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Assignment questions
NursingJournal entryCognitive behavioral therapy

CBT practicum journal: client diagnosis and fit

A Practicum Journal entry on one client you observed or counselled this week: describe them without violating HIPAA including pertinent history and prescribed medications, justify a DSM-5 diagnosis, evaluate whether cognitive behavioural therapy would be effective with expected outcomes supported by evidence-based literature, and analyse the legal and ethical implications of counselling this client.

Editorial process

Last reviewed · August 12, 2026

01

Why are the four bullets sequential?

Four bullets, and they are sequential rather than parallel — each one has to be built on the one before it. The description exists so the diagnosis is arguable; the diagnosis exists so the CBT judgement has something to be effective for; the CBT judgement is what makes particular legal and ethical implications live. Entries that treat the bullets as four separate mini-essays lose the thread, and it shows most in the third bullet, which turns into a general account of what CBT is instead of a judgement about this person. Write the description first, then keep referring back to it: the client's insight, motivation, cognitive capacity, literacy, and whether their symptoms are chronic or acute all become the reasons your CBT judgement goes one way or the other, and a marker reading the third bullet should be able to point back to the sentence in the first that justifies it.

HIPAA is a real constraint here and also an easy mark to pick up or lose, because the marker can check it in one pass. Age band rather than date of birth, gender, presenting problem, relevant history and current medications are enough for the marker to follow your reasoning, and nothing that identifies the person should appear — no names, no facility, no dates of service, no unusual detail that would identify them in a small community. Prescribed medications matter here beyond the privacy point, because a client already taking an antidepressant, a mood stabiliser or a benzodiazepine changes both the diagnostic picture and the therapy plan, and a sedating medication load is directly relevant to whether someone can do CBT homework between sessions. Say who prescribed what and for how long where you know it, because a medication started last week and one taken for six years carry different information about the course of the illness.

The DSM-5 bullet says explain and justify, so name the specific criteria the client meets and, more importantly, say what you ruled out and why. A justified diagnosis distinguishes itself from its neighbours: major depression from persistent depressive disorder, generalised anxiety from panic disorder. Then the CBT judgement should be honest rather than automatic, since the modality is the subject of the week and the temptation is to endorse it. CBT has a strong evidence base for depression and the anxiety disorders and a weaker fit where insight is limited or a living situation makes between-session tasks impossible; saying it would not be first line here, and why, beats a positive answer you cannot defend. Expected outcomes should be stated as things that would change and roughly when. The legal and ethical section should stay specific to this client: capacity, confidentiality and its limits, duty to warn if it arises, scope of practice, and consent to the therapy itself.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Build each bullet on the one before it rather than answering them separately.
  • 02
    De-identify a client to HIPAA standard while keeping the clinically relevant detail.
  • 03
    Justify a DSM-5 diagnosis by naming criteria met and differentials excluded.
  • 04
    Reach a defensible judgement about CBT's fit for this specific client.
  • 05
    Tie legal and ethical implications to this client rather than to counselling in general.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

Learning Objectives Students will: · Develop diagnoses for clients receiving psychotherapy* · Evaluate the efficacy of cognitive behavioral therapy for clients* · Analyze legal and ethical implications of counseling clients with psychiatric disorders* Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal: · Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications. · Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client. · Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature. · Explain any legal and/or ethical implications related to counseling this client.
02

Turn the brief into deliverables

  1. 01
    A de-identified client description with pertinent history and prescribed medications.
  2. 02
    A DSM-5 diagnosis, explained and justified.
  3. 03
    A judgement on CBT's likely effectiveness with expected outcomes, supported by literature.
  4. 04
    The legal and ethical implications of counselling this client.
03

What makes a diagnosis 'justified'?

01

Client description

Age band, gender, presenting problem, relevant history and current medications, all de-identified.

02

Diagnosis and justification

The DSM-5 criteria met, with duration and functional impact, then the differentials ruled out and why.

03

CBT effectiveness for this client

Judge fit against insight, motivation, cognitive capacity, stability and substance use, supported by evidence for this condition.

04

Expected outcomes

What would change, measured how, over roughly what period.

05

Legal and ethical implications

Consent to therapy, confidentiality and its limits, capacity, duty to warn where relevant, and scope of practice.

04

What counts as evidence for the CBT judgement?

Recommended databases

  • NCBI Bookshelf / StatPearls
  • DSM-5
  • Course Learning Resources

Search sequence

  1. 1.
    Write the de-identified description first; it constrains everything after it.
  2. 2.
    Open the DSM-5 criteria set rather than working from memory, and note the differentials it lists.
  3. 3.
    Search the CBT evidence for the specific diagnosis, not for CBT in general.
  4. 4.
    Check your state's confidentiality and duty-to-warn provisions before writing the final section.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Cognitive Behavior Therapy

    StatPearls, NCBI Bookshelf · 2023

    Mechanism, indications and the conditions where the evidence for CBT is strongest — the basis of the effectiveness judgement.

  2. 02

    FOUNDATIONAL MENTAL HEALTH CONCEPTS

    Nursing: Mental Health and Community Concepts, NCBI Bookshelf · 2022

    Diagnostic framing and the scope questions behind the legal and ethical section.

  3. 03

    THERAPEUTIC COMMUNICATION AND THE NURSE-CLIENT RELATIONSHIP

    Nursing: Mental Health and Community Concepts, NCBI Bookshelf · 2022

    Consent, boundaries and confidentiality within the therapeutic relationship.

  4. 04

    Competency and Capacity

    StatPearls, NCBI Bookshelf · 2023

    Capacity assessment, if your client's ability to consent to therapy is in question.

06

Review before submission

Common mistakes

  • Describing what CBT is instead of judging whether it suits this client.
  • Including identifying detail such as dates of service, facility or unusual circumstances.
  • Naming a diagnosis without the criteria or the differentials.
  • Omitting prescribed medications, which affect both diagnosis and therapy plan.
  • Assuming CBT is appropriate because it is the modality the week is about.
  • Writing expected outcomes with no timeframe or measure.
  • Listing general ethical principles rather than the ones this case raises.

Submission checklist

  • No identifying information anywhere in the entry.
  • Current medications listed and commented on.
  • Specific DSM-5 criteria cited for the diagnosis.
  • At least two differentials named and excluded with reasons.
  • A stated judgement on CBT fit, with evidence-based support.
  • Expected outcomes with a rough timeframe.
  • Legal and ethical implications specific to this client.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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