NRNP 6645 WU Psychotherapy for Clients with Addictive Disorders Presentation

NRNP 6645 WU Psychotherapy for Clients with Addictive Disorders Presentation

Outline

The current healthcare system greatly relies on evidence-based practice to promote the quality and safety of care provided. With great identification of priority healthcare issues, clinicians can utilize research to identify evidence-based interventions proven to be effective in solving the problem (Situmorang, 2020). This presentation focuses on managing addictive disorders with the utilization of psychotherapeutic approaches. The presentation will start by providing an overview of the selected articles, the target population, evidence-based interventions, claims of the authors, study findings and outcome, the significance of each study and its limitation in clinical practice, and finally the scholarly sources utilized.

Overview of the Article

Upon conducting a literature search in the Walden Library, I was able to identify one article which provides evidence supporting the use of music therapy and other music-based interventions in the management of addictive disorders like alcohol use disorder. Hohmann et al. (2017) carried out a systemic review of the use of psychotherapy in the management of addiction. The search method did not consider specific age groups or gender and gave limited studies available on the topic. All patients with addictive disorders were thus included in this study. However, the data collection process considered several outcome measures including carving, coping skills, withdrawal, enjoyment, motivation, sadness, depression, anger, and stress among others.

Based on the numerous outcome measures utilized in the data collection process, Hohmann et al. (2017) found it necessary to incorporate three domains to interpret the study results. The first domain provided a descriptive summary of the effectiveness of music therapy and other music-based interventions in the management of addiction as reported by quantitative studies. The second domain provided evidence demonstrating the same interventions by mixed-method studies. The last domain focused on evidence provided by only qualitative studies regarding the two interventions. The study findings were then tabulated and presented in tables of flow diagrams.

Population under Consideration

Due to the limited articles on the study topic, Hohmann et al. (2017) found it quite challenging to restrict the study population. However, looking at study participants of the reviewed sources, the selected population comprised both adult and female patients between the age of 18 and 59 years, diagnosed with some kind of substance use disorder. Some studies also include adolescents with SUD and other comorbidities.

Specific Intervention Used

In this study, Hohmann et al. (2017) examined mainly the effectiveness of music therapy in the management of addiction. All studies that examined either music therapy, music presentation, or other music-based interventions were included in this review. Additional comprehensive interventions that were also examined include a combination of music, video, art, individual counseling, and group therapy.

Author’s Claims

Hohmann et al. (2017) report an increase in the utilization of music therapy among other music-based interventions in the management of several mental disorders including addiction. The authors however still find the research on the efficacy of this intervention in the management of addictive disorder quite minimal. Despite the several studies which support the effectiveness of music-based intervention in managing addiction, its application in clinical practice over the use of other psychotherapeutic interventions still lacks.

Finding and Outcomes

From the conducted search, a total of 34 quantitative and 6 qualitative articles were included in this study. Most of these studies report the beneficial impact of music therapy and other music-based intervention in the management of addictive disorders such as SUD, especially among young adults. Some of the associated beneficial impacts include motivational outcome, perceived helpfulness, locus of control, participation, and emotional outcome. Four themes were revealed in qualitative studies, such as improved quality of life, emotional expression, development of skills, and group interaction. Because of the heterogeneity of the study findings, the efficacy of music therapy and music-based interventions is still unclear, hence undermining its feasibility in current clinical practice.

Limitations and their Impact on Practice

Because of the heterogeneity of the study findings as mentioned earlier, the efficacy of music therapy and music-based interventions is still unclear. The additional diagnosis and other treatments used by the participants in most of the studies were also not considered, despite the impact they might have on the outcome of the intervention. Despite most studies elaborating on the effectiveness of MBI, MT, or MP, no information has been provided on the potential mechanism of action of music-based interventions and music therapy in the management of substance use disorder (Carter et al., 2020).

Conclusion

Music therapy and music-based intervention have been reported to display great effectiveness in the management of addictive disorders like SUD (Carter et al., 2020). Scholarly sources were utilized to provide evidence to support the use of this intervention in clinical practice. All the sources are peer-reviewed and published in medical journals which confirms their credibility and reliability as scholarly sources. As such, more studies need to be carried out to ensure the effectiveness of music-based intervention in managing SUD.

NRNP 6645 WU Psychotherapy for Clients with Addictive Disorders Presentation References

Carter, T. E., & Panisch, L. S. (2020). A systematic review of music therapy for psychosocial outcomes of substance use clients. International Journal of Mental Health and Addiction, 1-18. https://doi.org/10.1007/s11469-020-00246-8
Hohmann, L., Bradt, J., Stegemann, T., & Koelsch, S. (2017). Effects of music therapy and music-based interventions in the treatment of substance use disorders: A systematic review. PloS one, 12(11), e0187363. https://doi.org/10.1371/journal.pone.0187363
Situmorang, D. D. B. (2020). Music therapy for the treatment of patients with addictions in the COVID-19 pandemic. Addictive Disorders & Their Treatment, 19(4), 252. DOI: 10.1097/ADT.0000000000000224

Description

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

To prepare:

Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

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THE ASSIGNMENT

In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

Provide an overview of the article you selected.

What population (individual, group, or family) is under consideration?

What was the specific intervention that was used? Is this a new intervention or one that was already studied?

What were the author’s claims?

NRNP 6645 WU Psychotherapy for Clients with Addictive Disorders Presentation

Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

NRNP 6645 WU Psychotherapy for Clients with Addictive Disorders Presentation Grid View

	Excellent	Good	Fair	Poor
Main Postinga	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or 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 two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. 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 one or no credible sources. 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 Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses 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.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses 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.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.