therapy is ok.
- Compare and contrast the two therapy choices for your selected DSM diagnosis. The following are examples of questions that you will try to answer in your analysis:
- Is the evidence for one therapy stronger than the other? Does the research point to one of these therapies as clearly superior to the other, or is the research conflicting?
REBT Therapy Workshop
- What are the pros and cons of each therapy?
- In what situations or populations is each therapy more appropriate than the other?
- Not every therapy is appropriate for every patient. When in clinical practice, how should the PMHNP decide between these two therapy options for the patient sitting in front of them?
- Just like with medication, therapy can potentially harm our clients if used incorrectly. Discuss the potential unintended consequences of ordering each therapy or the wrong therapy for this patient population/diagnosis. Use the research to discuss risks vs benefits with your two selected therapeutic modalities.
- Cite at least five peer-reviewed journal articles for this section.
References: You must cite and reference all of your information. Use APA style. A citation belongs on the individual slide, whereas a full reference belongs at the end of the presentation. It is expected that you will use more than your Wheeler textbook. Peer-reviewed journal articles are appropriate for the “evidenced based literature” section and the “research synthesis section”. You may also cite official therapy websites such as the Beck Institute for CBT or the EMDR Institute for EMDR, etc., which often have good information for the history and technique sections.
Guidelines for TurnitIn: TurnitIn is a plagiarism detector that is used for this assignment. The software is a tool for identifying potential plagiarism, not a replacement for faculty review and evaluation. Students have the ability view their report as they are submitting assignments and adjust their project as needed, as long as it is posted and submitted prior to the due date. The program will highlight text that is taken from an outside source and give a score flagging the project as green, yellow, or red according to the program’s projected risk that the student has plagiarized.
For this project, it is common for a TurnitIn score to show in the 25-35% range, which does show in the “yellow” moderate risk range and is higher than expected on typical APA . This higher score is due to our requirement that you include the DSM 5 criteria, which students often copy word for word and will raise your TurnitIn score. This is OK and does not mean that we are going to report you to honor council! However, students should review their report carefully, especially with scores higher than this, as cheating, copying text from outside sources without quoting, and using AI generators are not allowed for this project.
Keep in mind that APA style requires that any direct quotes are put in quotation marks as well as the in text citation, and the in text citation will have an added page number in as well as the author and year. It is expected that your project will contain more than just copy & pasted quotes from other sources. It is the student’s responsibility to synthesize and present the material in a way that is helpful for our profession, not just regurgitate facts that are available to anyone online.
