Assignment: Cognitive Distortion

Assignment: Cognitive Distortion

Assignment: Cognitive Distortion

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Assignment 1: Cognitive Distortion
Cognitive theories emphasize the impact of thoughts on emotions and behaviors. Albert Ellis’s rational-emotive behavior therapy (REBT) involves the identification of irrational thoughts, the subsequent emotions, and the resulting behaviors using the A-B-C model. Treatment extends this to the A-B-C-D-E model, as those thoughts are disputed and alternative, more rational effects are the results:

Aaron Beck’s cognitive therapy (CT) is designed to identify dysfunctional thoughts as well; in his theory, they are referred to as “cognitive distortions.”

Adapted from “Labeling the Distortion” by Seligman and Reichenberg (2014).

Tasks:

In a minimum of 200 words, post your responses to the following:

Read the case study of Aaron.

Click here to read the case study.

The Case of Aaron Aaron is a highly intelligent, 11-year-old son of an unemotional, overly intellectual, divorced woman who works as a mathematician at one of the Los Angeles missile and space laboratories. His father lives in another part of the country and has no contact with him. Aaron is often left home in the care of a neighbor while his mother works late or travels to professional conferences. Although Aaron is pleasant in appearance, his behavior is extremely disruptive. He runs from game to game and toy to toy in the counselor’s office, never letting the counselor help him to enjoy any one activity. He actively avoids the counselor’s offers to play. He behaves aggressively in a haphazard, unpredictable way, crying for the counselor’s attention, but becoming angry and withdrawn when she gives him some warmth. He tends to criticize his mother, often describing her as hostile and rejecting. He also criticizes his previous counselors at the clinic regarding their treatment of him. He expresses dissatisfaction with the clinic’s toys, playrooms, and lack of electronic/video games. He blames his failure to be happy on his mother, his missing father, school, or his previous counselors. He often tells the counselor that his mother does not like him. According to Aaron, his school is also bad, his teachers do not understand him, and the other kids pick on him. He reports that no one really cares about him and that he has no friends. Vocally and physically aggressive at times, he might with equal suddenness become withdrawn and almost detached from reality. He will start a game, then destroy it if he suffers even one minor setback. He walks away from outdoor play with the counselor, then returns to beg her for candy. He runs away, hides, and tries to make the counselor look for him all over the clinic. Continually begging for ice cream or for money, he becomes detached when his requests are refused. If difficult topics come up in sessions, he stops suddenly and runs, screams, or talks gibberish.

Based on the case study:

Identify six of the cognitive distortions listed in the table above that apply to the case study of Aaron.
Cite evidence from the case for each type you identified.
For each type you identified, apply the A-B-C portion of Ellis’s theory and then create a D and an E.
Now, address the following questions:

Is the cognitive approach a good fit for Aaron? Why or why not?
What type of client is best suited for cognitive therapy (CT)?
Is it most suitable for particular cultures, ages, genders, or presenting problems? Why or why not?
Support your rationale and analyses by using at least two resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu or .gov).

Your discussion posts and all written assignments should reflect graduate

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

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