A college student decides to go to a party the night before a major exam instead of studying. After receiving a low score on the exam, the student tells a fellow student, "I have to work too much and don't have time to study." which defense mechanism is the student using?

A. Rational Emotive Therapy: Rational Emotive Therapy (RET), also known as Rational Emotive Behavior Therapy (REBT), is a type of cognitive-behavioral therapy that focuses on identifying and challenging irrational beliefs and thought patterns. It aims to help individuals develop more rational and adaptive ways of thinking, feeling, and behaving. The nurse's statement of asking the client to consider other reasons for their parent not answering the phone aligns with the principles of RET, where challenging irrational beliefs is a key component.

B. Cognitive Theory: Cognitive Theory, in the context of therapy, refers to approaches that focus on how thoughts and beliefs influence emotions and behaviors. This can include identifying and changing cognitive distortions and negative thought patterns. The nurse's statement reflects a cognitive approach by encouraging the client to consider alternative explanations for the parent's behavior, which can help challenge and modify their negative cognitive patterns.

C. Reality Therapy: Reality Therapy, as mentioned earlier, emphasizes personal responsibility and choices. It focuses on the present and encourages individuals to evaluate their behavior and choices in relation to their goals and values. While the nurse's statement involves considering alternative explanations (which aligns with reality testing), the emphasis on exploring deeper emotional issues and personal responsibility is not as prominent in this scenario.

D. Gestalt Therapy: Gestalt Therapy focuses on the present moment and the client's awareness of their thoughts, feelings, and behaviors. It often involves techniques such as role-playing, empty chair exercises, and focusing on non-verbal cues. While the nurse's statement promotes awareness and exploration of different perspectives, it does not specifically align with the techniques and principles of Gestalt Therapy.

A. Rationalization:
Rationalization involves providing logical or rational explanations to justify one's behavior or actions, especially when faced with anxiety or guilt. In this scenario, the student is rationalizing their decision to go to the party instead of studying by attributing their low exam score to having to work too much. This rationalization serves as a way to lessen feelings of guilt or responsibility for not studying adequately. In this scenario, the most applicable defense mechanism is A. Rationalization, as the student is providing a logical explanation to justify their behavior and avoid taking full responsibility for their actions or decisions.

B. Denial:
Denial is a defense mechanism where an individual refuses to accept or acknowledge reality or facts that are too painful or distressing. If the student were in denial, they would outright reject or refuse to believe that their decision to attend the party had any impact on their exam performance, despite evidence suggesting otherwise.

C. Regression:
Regression involves reverting to earlier, more childlike behaviors or coping mechanisms in response to stress or anxiety. If the student were exhibiting regression, they might engage in behaviors characteristic of a less mature or responsible approach to handling academic challenges, such as avoiding responsibility or blaming external factors without taking personal accountability.

D. Suppression:
Suppression is a defense mechanism where an individual consciously pushes aside or ignores thoughts, feelings, or impulses that are distressing or unacceptable. If the student were suppressing their feelings of guilt or regret about attending the party instead of studying, they would be deliberately trying to ignore or push away these emotions rather than addressing them directly.