Humanistic-Existential Psychotherapy With Other Approaches

Comparing Humanistic-Existential Psychotherapy With Other Approaches Example

Humanistic and Existential (HE) psychotherapies were established as treatment approaches that understand individuals as a whole being and living within a socially interconnected and holistic world. These two approaches are based on understanding the human experience while focusing on the patient rather than the symptoms. Additionally, this treatment approach aims at increasing the individual’s self-understanding and self-awareness.

 From the humanistic perspective, human nature is considered good, with great potential of maintaining meaningful relationships, a healthy lifestyle, and making individual choices that are of interest to oneself or others (Hanis, Sadeghi, & Gholamrezae, 2020 Humanistic-Existential Psychotherapy With Other Approaches).

 In the same line, existential psychology emphasizes helping people find philosophical meaning when facing psychological problems by choosing to think and act responsibly and authentically. The two approaches both aim at helping individuals free themselves from negative attitudes and assumptions so that they can enjoy fulfilling lives.

From the provided case study, Gina can best benefit from Humanistic-Existential Psychotherapy rather than other approaches, such as Cognitive Behavioral Therapy (CBT). Her psychological problem is mainly inbuilt, as she believes that she is a perfectionist and does everything possible to make others happy, even at the expense of her own satisfaction. She even relates her failures, such as her divorce, to her being a perfectionist. However, as illustrated by HE psychology, these personal assumptions displayed by Gina can best be solved through enhanced self-understanding and self-awareness (Solobutina & Miyassarova, 2020 Humanistic-Existential Psychotherapy With Other Approaches). 

Consequently, the HE psychotherapist’s acceptance and empathy, in addition to the insight gained by the patient, will contribute greatly towards Gina’s recovery by availing chances for her to make new existential choices, starting with informed decisions to concentrate on herself and learn how to say no when overwhelmed. With the utilization of this approach, the patient is expected to exhibit enhanced individual and social abilities, promoting a positive attitude towards life and self-flourishing.

Cognitive Behavioral Therapy (CBT), on the other hand, could not be utilized with Gina, as this approach focuses on actual thoughts, somatic relations, emotions, and behaviors of the patient that took place in the past and how to cope with them, unlike HE with emphasizes the overlap to the future. Additionally, with CBT, emphasis is put on the patient’s existing symptoms and how to make changes, which is ineffective for Gina, as she needs an approach aimed at understanding her personal experience as a whole human being, as displayed in HE psychotherapy.

 Lastly, Gina needs to learn how to make good choices by herself, which can only be gained through HE psychotherapy, unlike CBT, which is based on the belief that the patient is not free to be able to shape their own destiny (Heidenreich Noyon, Worrell, & Menzies, 2021 Humanistic-Existential Psychotherapy With Other Approaches). If CBT would have been utilized, the patient would have been able to accept the fact that she is a perfectionist and acquire coping mechanisms for this thought and its effects on her life.

Generally, several psychotherapeutic approaches have been established to help in the promotion of individual psychological health. However, for the optimum outcome, clinicians are encouraged to choose the most appropriate therapeutic approach regarding evidence-based practice (Solobutina & Miyassarova, 2020). For instance, in the case of Gina, several scholarly sources were utilized to support the use of HE therapies rather than CBT, among other therapeutic approaches. 

Three scholarly sources were reviewed as listed in the reference. These sources are considered scholarly as they were all written by experts in psychological health. All the sources are also peer-reviewed with citations proving that the author also utilized other materials in the publication.


● Nasiri Hanis, G., Sadeghi, M., & Gholamrezae, S. (2020). Comparison of the effectiveness of existential, cognitive-existential, and humanistic-existential group psychotherapy on behavioral self-regulation for effective relationships in women. Family Counseling and Psychotherapy, 9(2), 145-172.

● Heidenreich, T., Noyon, A., Worrell, M., & Menzies, R. (2021). Existential approaches and cognitive behavior therapy: Challenges and potential. International Journal of Cognitive Therapy, 14(1), 209-234.

● Solobutina, M. M., & Miyassarova, L. R. (2020). Dynamics of Existential Personality Fulfillment in the Course of Psychotherapy. Behavioral Sciences, 10(1), 21.

WEEK 7 Assignment: Comparing Humanistic-Existential Psychotherapy With Other Approaches Instructions

Understanding the strengths of each type of therapy and which type of therapy is most appropriate for each patient is an essential skill of the psychiatric-mental health nurse practitioner. In this Assignment, you will compare humanistic-existential therapy to another psychotherapeutic approach. You will identify the strengths and challenges of each approach and describe expected potential outcomes.

To prepare for Humanistic-Existential Psychotherapy With Other Approaches:

■ Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.

■ Reflect on humanistic-existential psychotherapeutic approaches.

■ Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

The Assignment

In a 2- to 3-page paper, address the following:

■ Briefly describe humanistic-existential psychotherapy and the second approach you selected.

■ Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

■ Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.

■ Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides

an example of those required elements (available at ). All papers submitted must use this formatting.

NRNP 6645 Syllabus


Click here and follow the instructions to confirm you have read the entire Syllabus and will abide by the requirements described in order to successfully complete this course.

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

■ This Syllabus, including the Course Schedule that is linked on this page as a PDF

 ■ Course Calendar

■ Support, Guidelines, and Policies Credit Hours

■ 3 credits in 11 weeks

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate

work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.


■ NURS 6630: Psychopharmacological Approaches to Treatment of Psychopathology

■ NRNP 6635: Psychopathology and Diagnostic Reasoning

■ PRAC 6635: Psychopathology and Diagnostic Reasoning Practicum Course Description

Psychotherapy involves giving more than “good advice.” For the psychiatric-mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be consistent with evidence-based practices. Learners in this course examine a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals, families, and groups across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

■ Evaluate evidence-based psychotherapeutic counseling theories

■ Evaluate ethical and legal considerations related to psychotherapy

■ Apply psychotherapeutic counseling techniques and tools

■ Assess patients across the lifespan presenting for psychotherapy

■ Develop differential diagnoses for patients in mental health settings across the lifespan

■ Develop plans of care for patients that incorporate individual, family, or group psychotherapy interventions

College of Nursing Alignment of Learner Outcomes

Click on the following link to access the Alignment of Learner Outcomes: Document: NRNP 6645 College of Nursing Alignment of Learner Outcomes (PDF) Course Materials

Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

Course Text Required texts:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Note: This text is available at no cost through the Walden Library.

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Pearson.

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Recommended text:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module. Humanistic-Existential Psychotherapy With Other Approaches


Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

Primary and Secondary Sources

 Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something first hand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly,

peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers.

 The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments

● Participation in Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate in weeks with a Discussion by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. 

To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.

Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for the main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

● Assignments: The Assignments provide you the opportunity to apply the skills and knowledge gained through the Learning Resources. See the Assignment area of specific

weeks for detailed descriptions of the Assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area. Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible outside and course-specific resources (i.e., video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

School of Nursing Academic Integrity Originality Policy

Walden encourages students to use critical thinking to produce original thoughts in discussion posts, assignments, and other scholarly work. This will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your responses. Using too many direct quotes or ineffective paraphrasing does not demonstrate original thought.

“According to the Walden Writing Center, “Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author’s ideas while also providing credibility to your own argument or analysis. …As you discuss those sources, paraphrasing allows you to use your own words and sentence structure to talk about the information you gleaned from those sources.”

Ineffective paraphrasing occurs when authors paraphrase a source but do not use their own sentence structure or vocabulary to effectively reword that source. The issue here is often that the student’s paraphrase simply uses synonyms for the source’s original wording and is not different enough from the original source’s wording. Ineffective paraphrasing can occur when an author does not use his or her own wording or voice to paraphrase entire paragraphs or individual sentences.

For more information refer to the Writing Center’s Introduction to Plagiarism & Intellectual Property

Assignments, discussion posts, or other scholarly work that does not demonstrate originality and/or lacks proper citation to credit original sources/authors will receive a grade reduction amounting up to 10%.

Grading Criteria and Total Components of a Grade Course grades will be based on participation (postings) and completion of assignments listed below.

Letter grades will be assigned as follows:

90%–100% = A

80%–89% = B

70%–79% = C

< 70% = F

Please see below for the policy on Incomplete (I) grades.

 Assessment Total Points* Percentage (Weighted)
 Discussions (x2) 200 10%
 Assignments (x6) 600 40%
 Exams (x2) 200 50%
 Total 1,000 100%

*Each Assessment is graded on a 100-point scale.

Incomplete Grade Policy

Per university policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the Course Faculty. Humanistic-Existential Psychotherapy With Other Approaches

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. 

Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the university-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page.

You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation is provided whenever full credit is not achieved.

Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. Your Instructor’s goal is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting, or any time you have any questions regarding your assignments or your grade.

Course Procedures

■ All class Discussions take place in the Discussion areas.

■ You are encouraged to post course-related questions to the Contact the Instructor area, as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement.

■ Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week, even if you received full credit.

■ Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there, unless students have specific questions for him or her.

■ Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Student Support Team right away. Contact information for the Student Support Team is located in the Student Support area.

■ Review all materials in the Course Information area as well as the materials contained under each of the weekly buttons.

Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments

● Be sure that you post to the correct Discussion area each week. Do not email postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to the response postings of others, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

● Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.

● All email correspondence must contain the subject line “NRNP 6645-XX-NAME” (XX is the section number) followed by a brief description of the subject. This subject line convention ensures that your email will be easily identified and responded to in a timely manner. It is required that the email contain a signature that matches the official name used in the course.

Late Assignment Policy

Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The university is not responsible for lost or missing coursework.

Course Evaluation

At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director.

Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

Students With Disabilities

Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of Student Wellness & Disability Services at or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.

Classroom Participation

In accordance with the U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation. Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.


The module course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each module of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.

To View the Calendar

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

For full assignment details and directions, refer to each Module of the course.

 Click on the NRNP 6645 Course Schedule (PDF) link to access the Course Schedule. Document: NRNP 6645 Course Schedule (PDF)


 Module Assignment Title
 Module 1 Foundations of Psychotherapy With Multiple Modalities
 Week 1 Foundations of Psychotherapy
  Learning Resources Required Readings Required Media
  Getting Started Analyzing Journal Articles
  Discussion Biological Basis and Ethical/Legal Considerations of Psychotherapy
 Week 2 Family Assessment and Psychotherapeutic Approaches
  Learning Resources Required Readings Required Media
  Assignment Family Assessment
 Week 3 Foundations of Group Work and Types of Therapy
  Learning Resources Required Readings Required Media
  Assignment Analyzing Group Techniques
 Module 2 Theoretical Approaches to Psychotherapy
 Week 4 Psychodynamic Psychotherapy
  Learning Resources Required Readings Required Media
 Week 5 Cognitive Behavioral Therapy
  Learning Resources Required Readings Required Media
  Discussion Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings
 Week 6 Supportive and Interpersonal Psychotherapy
  Learning Resources Required Readings Required Media
  Midterm Exam Humanistic-Existential Psychotherapy With Other Approaches
 Week 7 Humanistic-Existential Therapy
  Learning Resources Required Readings Required Media
  Assignment Comparing Humanistic-Existential Psychotherapy With Other Approaches
 Module 3 Psychotherapy for Special Issues and Populations
 Week 8 Psychotherapy for Addictive Disorders
  Learning Resources Required Readings Required Media
  Assignment Psychotherapy for Clients With Addictive Disorders
 Week 9 Psychotherapy With Trauma and Stressor-Related Disorders
  Learning Resources Required Readings Required Media
  Assignment Posttraumatic Stress Disorder
 Week 10 Psychotherapy With Personality Disorders
  Learning Resources Required Readings Required Media
  Assignment Therapy for Clients With Personality Disorders
 Week 11 Cultural Competence/Awareness, Vulnerable Populations, and Other Special Considerations