Post an explanation of whether psychotherapy has a biological basis. Explain how culture
Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?
Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.
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For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.
To prepare:
- Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).
- Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.
By Day 3
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Expert Answer and Explanation
Biological Basis and Ethical/Legal Considerations of Psychotherapy
Biological Basis in Psychotherapy
Psychotherapy has a biological basis as it majors on the brain functionalities and how it gradually develops, matures, and its daily operations. The principle of psychotherapy is guided by principles of evolutionary adaptation, and it specifically aims at repairing the brain’s damages just the same way they were created (Perugula et al., 2017).
Additionally, psychotherapy also has a possibility of having a positive impact on one’s mental health, such as treatment of anxiety disorders or post-traumatic stress disorder. The element that enables psychotherapy to create an impact on one’s mental health is its ability to disengage and correct the brain’s adaptation by replacing them with new or positive choices.
Culture, Religion, and Socioeconomics in relation to Psychotherapy
Despite being proven to be an effective treatment for mental health, the client’s perspective on seeking a psychotherapy approach has been affected by culture, religion, and socioeconomic factors. Culture has influenced people’s perception about psychotherapy treatments in that if a client comes from a culture where they cannot freely discuss their emotions or past traumas, this means that they will not fully comply with the psychological treatment as it differs from what they are used to (Ghista & Sharma, 2021).
It is important that the clinicians or medical practitioners understand and beware of the different cultural beliefs when providing psychological treatments. Once the medical providers understand the patient’s beliefs, they can convince them on why undergoing the treatment will benefit their mental health. Religion and spirituality also impacts depicts how a patient responds or perceives psychological treatment.
If a client comes from a strong religious background, they may specifically insist on only associating with a psychologist from the same religion as them. Additionally, patients may find it challenging to speak about their negative traumas with someone who doesn’t understand where they come from religiously, causing them to rely on prayers and divine healing to cure them (Ghista & Sharma, 2021).
Communication may be affected if the clinician is not able to understand the role of religion in their patient’s psychological beliefs. Socioeconomic factors also impact psychotherapy research indicated that people from financially unstable families have a low possibility of accessing psychological treatment (Ghista & Sharma, 2021). Poverty results in individuals preferring not to seek mental care treatments as they can allocate the funds to other aspects of their lives.
Legal and Ethical for Group and Individual Therapy
There are specific guidelines that must be followed by caregivers while providing psychological treatments to patients in either group or individual settings to avoid legal or ethical implications (Stoll et al., 2020). Confidentiality or privacy of information is an important aspect of the psychotherapy process and is most crucial for individual therapy sessions since it involves only two people. However, this might not be the case for group or family therapy settings as the information is shared openly among the existing members.
Another legal or ethical aspect that applies to group and individual therapy is the need for informed consent allowing the patients to seek information regarding the services they need to enable them to decide if they intend to participate (Stoll et al., 2020). For individual therapy sessions, the client is in the position to provide the informed consent themselves.
However, in a family or group setting involving minors, guardians should be informed so as to provide consent and ensure that they will adhere to confidentiality. The therapist should be cognizant of how they approach either the group or individual therapy settings as it facilitates them on how to address matters such as confidentiality and providing informed consent (Stoll et al., 2020). Psychological therapists should be aware of the current dynamic settings and ensure that they are not affected when providing services to individual or group therapy sessions.
References
Ghista, D., & Sharma, R. (2021). The 4th Industrial Revolution and The Role of Post-Industrial Universities. DOI: 10.33774/coe-2021-bmh5t
Perugula, M. L., Narang, P. D., & Lippmann, S. B. (2017). The biological basis to personality disorders. The primary care companion for CNS disorders, 19(2), 0-0.
Stoll, J., Müller, J. A., & Trachsel, M. (2020). Ethical issues in online psychotherapy: A narrative review. Frontiers in psychiatry, 10, 993.
Rubric Detail
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| Excellent Point range: 90–100 | Good Point range: 80–89 | Fair Point range: 70–79 | Poor Point range: 0–69 | |||
| Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. | 40 (40%) – 44 (44%) Thoroughly responds to the discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least 3 current credible sources. | 35 (35%) – 39 (39%) Responds to most of the discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least 3 credible references. | 31 (31%) – 34 (34%) Responds to some of the discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with fewer than 2 credible references. | 0 (0%) – 30 (30%) Does not respond to the discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only 1 or no credible references. | ||
| Main Posting: Writing | 6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Further adheres to current APA manual writing rules and style. | 5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. | 4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. | 0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. | ||
| Main Posting: Timely and full participation | 9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main discussion by due date. | 8 (8%) – 8 (8%) Posts main discussion by due date. Meets requirements for full participation. | 7 (7%) – 7 (7%) Posts main discussion by due date. | 0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main discussion by due date. | ||
| First Response: Post to colleague’s main post that is reflective and justified with credible sources. | 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. | 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%) Response is on topic, may have some depth. | 0 (0%) – 6 (6%) Response may not be on topic, lacks depth. | ||
| First Response: Writing | 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English. | 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English. | 4 (4%) – 4 (4%) Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. | 0 (0%) – 3 (3%) Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. | ||
| First Response: Timely and full participation | 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date. | 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date. | 3 (3%) – 3 (3%) Posts by due date. | 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date. | ||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. | 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. | 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%) Response is on topic, may have some depth. | 0 (0%) – 6 (6%) Response may not be on topic, lacks depth. | ||
| Second Response: Writing | 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English. | 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English. | 4 (4%) – 4 (4%) Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. | 0 (0%) – 3 (3%) Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. | ||
| Second Response: Timely and full participation | 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date. | 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date. | 3 (3%) – 3 (3%) Posts by due date. | 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date. | ||
| Total Points: 100 | ||||||
