Chat with us, powered by LiveChat Discussion: Posttraumatic Stress Disorder It is es - Writedi

Discussion: Posttraumatic Stress Disorder It is es

Discussion: Posttraumatic Stress Disorder It is estimated that more than 6% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Center for PTSD, 2010). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to substance abuse issues and even physical ailments. For this Discussion, as you examine the Thompson Family Case Study in this week’s Learning Resources, consider how you might assess and treat clients presenting with PTSD. Learning Objectives Students will: • Assess clients presenting with posttraumatic stress disorder • Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder • Evaluate outcomes for clients with posttraumatic stress disorder To prepare: • Review this week’s Learning Resources and reflect on the insights they provide. • View the media Academic Year in Residence: Thompson Family Case Study, and assess the client in the case study. • For guidance on assessing the client, refer to pages 137–142 of the Wheeler text in this week’s Learning Resources. Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment. 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 “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! By Day 3 Post on or before Day 3 an explanation of your observations of the client William in Thompson Family Case Study, including behaviors that align to the PTSD criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature. Read a selection of your colleagues’ responses. By Day 6 Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6640_Week5_Discussion_Rubric • Grid View • List View Show Descriptions Main 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.– Outstanding Performance 44 (44%) – 44 (44%) Thoroughly 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. supported by at least 3 current, credible sources Excellent Performance 40 (40%) – 43 (43%) Responds to the discussion question(s) is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 75% of post has exceptional depth and breadth supported by at least 3 credible references Competent Performance 35 (35%) – 39 (39%) Responds 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 post has exceptional depth and breadth supported by at least 3 credible references Proficient Performance 31 (31%) – 34 (34%) Responds 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 Room for Improvement 0 (0%) – 30 (30%) Does 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 Main Posting: Writing– Outstanding Performance 6 (6%) – 6 (6%) Written clearly and concisely Contains no grammatical or spelling errors Fully adheres to current APA manual writing rules and style Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Written clearly and concisely May contain one or no grammatical or spelling error Adheres to current APA manual writing rules and style Competent Performance 5 (5%) – 5 (5%) Written concisely May contain one to two grammatical or spelling error Adheres to current APA manual writing rules and style Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Written somewhat concisely May contain more than two spelling or grammatical errors Contains some APA formatting errors Room for Improvement 0 (0%) – 4 (4%) Not written clearly or concisely Contains more than two spelling or grammatical errors Does not adhere to current APA manual writing rules and style Main Posting: Timely and full participation– Outstanding Performance 10 (10%) – 10 (10%) Meets requirements for timely and full participation posts main discussion by due date Excellent Performance 0 (0%) – 0 (0%) NA Competent Performance 0 (0%) – 0 (0%) NA Proficient Performance 0 (0%) – 0 (0%) NA Room for Improvement 0 (0%) – 0 (0%) Does not meet requirement for full participation First Response: Post to colleague’s main post that is reflective and justified with credible sources.– Outstanding Performance 9 (9%) – 9 (9%) Response 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 Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) Response exhibits critical thinking and application to practice settings Competent Performance 7.5 (7.5%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting Proficient Performance 6.5 (6.5%) – 7 (7%) Response is on topic, may have some depth Room for Improvement 0 (0%) – 6 (6%) Response may not be on topic, lacks depth First Response: Writing– Outstanding Performance 6 (6%) – 6 (6%) Communication 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 Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Communication is professional and respectful to colleagues Response to faculty questions are 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 Competent Performance 5 (5%) – 5 (5%) Communication 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 Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Responses posted in the discussion may lack effective professional communication Response to faculty questions are somewhat answered if posed Few or no credible sources are cited Room for Improvement 0 (0%) – 4 (4%) Responses posted in the discussion lack effective Response to faculty questions are missing No credible sources are cited First Response: Timely and full participation– Outstanding Performance 5 (5%) – 5 (5%) Meets requirements for timely and full participation posts by due date Excellent Performance 0 (0%) – 0 (0%) NA Competent Performance 0 (0%) – 0 (0%) NA Proficient Performance 0 (0%) – 0 (0%) NA Room for Improvement 0 (0%) – 0 (0%) Does not meet requirement for full participation Second Response: Post to colleague’s main post that is reflective and justified with credible sources.– Outstanding Performance 9 (9%) – 9 (9%) Response 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 Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) Response exhibits critical thinking and application to practice settings Competent Performance 7.5 (7.5%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting Proficient Performance 6.5 (6.5%) – 7 (7%) Response is on topic, may have some depth Room for Improvement 0 (0%) – 6 (6%) Response may not be on topic, lacks depth Second Response: Writing– Outstanding Performance 6 (6%) – 6 (6%) Communication 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 Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Communication is professional and respectful to colleagues Response to faculty questions are 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 Competent Performance 5 (5%) – 5 (5%) Communication 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 Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Responses posted in the discussion may lack effective professional communication Response to faculty questions are somewhat answered if posed Few or no credible sources are cited Room for Improvement 0 (0%) – 4 (4%) Responses posted in the discussion lack effective Response to faculty questions are missing No credible sources are cited Second Response: Timely and full participation– Outstanding Performance 5 (5%) – 5 (5%) Meets requirements for timely and full participation Posts by due date Excellent Performance 0 (0%) – 0 (0%) NA Competent Performance 0 (0%) – 0 (0%) NA Proficient Performance 0 (0%) – 0 (0%) NA Room for Improvement 0 (0%) – 0 (0%) Does not meet requirement for full participation Total Points: 100 Name: NURS_6640_Week5_Discussion_Rubric Week 5: Psychotherapy With Trauma Disorders resulting from trauma are significantly different from other psychiatric mental health issues. Unlike disorders such as schizophrenia or major depressive disorder, trauma-related disorders do not occur randomly in the population. Instead, trauma is something that occurs as a result of the lived experience of a traumatic event. According to the National Center for PTSD, more than half of the population will experience trauma during their lifetime (National Center for PTSD, 2010). Although most people will recover from the trauma on their own, some require therapeutic interventions. While there are medications that can help individuals with trauma and posttraumatic stress disorder (PTSD), the foundation of treatment continues to be psychotherapy. This week, as you explore psychotherapy with trauma, you assess clients presenting with posttraumatic stress disorder. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Photo Credit: RoosterHD/Creatas Video/Getty Images Learning Resources Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. • Standard 3 “Outcomes Identification” (pages 48-49) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. • Chapter 13, “Stabilization for Trauma and Dissociation” (pp. 469–508) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Required Media Laureate Education (Producer). (2012a). Academic year in residence: Thompson family case study [Multimedia file]. Baltimore, MD: Author. Ochberg, F. (2012). Psychotherapy for chronic PTSD [Video file]. Mill Valley, CA: Psychotherapy.net. Optional Resources Substance Abuse and Mental Health Services Administration. (2012). Behavioral health issues among Afghanistan and Iraq U.S. war veterans. In Brief, 7(1), 1–7. Retrieved from https://store.samhsa.gov/system/files/sma12-4670.pdf Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma14-4884.pdf Wolpe, J. (n.d.). Joseph Wolpe on systematic desensitization [Video file]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 59 minutes. Bruce, T., & Jongsma, A. (2010b). Evidence-based treatment planning for post-traumatic stress disorder [Video file]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 74 minutes. Wilson, R. (2012). Exposure therapy for phobias [Video file]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes.

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