PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS NRNP 6645

PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS NRNP 6645

PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS NRNP 6645

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.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

• Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 187 Models of Treatment for Addictionvideo, consider what treatment model you may use the most with clients presenting with addiction.
• Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

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?
• 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.
• Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.
• Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

BY DAY 7

Submit your Assignment.

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SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK8Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS NRNP 6645 Rubric

NRNP_6645_Week8_Assignment_Rubric

NRNP_6645_Week8_Assignment_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including: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 used?What were the author’s claims?	20 to >17.0 pts Excellent 90%–100% The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author’s claims. 17 to >15.0 pts Good 80%–89% The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author’s claims. 15 to >13.0 pts Fair 70%–79% There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author’s claims. 13 to >0 pts Poor 0%–69% There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author’s claims, or is missing.	20 pts
This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why?	25 to >22.0 pts Excellent 90%–100% The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients. 22 to >19.0 pts Good 80%–89% The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients. 19 to >17.0 pts Fair 70%–79% The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients. 17 to >0 pts Poor 0%–69% The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing.	25 pts
This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.	25 to >22.0 pts Excellent 90%–100% The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article. 22 to >19.0 pts Good 80%–89% The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article. 19 to >17.0 pts Fair 70%–79% The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article. 17 to >0 pts Poor 0%–69% The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing.	25 pts
This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.	10 to >8.0 pts Excellent 90%–100% The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides. 8 to >7.0 pts Good 80%–89% The Notes function of the presentation is adequately used to expand upon the presentation slides. 7 to >6.0 pts Fair 70%–79% The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies. 6 to >0 pts Poor 0%–69% The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included.	10 pts
This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide.	10 to >8.0 pts Excellent 90%–100% The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide. 8 to >7.0 pts Good 80%–89% The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide. 7 to >6.0 pts Fair 70%–79% The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide. 6 to >0 pts Poor 0%–69% The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing.	10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance.	5 to >4.0 pts Excellent 90%–100% Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity. 4 to >3.5 pts Good 80%–89% Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time. 3.5 to >3.0 pts Fair 70%–79% Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. 3 to >0 pts Poor 0%–69% Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 pts Excellent 90%–100% Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 pts Good 80%–89% Contains 1 or 2 grammar, spelling, and punctuation errors. 3.5 to >3.0 pts Fair 70%–79% Contains 3 or 4 grammar, spelling, and punctuation errors. 3 to >0 pts Poor 0%–69% Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.	5 pts
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.