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Assignment: Psychotherapeutic Approaches to Group

Assignment: Psychotherapeutic Approaches to Group Therapy for Addiction When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction. Learning Objectives Students will: • Evaluate psychotherapeutic approaches to group therapy for addiction To prepare: • Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction. • View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used. The Assignment In a 2- to 3-page paper, address the following: • Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach. • Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision. • Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option. • Support your position with evidence-based literature. Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Walden Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6650_Week9_Assignment_Rubric • Grid View • List View Show Descriptions Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.– Excellent 27 (27%) – 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Good 24 (24%) – 26 (26%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Fair 21 (21%) – 23 (23%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. Poor 0 (0%) – 20 (20%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Quality of Work Submitted: The purpose of the paper is clear.– Excellent 5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria. Good 4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive. Fair 3.5 (3.5%) – 3.5 (3.5%) Purpose of the assignment is vague or off topic. Poor 0 (0%) – 3 (3%) No purpose statement was provided. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts.– Excellent 9 (9%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts. Good 8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts. Fair 7 (7%) – 7 (7%) Shows some degree of understanding of key concepts. Poor 0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.– Excellent 18 (18%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view. Good 16 (16%) – 17 (17%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Fair 14 (14%) – 15 (15%) Minimally includes and integrates specific information from 2-3 resources to support major points and point of view. Poor 0 (0%) – 13 (13%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.– Excellent 18 (18%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. Good 16 (16%) – 17 (17%) Summarizes information gleaned from sources to support major points, but does not synthesize. Fair 14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. Poor 0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.– Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time. Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation– Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.– Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. 4 Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6650_Week9_Assignment_Rubric Week 9: Group Therapy for Addiction Consider the following scenario: The psychiatric mental health nurse practitioner is working for a community health clinic that offers state mandated “intensive outpatient rehabilitation” services for individuals who face incarceration for driving while under the influence. Mr. Smith, a 24-year-old male patient, shows up for his initial intake appointment and says, “Look, this sounds like it’s going to be an AA meeting. Can’t I just go there? I only had a couple of drinks. I don’t know why the judge was such a jerk.” Clients with addictive disorders may present for therapy for various reasons. Some, like Mr. Smith, attend because it is court mandated. Some attend because family or friends have pushed them to do so, while others may attend because life has become unmanageable. Regardless of clients’ reasons for presenting for therapy, to reach these clients and effectively treat them, you must be able to break down barriers, establish relationships, and help them see the benefits of this therapeutic approach. This week, you explore psychotherapeutic approaches to group therapy for addiction. You also develop diagnoses for clients receiving psychotherapy for addiction and consider legal and ethical implications of counseling these clients. Learning Resources Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. • Standard 6 “Evaluation” (pages 65-66) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. • Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596) Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. • Chapter 13, “Problem Group Members” (pp. 391–427) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Gamble, J., & O’ Lawrence, H. (2016). An overview of the efficacy of the 12-step group therapy for substance abuse treatment. Journal of Health & Human Services Administration, 39(1), 142-160. Kim, J. W., Choi, Y. S., Shin, K. C., Kim, O. H., Lee, D. Y., Jung, M. H., … Choi, I. (2012). The effectiveness of continuing group psychotherapy for outpatients with alcohol dependence: 77-month outcomes. Alcoholism: Clinical & Experimental Research, 36(4), 686–692. doi:10.1111/j.1530-0277.2011.01643.x Document: Group Therapy Progress Note Required Media Allyn & Bacon (Producer). (2000). Motivational interviewing [Video file]. Mill Valley, CA: Psychotherapy.net. The approximate length of this media pice is 102 minutes. Laureate Education (Producer). (2013d). Levy family: Sessions 1-7 [Video file]. Baltimore, MD; Author. Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Psychotherapy.net (Producer). (2015). Group therapy for addictions: An interpersonal relapse prevention approach [Video file]. Mill Valley, CA: Author. Optional Resources Psychotherapy.net (Producer). (2000a). Cognitive therapy for addictions [Video file]. Mill Valley, CA: Author.

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