NRNP 6640 Discussion: Therapy for Clients With Personality Disorders

NRNP 6640 Discussion: Therapy for Clients With Personality Disorders

Therapy for Clients with Personality Disorders

A narcissistic personality condition is a psychological disorder where victims overrate their worth. They demonstrate high claims for solid admiration and attention and show no compassion for others, and they are likely to be disappointed and sad if their demands are not met (Hörz-Sagstetter et al., 2018). Such individuals are flimsy to common disparagement, which profusely affects their self-confidence. Based on DSM-5 criteria, the disorder presents from early adulthood and is distinguished by impaired personality functioning (Daurio & Taylor, 2021). The victims show eccentricity, egotistical manners, self-rule, reduced empathy, and a sense of entitlement. The laboratory diagnostic techniques for this condition are not established (Hörz-Sagstetter et al., 2018).

A therapeutic approach that has proved effective is psychoanalytic psychotherapy. It is a technique that entails interacting with the patients to perceive what is in their minds. It creates awareness of veiled thought outlines resulting in the disorder. The therapy employs dream scrutiny, free interaction, resistance analysis, and transference scrutiny as treatment options (Avdi & Seikkula, 2019). Psychoanalytic psychotherapy is crucial in this disorder since it unveils insentient thoughts and transmutes them to the conscious mind to promote the ego’s functioning, which weakens the feelings of preeminence and entitlement, hence managing the condition.

A therapeutic relationship is between two or more persons undergoing a psychiatry session. It is a relationship of trust and respect between a psychotherapist and his clients (Alvarez et al., 2021). Before sharing patient information, the therapist should seek consent to ensure he does not offend his client and break the bond. When addressing an individual, the therapist should clearly communicate the patient’s condition. In a family setting, the therapist should involve the patient’s household in a session to help them perceive the patient’s thoughts and viewpoints to enhance their understanding. In group therapy, the session should include patients diagnosed with the condition and under management (Alvarez et al., 2021). It will facilitate patient acceptance and avail necessary support as the therapy begins.

NRNP 6640 Discussion: Therapy for Clients With Personality Disorders References

Alvarez, I., Herrero, M., Martínez‐Pampliega, A., & Escudero, V. (2021). Measuring perceptions of the therapeutic alliance in individual, family, and group therapy from a systemic perspective: Structural validity of the SOFTA‐s. Family Process, 60(2), 302-315. https://doi.org/10.1111/famp.12565

Avdi, E., & Seikkula, J. (2019). Studying the process of psychoanalytic psychotherapy: Discursive and embodied aspects. British Journal of Psychotherapy, 35(2), 217-232. https://doi.org/10.1111/bjp.12444

Daurio, A. M., & Taylor, J. (2021, July 29). An Investigation of the Triarchic Model of Psychopathy and Self-Reported Cluster B Personality Disorder Traits. Personality Disorders: Theory, Research, and Treatment. Advance online publication. http://dx.doi.org/10.1037/per0000500

Hörz-Sagstetter, S., Diamond, D., Clarkin, J. F., Levy, K. N., Rentrop, M., Fischer-Kern, M., … & Doering, S. (2018). Clinical characteristics of comorbid narcissistic personality disorder in patients with borderline personality disorder. Journal of Personality Disorders, 32(4), 562-575.

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.

Learning Objectives

Students will:

Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.
NRNP 6640 Discussion Therapy for Clients With Personality Disorders
Select one of the personality disorders from the DSM-5.

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 a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. 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.

Submission and Grading Information

NRNP 6640 Discussion: Therapy for Clients With Personality Disorders Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 11 Discussion

NRNP 6640 Discussion: Therapy for Clients With Personality Disorders Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.