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NRNP 6650 Week 9 Assignment: Psychotherapeutic Approaches to Group Therapy for Addiction

NRNP 6650 Week 9 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 College 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.

By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK9Assgn+last
name+first initial.(extension)” as the name.
 Click the Week 9 Assignment Rubric to review the Grading Criteria for the
Assignment.
 Click the Week 9 Assignment link. You will also be able to “View Rubric” for
grading criteria from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the
document you saved as “WK9Assgn+last name+first initial.(extension)” and
click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to
submit my paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 9 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 9 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 9 Assignment

Making Connections
Now that you have:
 Explored psychotherapeutic approaches to group therapy for addiction
Next week, you will:
 Assess and develop diagnoses for clients presenting for child and adolescent group
psychotherapy
 Consider legal and ethical implications of counseling children and adolescent clients
with psychiatric disorders

Looking Ahead : Week 10 Videos
Next week, you will need to view several videos prior to completing your Discussions and
Assignments. These videos are more than 4 hours in length. Please plan ahead to ensure
you have time to view these videos and complete your Discussions and Assignments on
time.

To go to the next week:
Week 10

Week 10: Group Therapy With Children and Adolescents
Effective group treatment with children and adolescents rests upon three essential
considerations: the clients that compose the group, the therapists responsible for
conducting the group, and the setting in which the group occurs.

NRNP 6650 Week 9 Assignment Psychotherapeutic Approaches to Group Therapy for Addiction

NRNP 6650 Week 9 Assignment Psychotherapeutic Approaches to Group Therapy for Addiction

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS:NRNP 6650 Week 9 Assignment: Psychotherapeutic Approaches to Group Therapy for Addiction

—Dr. Mark Stone, Cognitive-Behavior 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 Resources
Required Readings

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.

McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program
shows potential in reducing symptoms of depression and stress among young people with
ASD. Journal of Autism and Developmental Disorders, 44(8), 2041-2051. doi:10.1007/s10803-
014-2087-9

Restek-Petrović, B., Bogović, A., Mihanović, M., Grah, M., Mayer, N., & Ivezić, E. (2014).
Changes in aspects of cognitive functioning in young patients with schizophrenia during
group psychodynamic psychotherapy: A preliminary study. Nordic Journal of Psychiatry,
68(5), 333-340. doi:10.3109/08039488.2013.839738

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-
to guide for evidence-based practice. New York, NY: Springer.
 Chapter 17, “Psychotherapy with Children” (pp. 597–624)
 Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)

Document: Group Therapy Progress Note

Document: I am Feeling Like I'm Going Crazy

Required Media

Microtraining Associates (Producer). (2009). Leading groups with adolescents [Video file].
Alexandria, VA: Author.

Psychotherapy.net (Producer). (2002). Adlerian parent consultation [Video file]. Mill Valley,
CA: Author.

The approximate length of this media pice is 117 minutes.
Optional Resources
Psychotherapy.net (Producer). (2012). Group counseling with adolescents: A multicultural
approach [Video file]. Mill Valley, CA: Author.

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

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, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

 

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