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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.
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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 group of nursing students is reviewing the history of the development of cognitive therapies over the years. The students demonstrate understanding of the information when they identify which individual as being responsible for first developing cognitive therapy interventions?
- A. Aaron Beck
- B. Sigmund Freud
- C. Albert Ellis
- D. de Shazer and Berg
Correct Answer: A
Rationale: Aaron Beck is credited with developing cognitive therapy, focusing on altering distorted thoughts to improve mental health. Freud developed psychoanalysis, Ellis pioneered rational emotive behavior therapy, and de Shazer and Berg created solution-focused brief therapy, not cognitive therapy.
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.
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 reviewing information about cognitive processes and the development of mental disorders. The students demonstrate a need for additional review when they identify which of the following as being involved?
- A. Cognitive triad
- B. Cognitive distortions
- C. Schema
- D. Compliments
Correct Answer: D
Rationale: Cognitive processes in mental disorders include the cognitive triad, cognitive distortions, and schemas, which shape negative thought patterns. Compliments (D) are unrelated to cognitive processes in this context, indicating a misunderstanding by the students.