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A student does poorly on the first class exam of the semester. Although there are three more tests plus a final exam that will be given during the rest of the semester, the student believes that he will fail the course because of doing so poorly on the one exam. The student?s belief reflects which type of irrational belief?
- A. Low frustration tolerance
- B. Absolute thinking
- C. Catastrophizing
- D. A demand
Correct Answer: C
Rationale: Catastrophizing involves exaggerating the negative impact of an event, assuming the worst outcome (failing the course based on one exam). Low frustration tolerance reflects difficulty coping with discomfort, absolute thinking involves all-or-nothing beliefs, and a demand involves rigid expectations, none of which fit as well.
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When engaged in rational emotive behavior therapy, which of the following would be addressed during the activating event sequence?
- A. Teaching the connection between beliefs and consequences
- B. Assessing the consequences of the problem
- C. Facilitating the working-through process
- D. Preparing patient to deepen conviction in rational beliefs
Correct Answer: A
Rationale: In rational emotive behavior therapy (REBT), the activating event sequence (A-B-C model) involves teaching how an activating event (A) triggers beliefs (B) that lead to consequences (C). This connection is addressed first to help patients understand and challenge irrational beliefs.
A person was supposed to meet a friend at a local theatre to see a movie. The friend never showed up. The person?s initial thought was, 'My friend didn?t come because she doesn?t like me.' This automatic thought was most likely inferred from which irrational belief?
- A. I?m worthless, so no one could really want to be my friend.
- B. Movies are a waste of time and money anyway.
- C. I?m sure she just got confused and thought we were going to a different movie.
- D. I?m so forgetful and confused sometimes; I probably wrote down the wrong time.
Correct Answer: A
Rationale: The automatic thought 'My friend didn?t come because she doesn?t like me' stems from an irrational belief of personal worthlessness, as in option A. Options B, C, and D reflect rationalization, external attribution, or self-blame for confusion, not the core belief driving the negative interpretation.
A nursing instructor is preparing a class lecture about cognitive behavioral therapy (CBT). Which of the following would the instructor use to best describe this process?
- A. Solving patients? problems for them by determining how they need to change their thoughts and actions and developing a plan that will help them do so.
- B. Using techniques to modify a patient?s behavior shaping it into behavior that is appropriate in order to help the patient experience a more positive future.
- C. Reinforcing distorted beliefs so they can play a major part in changing a patient?s behavior for the better and improving his or her quality of life.
- D. Working in a trusting and collaborative relationship to help patients focus on solving their own problems by changing the way they think and behave.
Correct Answer: D
Rationale: CBT involves a collaborative, patient-centered approach where the therapist and patient work together to identify and modify negative thoughts and behaviors to solve problems. Option D captures this essence. Option A is directive, not collaborative; option B focuses only on behavior; and option C incorrectly suggests reinforcing distorted beliefs.
During a solution-focused behavior therapy session, the therapist asks a patient to use his imagination based on a scenario in which a patient awakens and all his problems have disappeared. The therapist then asks, 'How would your life be different?' Which type of question is the therapist using?
- A. Exception question
- B. Miracle question
- C. Relationship question
- D. Scaling question
Correct Answer: B
Rationale: The miracle question in SFBT asks patients to imagine a scenario where their problems are gone, as in 'How would your life be different?' to envision solutions. Exception questions focus on times without the problem, relationship questions explore others? perspectives, and scaling questions rate issue intensity.
A group of nursing students is preparing a class presentation comparing the different types of cognitive therapies. When describing solution-focused brief therapy, which of the following would the students identify as being different from the other therapies?
- A. Focus on functional aspects of the patient
- B. Challenge about the existence of problems
- C. Assumption that change is not constant
- D. View of the past rather than the present
Correct Answer: A
Rationale: Solution-focused brief therapy (SFBT) differs from other cognitive therapies by focusing on the patient?s strengths and functional aspects to build solutions, rather than analyzing problems or past events. Other therapies may challenge beliefs or focus on the past, and SFBT assumes change is possible, not static.