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NRNP 6650 Week 10 Discussion: Psychotherapeutic Approaches to Group Therapy with Children and

NRNP 6650 Week 10 Discussion: Psychotherapeutic Approaches to Group Therapy with Children and

Adolescents
Group therapy may be beneficial for children and adolescents, because it often provides an
environment that normalizes clients’ thoughts, feelings, and behaviors. However, as with
any therapeutic approach, group therapy might not be appropriate for every client, every
setting, or even every therapist. When selecting therapies, you must always consider the
psychodynamics of the client and your own skill set.
This week, as you assess and develop diagnoses for clients presenting for child and
adolescent group psychotherapy, you examine the effectiveness of this therapeutic

approach. You also consider legal and ethical implications of counseling children and
adolescent clients with psychiatric disorders.
Learning Objectives
Students will:
 Assess clients presenting with disruptive behavior
 Analyze group therapeutic approaches for treating clients presenting with
disruptive behavior
 Evaluate outcomes for clients presenting with disruptive behavior
To prepare:
 Review this week’s Learning Resources and reflect on the insights they provide.
 Read the case study I am Feeling Like I’m Going Crazy
 For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in
this week’s Learning Resources.
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 you cannot
post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post an explanation of the most likely DSM-5 diagnosis for the client in the case study. Be
sure to link those behaviors to the criteria in the DSM-5. Then, explain group therapeutic
approaches you might use with this client.  Explain expected outcomes for the client based
on these therapeutic approaches. Finally consider legal and ethical implications of
counseling children and adolescent clients with psychiatric disorders. 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
Grading Criteria

To access your rubric:
Week 10 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 10 Discussion

Making Connections
Now that you have:
 Assessed and developed diagnoses for clients presenting for child and adolescent
group psychotherapy
 Considered legal and ethical implications of counseling children and adolescent
clients with psychiatric disorders
Next week, you will:
 Complete your Final Exam

To go to the next week:
Week 11

Week 11: Group Therapy With Older Adults
Group therapy with older adults, like group therapy with children and adolescents,
presents unique challenges. Many older adults have had a lifetime of not sharing their
inner feelings with others, and they are often fearful of being judged. However, when the
group setting is properly facilitated, older adults may embrace the setting, find comfort in
their peers, and benefit from this therapeutic approach. In your role, how might you
maximize the benefits of group therapy for your older adult clients?
This week, you wil complete your Final Exam.

Learning Resources
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and
standards of practice (2nd ed.). Washington, DC: Author.
 Standard 7 “Ethics” (pages 67-68)

Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in
a long-term older adult psychotherapy group. Issues in Mental Health Nursing, 20(6),
603–617. doi:10.1080/016128499248394
Altruism and Creative Expressions in a Long-term Older Adult Psychotherapy Group by
Bonhote, K.; Romano-Egan, J.; Cornwell, C., in Issues in Mental Health Nursing, Vol.
20/Issue 6. Copyright 1999 by Taylor & Francis Inc. Reprinted by permission of Taylor &
Francis Inc. via the Copyright Clearance Center.

Cheston, R., & Jones, R. (2009). A small-scale study comparing the impact of psycho-
education and exploratory psychotherapy groups on newcomers to a group for people with
dementia. Aging & Mental Health, 13(3), 420-425. doi:10.1080/13607860902879409

Krishna, M., Honagodu, A., Rajendra, R., Sundarachar, R., Lane, S., & Lepping, P. (2013).
A systematic review and meta-analysis of group psychotherapy for sub-clinical depression
in older adults. International Journal of Geriatric Psychiatry, 28(9), 881–888.
doi:10.1002/gps.3905

​A Systematic Review and Meta-analysis of Group Psychotherapy for Sub-clinical
Depression in Older Adults by Krishna, M.; Honagodu, A.; Rajendra, R.; Sundarachar,
R.; Lane, S.; Lepping, P., in International Journal of Geriatric Psychiatry, Vol. 28/Issue 9.
Copyright 2013 by John Wiley & Sons Ltd. Reprinted by permission of John Wiley & Sons
Ltd. via the Copyright Clearance Center.

Krishna, M., Jauhari, A., Lepping, P., Turner, J., Crossley, D., & Krishnamoorthy, A.
(2011). Is group psychotherapy effective in older adults with depression? A systematic
review. International Journal of Geriatric Psychiatry, 26(4), 331–340. doi:10.1002/gps.2546
Is Group Psychotherapy Effective in Older Adults with Depression? A Systematic Review
by Krishna, M.; Jauhari, A.; Lepping, P.; Turner, J.; Crossley, D.; Krishnamoorthy, A., in
International Journal of Geriatric Psychiatry, Vol. 26/Issue 4. Copyright 2011 by John
Wiley & Sons, Ltd. Reprinted by permission of John Wiley & Sons, Ltd. via the Copyright
Clearance Center.

Rice, A. (2015). Common therapeutic factors in bereavement groups. Death Studies, 39(3),
165-172. doi:10.1080/07481187.2014.946627

Wang, C., Tzeng, D., & Chung, W. (2014). The effect of early group psychotherapy on
depressive symptoms and quality of life among residents of an apartment building for
seniors. Psychogeriatrics: The Official Journal of the Japanese Psychogeriatric Society, 14(1),
38-46. doi:10.1111/psyg.12037

Watkins, R., Cheston, R., Jones, K., & Gilliard, J. (2006). 'Coming out' with Alzheimer's
disease: Changes in awareness during a psychotherapy group for people with dementia.
Aging & Mental Health, 10(2), 166-176. doi:10.1080/13607860500312209

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-
to guide for evidence-based practice. New York, NY: Springer.
 Chapter 18, “Psychotherapy with Older Adults” (pp. 62–660)

Final Exam
In order to become a practicing psychiatric mental health nurse practitioner (PMHNP),
you are required to acquire and maintain active certification as a PMHNP. Currently, the
American Nurses Credentialing Center (ANCC) is the only certification exam available to
PMHNPs. This final exam is designed to help you prepare for the ANCC certification
exam.
Note: As always, you are responsible for being aware of your own state’s licensing
requirements.
Learning Objectives
Students will:
 Assess knowledge of concepts and principles related to the psychotherapy of groups
and families
This exam will cover topics related to psychotherapy with groups and families, as follows:
 Foundations of group work and types of groups
 Group processes
 Cognitive behavioral therapy for groups
 Group therapy for addiction
 Group therapy with children and adolescents
 Group therapy with older adults
By Day 7
Complete the midterm exam. Prior to starting the exam, you should review all of your
materials. There is a 2-hour time limit to complete this 76-question exam. You may only
attempt this exam once.

NRNP 6650 Week 10 Discussion Psychotherapeutic Approaches to Group Therapy with Children and

NRNP 6650 Week 10 Discussion Psychotherapeutic Approaches to Group Therapy with Children and

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This exam is a test of your knowledge in preparation for your certification exam. No
outside resources including books, notes, websites, or any other type of resource are to be
used to complete this exam. You are expected to comply with Walden University’s Code of
Conduct.
Submission and Grading Information
Submit Your Quiz by Day 7

To submit your Quiz:
Week 11 Quiz

Congratulations! After you have finished all of the assignments for this week, you have
completed the course. Please submit your Course Evaluation

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

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.

40 (40%) – 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.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

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 the post has exceptional depth and breadth.

Supported by at least three credible references.

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.

Cited with fewer than two credible references.

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 one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

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.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

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.

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.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
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.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
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.

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.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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