NRNP 6645 Week 1 Biological Basis and Ethical/Legal Considerations of Psychotherapy
Biological Basis and Ethical/Legal Considerations of Psychotherapy
Psychotherapy has multiple dimensions, including approaches, ethics, and principles that guide the relationship between a therapist and the patient. Psychology has a biological basis since it affects how the brain functions and the connection between the patient and the therapist (patient-therapist synchrony). The concept of inter-brain plasticity can effectively demonstrate how inter-brain synchrony is established after the initial contact between a patient and the therapist. As Sened et al. (2022) explained, inter-brain plasticity occurs when the brain regions of two or multiple people become repeatedly activated in close succession, which strengthens the connection such that future activation occurs quickly. This inter-brain synchrony improves interpersonal situations, which explains how therapy impacts relationships positively. As the ability to synchronize increases, the patient-therapist relationship improves, enabling the therapist to address the patient’s emotional and mental issues conveniently.
Multiple factors influence how one perceives the value of psychotherapy treatments. According to Cucchi and Qoronfleh (2025), culture and religion intersect to impact how individuals interpret mental health, their expression of psychological distress, and treatment expectations. Cultural and religious beliefs further influence health-seeking behaviors and patient engagement with mental health professionals. Therefore, individuals are more likely to embrace psychological treatment if they perceive it positively as guided by cultural or religious ideologies. Socioeconomics is highly influential, too. As Leppanen et al. (2022) posited, income and occupational status are directly linked with more frequent use of private psychotherapy. This association implies that socioeconomics determine the type of psychotherapy treatment model as well as the frequency of use.
Legal and ethical considerations for group and family therapy differ from those for individual therapy based on priority factors, client handling techniques, and private information concerns. In group and family therapy, a therapist must factor in confidentiality, informed consent, and privacy. In such scenarios, a therapist’s responsibility is to maintain confidentiality, remain responsible to the clients, maintain professionalism, manage complex power dynamics, and seek consent from the different clients (Avasthi et al., 2022). In individual therapy, informed consent is crucial, although easier to obtain than in group therapy. The therapist also has an ethical responsibility to maintain professional boundaries and ensure confidential data is used for therapy purposes only (Avasthi et al., 2022). This information protection prevents potential data breaches or misuse. These differences might impact therapeutic approaches for clients in group, individual, and family therapy. For instance, they might impact the communication approaches, necessitate a therapeutic contract, and determine the measures applied to manage group interactions while preventing conflicts. A suitable measure is fostering an inclusive environment in group and family therapy, which is not needed in individual therapy.
References
Avasthi, A., Grover, S., & Nischal, A. (2022). Ethical and legal issues in psychotherapy. Indian Journal of Psychiatry, 64(Suppl 1), S47–S61. https://doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_50_21
Cucchi, A., & Qoronfleh, M. W. (2025). Cultural perspective on religion, spirituality and mental health. Frontiers in Psychology, 16, 1568861. https://doi.org/10.3389/fpsyg.2025.1568861
Leppänen, H., Kampman, O., Autio, R., Karolaakso, T., Näppilä, T., Rissanen, P., & Pirkola, S. (2022). Socioeconomic factors and use of psychotherapy in common mental disorders predisposing to disability pension. BMC Health Services Research, 22(1), 983. https://doi.org/10.1186/s12913-022-08389-1
Sened, H., Zilcha-Mano, S., & Shamay-Tsoory, S. (2022). Inter-brain plasticity as a biological mechanism of change in psychotherapy: a review and integrative model. Frontiers in Human Neuroscience, 16, 955238. https://doi.org/10.3389/fnhum.2022.955238
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Biological Basis and Ethical/Legal Considerations of Psychotherapy
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.
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.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
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.
Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on 2 different days by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
NRNP_6645_Week1_Discussion_Rubric
| Criteria | Ratings | Pts |
|---|---|---|
| This criterion is linked to a Learning OutcomeMain 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. | 44 to >39.0 ptsExcellent Point range: 90–100Thoroughly 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.
39 to >34.0 ptsGood Point range: 80–89Responds 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. 34 to >30.0 ptsFair Point range: 70–79Responds 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. 30 to >0 ptsPoor Point range: 0–69Does 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. |
44 pts |
| This criterion is linked to a Learning OutcomeMain Posting:Writing | 6 to >5.0 ptsExcellent Point range: 90–100Written clearly and concisely…. Contains no grammatical or spelling errors…. Further adheres to current APA manual writing rules and style.
5 to >4.0 ptsGood Point range: 80–89Written concisely…. May contain one to two grammatical or spelling errors…. Adheres to current APA manual writing rules and style. 4 to >3.0 ptsFair Point range: 70–79Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors. 3 to >0 ptsPoor Point range: 0–69Not written clearly or concisely…. Contains more than two spelling or grammatical errors…. Does not adhere to current APA manual writing rules and style. |
6 pts |
| This criterion is linked to a Learning OutcomeMain Posting:Timely and full participation | 10 to >8.0 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts main discussion by due date.
8 to >7.0 ptsGood Point range: 80–89Posts main discussion by due date…. Meets requirements for full participation. 7 to >6.0 ptsFair Point range: 70–79Posts main discussion by due date. 6 to >0 ptsPoor Point range: 0–69Does not meet requirements for full participation…. Does not post main discussion by due date. |
10 pts |
| This criterion is linked to a Learning OutcomeFirst Response:Post to colleague’s main post that is reflective and justified with credible sources. | 9 to >8.0 ptsExcellent Point range: 90–100Response 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 to >7.0 ptsGood Point range: 80–89Response has some depth and may exhibit critical thinking or application to practice setting. 7 to >6.0 ptsFair Point range: 70–79Response is on topic, may have some depth. 6 to >0 ptsPoor Point range: 0–69Response may not be on topic, lacks depth. |
9 pts |
| This criterion is linked to a Learning OutcomeFirst Response:Writing | 6 to >5.0 ptsExcellent Point range: 90–100Communication 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 to >4.0 ptsGood Point range: 80–89Communication 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 to >3.0 ptsFair Point range: 70–79Response 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. 3 to >0 ptsPoor Point range: 0–69Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited. |
6 pts |
| This criterion is linked to a Learning OutcomeFirst Response:Timely and full participation | 5 to >4.0 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts by due date.
4 to >3.0 ptsGood Point range: 80–89Meets requirements for full participation…. Posts by due date. 3 to >2.0 ptsFair Point range: 70–79Posts by due date. 2 to >0 ptsPoor Point range: 0–69Does not meet requirements for full participation…. Does not post by due date. |
5 pts |
| This criterion is linked to a Learning OutcomeSecond Response:Post to colleague’s main post that is reflective and justified with credible sources. | 9 to >8.0 ptsExcellent Point range: 90–100Response 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 to >7.0 ptsGood Point range: 80–89Response has some depth and may exhibit critical thinking or application to practice setting. 7 to >6.0 ptsFair Point range: 70–79Response is on topic, may have some depth. 6 to >0 ptsPoor Point range: 0–69Response may not be on topic, lacks depth. |
9 pts |
| This criterion is linked to a Learning OutcomeSecond Response:Writing | 6 to >5.0 ptsExcellent Point range: 90–100Communication 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 to >4.0 ptsGood Point range: 80–89Communication 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 to >3.0 ptsFair Point range: 70–79Response 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. 3 to >0 ptsPoor Point range: 0–69Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited. |
6 pts |
| This criterion is linked to a Learning OutcomeSecond Response:Timely and full participation | 5 to >4.0 ptsExcellent Point range: 90–100Meets requirements for timely, full, and active participation…. Posts by due date.
4 to >3.0 ptsGood Point range: 80–89Meets requirements for full participation…. Posts by due date. 3 to >2.0 ptsFair Point range: 70–79Posts by due date. 2 to >0 ptsPoor Point range: 0–69Does not meet requirements for full participation…. Does not post by due date. |
5 pts |
Total Points: 100
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