Tag: Clinical-Nursing

  • NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers

    NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers

    Week 1: Comprehensive Integrated Psychiatric Assessment

    “We adopted Maria from an orphanage in Guatemala when she was 4 years old. We were hoping she would love us as much as we love her, but she is always so distant and will not let us get close. She continually bumps her head on the wall and screams when we try to make her stop. She is now 5, and we have tried everything to help her understand that we just want to love her and have her be part of our family.” NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Jessica and Jason, Parents of 5-year-old Maria

    The delicate dance—engagement and empathy.

    Laureate Education (Producer). (2017d). Working with Children and Adolescents [Video file]. Baltimore, MD: Author.

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    Note:
    The approximate length of this media piece is 2 minutes.

     

    Accessible player
    –Downloads–
    Download Video w/CC
    Download Audio
    Download Transcript

    The comprehensive integrated psychiatric assessment is one of the most important elements of the psychiatric-mental health nurse practitioner’s (PMHNP) skill set to understand, diagnose, and develop a treatment plan for Maria. The psychiatric interview is a craft by which one human being becomes acquainted with another’s deepest thoughts, fears, emotions, and behavior. “This task is not unlike exploring a darkened room in an old Victorian house” (Shea, p. 3) with only a candle for illumination. As the PMHNP sees more of the client’s life unfold, the picture becomes clearer. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    This week, you explore in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process.

    Photo Credit: sbrogan / iStock / Getty Images Plus

    Learning Resources

    Note:
    To access this week’s required library resources, please click on the link to the Course Readings List, found in the
    Course Materials
    section of your Syllabus.

    Required Readings

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
    (11th ed.). Philadelphia, PA: Wolters Kluwer.

    Chapter 5, “Examination and Diagnosis of the Psychiatric Patient” (pp. 192–289)

    Chapter 31, “Child Psychiatry” (pp. 1082–1107)

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

    “Introduction”

    “Use of the Manual”

    “Cultural Formulation”

    Note:
    You will access this book from the Walden Library databases.

    Kaplan, C. (2017). Ethical dilemmas.
    Advanced Healthcare Network.
    Retrieved from https://web.archive.org/web/20160416180027/http://nurse-practitioners-and-physician-assistants.advanceweb.com/Article/Ethical-Dilemmas-2.aspx

    Pumariega, A. J., Rothe, E., Mian, A., Carlisle, L., Toppelberg, C., Harris, T., . . .  Smith, J. (2013). Practice parameter for cultural competence in child and adolescent psychiatric practice.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    52
    (10), 1101–1115. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00479-6/pdf

    American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for psychodynamic psychotherapy with children.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    51
    (5), 541–557. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00141-4/pdf

    American Psychological Association. (2017).
    Code of Ethics
    . Retrieved from http://www.apa.org/ethics/code/. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Document:
    Child and Adolescent Diagnostic Assessment Worksheet (Word document)

    Document:
    Practicum Journal Template (Word document)

    Required Media

    Gajbhare, P. (2014, March 8).
    Mental status examination
    [Video file]
    .
    Retrieved from https://www.youtube.com/watch?v=VjWVYgf2UcU

     

    Note:
    The approximate length of this media piece is 36 minutes.

    YMH Boston. (2013a, May 22).
    Vignette 1 – Introduction to a preventive services visit
    [Video file]
    .
    Retrieved from https://www.youtube.com/watch?v=pQy-jwiu7gM

     

    Note:
    The approximate length of this media piece is 3 minutes.

    YMH Boston. (2013c, May 22).
    Vignette 4 – Introduction to a mental health assessment
    [Video file]
    .
    Retrieved from https://www.youtube.com/watch?v=JCJOXQa9wcE

     

    Note:
    The approximate length of this media piece is 4 minutes.

    Optional Resources

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
    (11th ed.). Philadelphia, PA: Wolters Kluwer.

    Chapter 1, “Neural Sciences” (pp. 1–92)

    Chapter 31.2, “Assessment, Examination, and Psychological testing” (pp. 1107–1118)

    Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
    Rutter’s child and adolescent psychiatry
    (6th ed.). Hoboken, NJ: Wiley Blackwell.

    Discussion: Comprehensive Integrated Psychiatric Assessment

    The comprehensive integrated psychiatric assessment of a child or adolescent consists of gathering information from not only the child but from several sources, most notably the family members, caregivers, and the child’s teacher or school counselor. Because of this, the diagnostic assessment becomes more complicated. Issues of confidentiality, privacy, and consent must be addressed. Also, the PMHNP must take into consideration the impact of culture on the child. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    In this Discussion, you review and critique the techniques and methods of a mental health professional as he or she completes a comprehensive integrated psychiatric assessment of an adolescent.

    Learning Objectives

    Students will:

    Evaluate comprehensive integrated psychiatric assessment techniques

    Recommend assessment questions

    To Prepare for the Discussion:

    Review the Learning Resources concerning the comprehensive integrated psychiatric assessment.

    Watch the
    Mental Status Examination
    video.

    Watch the two YMH Bostonvideos.

    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
    ! NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    By Day 3

    Based on the YMH Boston
    Vignette 4
    video
    , post answers to the following questions:

    What did the practitioner do well?

    In what areas can the practitioner improve?

    At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

    What would be your
    next
    question, and why?

    By Day 6

    Respond
    to at least
    two
    of your colleagues by offering additional insights or alternative perspectives on their diagnosis or provide alternate next questions and why you selected those. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Submission and Grading Information

    Grading Criteria

    To access your rubric:

    Week 1 Discussion Rubric

    Post by Day 3 and Respond by Day 6

    To participate in this Discussion:

    Week 1 Discussion

    Assignment: Practicum Journal Entry: Analyzing an Ethical Decision

    In your role as a PMHNP, you will encounter several situations that will require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidenced-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their socio-demographic and ethnic/racial background. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action. For this Assignment, you review the literature and discover the various ethical dilemmas PMHNPs encounter and how these issues are typically addressed in your state. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Learning Objectives

    Students will:

    Analyze salient ethical issues in psychiatric mental health practice

    Compare ethical dilemmas with state health laws and regulations

    Analyze ethical decision-making processes

    To prepare:

    Review literature for moral/ethical issues encountered by a PMHNP.

    Select one of the articles you found that was published within the last 5 years to use as a focus for this assignment. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Write
    a 2-page paper
    in which you do the following:

    Summarize the moral/ethical issue in the article (no more than 1 paragraph).

    Describe the moral and ethical dilemmas surrounding the issue.

    Analyze the ethical issue and compare them to the state health laws and regulations in your state.

    Outline the process of ethical decision making you would use to address this ethical dilemma.

    Note:
    Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.

    By Day 7 of Week 4

    Submit
    your Assignment. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Making Connections

    This week, you explored in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process.

    Next week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio.

    Looking Ahead 1: Didactic Assignments

    Week 3:
    You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

    Week 5:
    You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Week 6:
    You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.

    Week 7:
    You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

    Week 10:
    You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Looking Ahead 2: Practicum Assignments

    Each week, you will complete practicum-related assignments. It is highly recommended that you review the practicum assignments for Weeks 2–11 before
    Day 7
    of
    Week 1
    . This will give you time to meet with your preceptor so that you can fulfill the requirements of each practicum assignment.

    Week 2:
    You begin working on your cover letter, resume, and portfolio. (Assignment to be submitted by
    Day 7
    of
    Week 10
    .) NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Week 3:
    You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
    Day 7
    of
    Week 4
    .)

    Week 5:
    You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
    Day 7
    of
    Week 7
    .)

    Week 6:
      You will write a reflection on your practicum experiences involving group therapy sessions. (Assignment to be submitted by
    Day 7
    of
    Week 7
    .)

    Week 7:
    You will write a journal entry concerning voluntary and involuntary commitment. (Assignment to be submitted by
    Day 7
    of
    Week 7
    .) NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

    Week 9:
      You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
    Day 7
    of
    Week 10
    .)

    Week 10:
      You will write about two clients you observed or counseled during a group therapy session for children and adolescents. (Assignment to be submitted by
    Day 7
    of
    Week 10
    .)

    Week 10:
    You will complete and submit your cover letter, resume, and portfolio. (Assignment to be submitted by
    Day 7
    of
    Week 10
    .) NURS – 6660 – Comprehensive Integrated Psychiatric Assessment Essay Assignment Papers.

  • Mid-range Theories – Nursing Essay Assignment Papers

    Mid-range Theories – Nursing Essay Assignment Papers

    Search current nursing journals for examples of the development, analysis, or use of mid-range theories in the discipline of nursing. Debate trends in the development and use of mid-range theories in nursing research with colleagues. Mid-range Theories – Nursing Essay Assignment Papers.

    Mid-range Theories

    Introduction

    Fig. 17: Nursing Theorists

    Middle range, or mid-range, nursing theories lie between the most abstract theories, such as grand nursing theories, models, or conceptual frameworks, and more circumscribed, concrete theories, such as practice theories. Compared to grand theories, mid-range theories are more specific, have fewer concepts, and encompass a more limited aspect of the real world. Concepts are relatively concrete and can be operationally defined.

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    Nursing has appeared to recognize mid-range theory as the latest step in knowledge development, and there is broad acceptance of the need to develop mid-range theories to support nursing practice. Mid-range theories are also increasingly used in nursing research studies. Many researchers prefer to work with mid-range theories rather than grand theories or conceptual frameworks because they provide a better basis for generating testable hypotheses and addressing particular client populations. A review of nursing research journals and dissertation abstracts indicates that nursing research is currently being used in the development and testing of a number of mid-range theories, and mid-range theories are frequently being used as frameworks for investigation. Mid-range Theories – Nursing Essay Assignment Papers.

    Students will consider the relationship between nursing knowledge and nursing practice, with emphasis on the relationship of mid-range theories to aspects of nursing practice, research, education, and administration. Mid-range Theories – Nursing Essay Assignment Papers.

    Several methods for development of mid-range theories have been identified in the nursing literature. Mid-range theories emerge from combining research and practice and building on the work of others. Sources used to generate mid-range theory include literature reviews, qualitative research, field studies, conceptual models, nursing practice, clinical practice guidelines, theories from other disciplines, and statistical analysis of empirical data. Liehr and Smith identified five approaches for mid-range theory generation. The purpose of this module is to examine the purposes, characteristics, and concepts of mid-range theory and to describe the source and development process of mid-range theories from these five approaches.

    Outcomes

    Upon completion of the module, students will be able to:

    understand the purposes of mid-range theories.

    discuss the characteristics and concepts of mid-range theories.

    describe the sources and development of mid-range theories.

    develop a concept of interest into a preliminary mid-range theory.

    Topics Index

    The following topics are covered in this module.

    Purposes of Mid-range Theory

    Characteristics of Mid-range Theory

    Concepts and Relationships for Mid-range Theories

    Theories from Research and Practice

    Theories from a Grand Theory

    Combining Theories

    Theories from Non-Nursing Disciplines

    Theories from Practice Guidelines

    These topics are designed to direct your readings, assist you in the development of assignments, and prepare you for module discussions.
      

    1. Purposes of Mid-range Theory

    Nursing theories vary in scope, or the level of abstraction. Theories that are broader in scope are called
    grand range theories
    . These theories are abstract and give broad perspective to the goals and structures of nursing practice. They are not testable, rather, they are viewed as knowledge-generated models from which hypotheses can be derived and tested, and they are useful as a theoretical framework for the development of mid-range theories. 
    Middle range theories
     are limited in scope and contain a limited number of variables; they involve abstractions that are close enough to observed data to be incorporated in propositions that permit empirical testing. Thus, they can easily be taken to the operational level. They are theories that describe, explain, and predict phenomena of concern to nursing as well as prescribe actions in response to those phenomena. Mid-range Theories – Nursing Essay Assignment Papers.

    Both grand and mid-range theories are important for knowledge development in the discipline of nursing. Grand theories are important to provide a larger picture of the phenomena. However, a deeper understanding about the relationships among those phenomena is provided by mid-range theories. Thus, the discipline of nursing has been concentrating its efforts in developing more mid-range theories, which are able to direct research and practice as well as strengthen the linkage among areas of theory, research, and practice.

    Mid-range theories were first suggested in the discipline of sociology in the 1960s, and were introduced to nursing in 1974. At that time, mid-range theories were useful for emerging disciplines because they were more readily operationalized and addressed through research than grand theories. However, more than fifteen years elapsed before there was a collaborative call for mid-range theory development in nursing.

    Development of mid-range theories is supported by the frequent critique of the abstract nature of grand theories and the difficulty of their application to practice and research. The purpose of mid-range theories is to describe, explain, or predict phenomena, and unlike grand theory, they must be explicit and testable. Therefore, they are easier to apply in practice situations and as frameworks for research studies. In addition, mid-range theories have the potential to guide nursing interventions and change conditions of a situation to enhance nursing care. A major role of mid-range theory is to define or refine the substantive component of nursing science and practice.

    Each mid-range theory addresses relatively concrete and specific phenomena by stating what the phenomena are, why they occur, and how they occur. In addition, mid-range theories can provide structure for the interpretation of behavior, situations, and events. They support understanding of the connections between diagnosis and outcomes, and understanding of the connections between interventions and outcomes. Mid-range Theories – Nursing Essay Assignment Papers.

    Overall, mid-range theories:

    are more useful in research than grand theories because of their low level of abstraction and ease of operationalization

    tend to support prediction better than grand theories due to circumscribed range and specificity of the concepts

    are more likely to be adopted in practice because their relative simplicity eases the process of developing interventions for identified health problems.

    Like theory in general, mid-range theory has three functions in nursing knowledge development:

    Mid-range theories are used as theoretical frameworks for research studies.

    Mid-range theories are open to use in practice and should be tested by research.

    Mid-range theories can be the scientific end product that expresses nursing knowledge.

    2. Characteristic of Mid-range Theory

    Several characteristics identify nursing theories as mid-range. First, the principal ideas of mid-range theories are relatively simple, straightforward, and general, Second, mid-range theories consider a limited number of variables or concepts; they have a particular focus and consider a limited aspect of reality. In addition, they are receptive to empirical testing and can be consolidated into more wide-ranging theories. Third, mid-range theories focus primarily on client problems and outcomes, as well as the effects of nursing interventions on client outcomes. Finally, mid-range theories are specific to nursing and may specify an area of practice, age range of the client, nursing actions or interventions, and proposed outcomes. Mid-range Theories – Nursing Essay Assignment Papers.

    The more frequently cited mid-range theories tend to be those that are clearly stated, easy to understand, internally consistent, and coherent. They deal with current nursing perspectives and address socially relevant topics that solve meaningful and persistent problems. Overall, mid-range theories for nursing combine proposed relationships between specific, well-defined concepts with the ability to measure or objectively code concepts. Therefore, mid-range theories contain concepts and statements from which hypotheses may be logically derived and empirically tested, and easily adopted to guide nursing practice. Mid-range Theories – Nursing Essay Assignment Papers.

    The characteristics of middle range nursing theory are:

    not comprehensive, but not narrowly focused

    some generalizations across settings and specialties

    limited number of concepts

    clearly stated propositions

    may generate testable hypotheses.

    3. Concepts and Relationships for Mid-range Theories

    Mid-range theories consist of two or more concepts and a specified relationship between the concepts. They address concepts that are toward the middle of the continuum with the metaparadigm concepts (nursing, person, health, and environment) at one end and specific concrete actions or events (i.e., medications, preoperative teaching, and electrolyte management) at the other. The concepts should be discrete, observable, and sufficiently abstract to be applied across multiple settings and used with clients with differing problems. Examples from the nursing literature include theories describing health promotion, comfort, coping, resilience, uncertainty, pain, grief, fatigue, self-care, adaptation, self-transcendence, and transitions. Mid-range Theories – Nursing Essay Assignment Papers.

    Mid-range theories link discrete and observable phenomena or concepts in relationship statements. In mid-range theory, relationships are explicitly stated and, preferably, they are unidirectional. Relationships can be of several types. The most common are causal relationships that state a change in the value of one variable or concept is associated with a change in the value of another variable or concept.

    4. Theories from Research and Practice

    The current emphasis of nursing theory development focuses on efforts to construct, test, refine, and evaluate mid-range theories. To help advance the discipline, nurses are encouraged to write and publish articles that describe mid-range theories and report research studies in which a mid-range theory was used. This process of mid-range theory generation and refinement may further develop the discipline’s knowledge base. Therefore, nurses in all settings need to strive to learn about existing or emerging mid-range theories, or seek to develop and describe theories that will explain phenomena they observe in practice. Mid-range Theories – Nursing Essay Assignment Papers.

    Nursing has the knowledge, skills, manpower, and resources to move beyond delineation of conceptual models and domain concepts to emphasize development and application of mid-range theory. Mid-range theory holds much promise for the evolution of the discipline’s science and practice. But, as Liehr and Smith point out, the challenge is developing mid-range theories that are empirically sound, coherent, meaningful, useful, and illuminating.

    In order to develop mid-range theories, one needs to be aware of the sources for the process of mid-range theory development. Liehr and Smith (1999) identified five approaches for mid-range theory generation. The five approaches are:

    Induction through research and practice.

    Deduction from research and practice or application of grand theories.

    Combination of existing nursing and non-nursing mid-range theories.

    Derivation from theories of other disciplines that relate to nursing.

    Derivation from practice guidelines and standards rooted in research.

    This module is an overview of the five approaches for mid-range theory generation.

    One of the most common sources for development of mid-range theories is nursing research or nursing practice. Qualitative research methods are frequently noted as sources for mid-range theory development. Variations in the idea of mid-range theory development from research are fairly common. Theorists often combine qualitative research with literature review, concept analysis, concept synthesis, and other techniques in the process of developing a mid-range theory. For example, Eakes, Burke, and Hainsworth developed the mid-range theory 
    Theory of Chronic Sorrow
     from an extensive review of the literature, and data gathered through ten qualitative research studies. Mid-range Theories – Nursing Essay Assignment Papers.

    Identification of mid-range theories and models derived primarily from practice is more difficult. One example is the 
    Theory of Unpleasant Symptoms
    , which was reportedly developed by integrating existing practice and research information about a variety of symptoms. Some models that describe areas of specialty nursing practice were developed from combination of practice and another source, typically research or practice standards.

    5. Theories from a Grand Theory

    Many nursing theorists and scholars found grand theories difficult to apply in research and practice and suggested the development of mid-range theories derived from the grand theories. During the past decade or so, a number of theories developed from grand theories have been published in nursing literature. Several mid-range theories were developed from Roy’s Adaptation Model. One example is Whittemore and Roy’s concept syntheses to integrate concepts and assumptions in order to theoretically describe “adapting to diabetes mellitus” (Whittemore & Roy, 2002, p. 311-317).  Mid-range Theories – Nursing Essay Assignment Papers.

    Exemplar of a mid-range theory derived from a grand theory:

    Jirovec, Jenkins, Isenberg, and Baiardi  (1999) detailed their work substructing 
    The
     
    Urine Control Theory
    from Roy’s Adaptation Model. In this case, the theory was used as a framework for addressing problems of urine control.

    Theory development process
    : To develop the Theory of Urine Control, the theorists first described elements of Roy’s Adaptation Model (input stimuli, coping mechanism and adaptive modes), then inserted the variables affecting urinary tract functioning into each of the elements. For example, bladder distention was identified as a component of “focal stimuli”, accessible facilities were seen as “contextual stimuli,” and socialization of sanitary habits was described as “residual stimuli” (Figure 2). Mid-range Theories – Nursing Essay Assignment Papers.

    Following development of the model, a research program was developed to decrease incontinence in 119 elders. The intervention was to manipulate contextual stimuli to compensate for the elder’s memory impairment. Variables were measured in the study and several relationships outlined. For example, the researchers looked at the relationship between urine control and mobility, and urine control and accessible facilities by manipulating elements of the residents’ environment to improve accessibility. They determined that cognitive abilities may be compensated for by changes in contextual stimuli. Also, when cognitive ability or mobility is decreased, environmental manipulations can be increased to compensate. It was noted that the derived mid-range theory supported Roy’s work. Mid-range Theories – Nursing Essay Assignment Papers.

    Fig. 18: Conceptual Model of Urine Control.

    6. Combining Theories

    Combining concepts or elements of multiple theories is very common in mid-range theory development. In many cases found in recent literature, the author(s) of a mid-range theory reported that they derived their theory from both nursing and non-nursing theories. For example, Ulbrich developed the 
    Theory of Exercise
     
    as Self-Care
     through “triangulation of Orem’s self-care deficit theory of nursing, the trans-theoretical model of exercise, behavior, and characteristics of a population at risk for cardiovascular disease” (Ulbrich,1999, p. 65-70).

    Exemplar of a mid-range theory combining existing nursing and non-nursing theories:

    Dunn provided an excellent example of combining existing nursing and non-nursing theories in development of a mid-range 
    Theory of Adaptation to Chronic
     
    Pain
    . The theorist’s intention was to describe coping and pain control in elders with the purpose of maintaining their quality of life and functional ability.

    Theory development process
    : Dunn wrote that the first step in developing her theory was to review and synthesize the theoretical knowledge related to pain in elders, coping with pain, religious coping, and spirituality. She reported identification of three theoretical models that addressed concepts related to pain and coping in elders. There were: Melzak & Wall’s gate control theory of pain, Lazarus & Folman’s stress and coping theory, and Wallace, Benson, and Wilson relaxation response. To ensure that the final model was applicable to nursing, Dunn selected the Roy Adaptation Model to guide the theory development process. Mid-range Theories – Nursing Essay Assignment Papers.

    Dunn reports that the second step is to define assumptions for the theory that are based on assumptions from the four models. To lay the theoretical foundation, Dunn took concepts, relational statements, and propositions from the existing theories, and arranged them into a diagram to represent the theoretical and operational systems. Finally, the concepts from the Adaptation to Chronic Pain model were linked to empirical indicators to provide a logical and consistent connection.

    7. Theories from Non-Nursing Disciplines

    A significant number of mid-range nursing theories are developed from one-or-more non-nursing theories. Non-nursing theories, including those from the behavioral sciences, sociology, and physiology, appear to be the most common source for theory development. For example, Kolcaba’s 
    Theory of Comfort
     was reportedly derived from a review of literature from medicine, psychiatry, ergonomics, and psychology, as well as from nursing literature and history. Benner explained that the Dreyfus model of skill acquisition, developed by a mathematician and a philosopher, was the primary source for her work. Mishel and Clayton’s 
    Uncertainty in Illness
     
    Theory
     incorporated elements of chaos theory. In addition, several mid-range nursing theories have been derived from theories or models of behavioral change. Frequently cited are: Becker’s 
    Health Belief Model
    , Pender’s 
    Health
     
    Promotion Model
    , and Bandura’s 
    Social Learning and Social Cognitive Theory
    . Mid-range Theories – Nursing Essay Assignment Papers.

    8. Theories from Practice Guidelines

    Practice guidelines or standards of care appear to be the least common source for the development of mid-range theories, as only a few examples could be found. In one example, the Public Health Nursing Practice Model was developed by “melding of nationally recognized components” (Smith & Bazini-Barakat, 2003, p. 44) of public health nursing practice (PHN). The identified components were the Standards of PHN practice, the 10 Essential Services of Public Health, Healthy People 2010’s 10 Leading Health Indicators, and Minnesota’s Public Health Interventions Model.

    Another example is Ruland and Moore’s use of the standards of care to develop the 
    Theory of the Peaceful End of Life 
    from standards of care for terminally ill patients. In this work, the theorists observed the relational statements of the standards needed to be more specifically defined to make them applicable for empirical testing. Because the standards were too specific, they were too detailed to illustrate the major themes succinctly. Mid-range Theories – Nursing Essay Assignment Papers.

    The first step in Ruland and Moore’s theory development process was to define the theory’s assumptions based on the standards of care. The second step was to perform a “statement synthesis,” whereby they developed five outcome criteria that contributed to a peaceful end of life (not being in pain, experiencing comfort, experiencing dignity and respect, being at peace and closeness to significant others or another caring person). In the third step, conceptual definitions for each of the outcome indicators were determined, and the fourth step involved defining relational statements between the outcome indicators and the nursing interventions. In this step, all the process criteria from the standard were examined and combined into “prescriptors” to facilitate the desired outcome. The process of theory synthesis was then used to combine the relational statements into an integrated structure or theory. The final step was to draw a diagram of the relationships as a model (Figure 3). Mid-range Theories – Nursing Essay Assignment Papers.

    Fig. 19: Theory of Peaceful End of Life: Relationships Between the Concepts of the Theory.

    Mid-range Theories – Nursing Essay Assignment Papers Assignments

    Post a response to the following question and respond to one of your classmate’s postings for each question. Your initial response and responses to others should be 100-200 words. Respond to your classmate’s requests for feedback. In addition, follow the guidelines provided in the Grading Rubric for Online Discussions-500 Level.

     

    Module IX

     

    Readings

    Chinn & Kramer, Review Chapters 2, 7

    Walker & Avant, Review Chapters 1, 2

    Chinn, P. L. (1997). 
    Why middle range theory?
     
    Advances in Nursing Science,
     
    19
    (3), viii.

    Kolcaba, K. (2001). 
    Evolution of the middle range theory of comfort for outcomes research
    . 
    Nursing Outlook, 49
    , 86-92.

    Liehr, P., & Smith, M. J. (1999). 
    Middle range theory: Spinning research and practice to create knowledge for the new millennium
    . 
    Advances in Nursing Science, 21
    , 81-91.

    Ruland, C. M., & Moore, S. M. (1998). 
    Theory construction based on standards of care: A proposed theory of the peaceful end of life
    .
    Nursing Outlook, 46
    , 169-175.

    Discussion 1

    .

    Review one of the studies obtained from the reading list provided in the reading section of the module. Describe the theoretical framework in the study. Post your description and discuss your findings with your colleagues. Mid-range Theories – Nursing Essay Assignment Papers.

    Module IX: Discussion 1

    Discussion 2

    Search current nursing journals for examples of the development, analysis, or use of mid-range theories in the discipline of nursing. Debate trends in the development and use of mid-range theories in nursing research with colleagues. Mid-range Theories – Nursing Essay Assignment Papers.

    Module IX: Discussion 2

     

    Discussion posts should follow criteria for the Rubric for Online Discussions.

  • NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers

    NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers

    Syllabus

    Student Support and Calendar Information

    So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

    This Syllabus, including the Course Schedule that is linked on this page as a PDF

    Course Calendar

    Student Support

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Credit Hours

    5 quarter hours

    Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Course Description

    Working from a lifespan approach, this course introduces child and adolescent psychiatry. Emphasis is placed on the psychiatric and/or mental health disorders that begin in childhood and adolescence. Topics include psychiatric assessment; differential diagnosis; and application of diagnostic criteria, appropriate diagnostic testing, and diagnostic formulation. The learner will select a combination of psychotherapeutic modalities coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions of children and adolescents. The focus of the practicum experience is on application of didactic concepts to actual patient care situations. Legal and ethical considerations for working with children and adolescents will be addressed.

    Course Prerequisites

    NURS 6630:
    Psychopharmacologic Approaches to Treatment of Psychopathology

    NURS 6640:
    Psychotherapy With Individuals

    NURS 6650:
    Psychotherapy With Groups and Families

    Course Outcomes

    Evaluate clients using comprehensive integrated psychiatric assessments

    Apply appropriate diagnostic criteria to psychiatric and mental health disorders in children and adolescents

    Evaluate efficacy of treatment approaches to psychiatric and mental health disorders in children and adolescents

    Analyze roles of professional development in the field of psychiatric mental health

    Evaluate the ethical and legal issues concerning the treatment of mental health disorders among children and adolescents

    Implement evidence-based treatment approaches for psychiatric and mental health disorders among children and adolescents

    Assess knowledge of concepts and principles related to treatment of children and adolescents with mental health disorders. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    To access the Outcomes and Alignment Chart for this course, please click on the following link:

    To access the Outcomes and Alignment Chart:

    Document:
    Outcomes and Alignment Chart (PDF)

    Course Materials

    Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

    Course Text

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
    (11th ed.). Philadelphia, PA: Wolters Kluwer.

    Note:
    If the print edition of this book is referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Course Text

    The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:
    NURS 6660 Course Readings List

    Media

    Assigned course media elements may be found in one or more weeks of the course and are available via a streaming media player or a hyperlink to the individual item. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Dedicated Support for Course Media

    You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. E-mail: mediasupport@waldenu.edu

    Course Assignments

    Online Discussion and Clinical Supervision

    The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

    Requirements
    : You are expected to participate 
    at least two
     separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    All Discussion postings need to be made in each week’s 
    Discussion
     area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the 
    Discussion
     area for specific instructions.

    Discussions will be graded according to the Discussion Rubric found in the 
    Course Information
     area.

    Assignments and Projects

    An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the 
    Assignments
     or 
    Projects
     areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.

    Please refer to the APA Guide or visit the Walden University Online Writing Center at
    http://writingcenter.waldenu.edu/
    .

    Walden University expects you to act with integrity and honesty in your academic courses. Refer to the 
    Guidelines and Policies
     and 
    Academic Integrity
     areas for more details.

    Check the 
    Course Information
     area for any rubrics relating to the Assignments and Projects.

    All assignments must be completed to pass the course. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Practicum Activities

    The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam.

    The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.

    At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Time Logs:
     Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in Weeks 4, 7, and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Course Schedule

    For full assignment details and directions, refer to each week of the course.

    All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time [ET] the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers

    Course Calendar

    A printable course calendar is located in the Term Calendar area of the course navigation menu.

    Course Evaluation and Grading

    Course grades will be based on participation (postings) and completion of assignments as listed below.

    Note:
    All assignments must be completed to pass the course.

    Letter grades will be assigned as follows:

    90%–100% = A

    80%–89% = B

    70%–79% = C

    70% or below = F

    Please see below for the policy on Incomplete (I) grades.

    Important Note:
     This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the 
    Weighted Total (%)
     column of the table that follows. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Assignment

    Total Points

    Percentage

    Discussions

    Weeks 1, 2, 4, 6, 8, 11

    Participation in Discussions **

    6 @ 100 points each

    600

    20%

    Parent Guide

    Weeks 3, 7, 10

    3 @ 100 points each

    300

    21%

    Assignments

    Week 9

    1 @ 100 points each

    100

    5%

    Exams

    Week 6 Midterm Exam (75 points)

    Week 11 Final Exam (75 points)

    150

    44%

    Board Vitals

    10 @ 20 points each

    200

    10%

    Clinical Supervision

    Participation in Clinical Supervisions **

    Week 5

    1 @ 100 points each

    S/U

    Practicum Journal Entries

    Submitted in Weeks 4, 7

    S/U

    Practicum Cover Letter, Resume, and Portfolio

    Submitted in Week 10

    S/U

    Decision Trees

    Submitted in Weeks 4, 7, 10

    S/U

    Total

    1,350

    100%

    * Note:
     Each Discussion requires that you make one initial posting and
    at least two
    response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.

    ** Note: 
    All assignments must be completed in order to receive a grade for the course.

    Feedback Schedule

    The Instructor will log into the course at least 3–4 times during the week to monitor the weekly 
    Discussion
     area. Feedback will be provided via the 
    Discussion
     area and/or the 
    Announcements
     page. Requests for more specific feedback may be made in the 
    Discussion
     area or in the 
    Contact the Instructor
     thread.

    The Instructor will respond to at least one main post each week but will usually not respond to all posts.

    Timely Review and Return of Student Work
    . As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.

    Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the 
    Contact the Instructor
     area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the 
    Guidelines and Policies
     area.

    Preferred Methods for Delivering Assignments

    Submitting Course Postings to the Weekly Discussion Areas

    Be sure that you post to the correct 
    Discussion
     area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads 
    Main Question Post
    . For your responses to others’ postings, make sure that the first sentence of your response reads 
    Response
    . These actions will ensure easily identifiable subject lines for your postings and responses. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Submitting Assignments and Projects

    Assignments and Projects are submitted according to the instructions in the 
    Assignments
     or 
    Projects
     areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s 
    Assignment
     or 
    Project
     area.

    E-mailing Your Instructor

    When e-mailing the Instructor, please use the following heading for your e-mail subject line: 
    last name + your first initial + course number
     (e.g., RideSNURS6660) so that your Instructor will recognize and read your e-mail.

    Policies on Late Assignments

    Discussion and Assignment Postings

    No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings.

    Assignments

    Assignments are due by 
    Day 7
     of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after 
    Day 4
     of the week following that in which it is assigned will receive zero points. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Keeping Your Coursework

    You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. 
    For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep
    . The University is not responsible for lost or missing coursework.

    Instructor Feedback Schedule

    The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

    You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

    Students With Disabilities

    Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at
    disability@waldenu.edu
    or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or
    https://www.waldenu.edu/contact
    for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.

    Classroom Participation

    In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

    Assignments submitted prior to the official start date
    will not
    count toward your participation.

    Financial Aid cannot be released without class participation as defined above.

    Students who
    are taking their first class with Walden
    and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    Students who have already taken and successfully completed
    at least one
    or more class(es) with Walden, and who
    do not participate
    within the first 7 days, will be dropped from that class.

    If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.

    Checklist

    The weekly course checklist below outlines the assignments due for the course.

    For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers.

    To view the Course Calendar:

    Course Calendar

    To View a Printable Course Schedule

    For full assignment details and directions, refer to each week of the course.

    Click on the
    NURS 6660 Course Schedule (PDF)
    link to access the Course Schedule.

    Document:
    NURS 6660 Course Schedule (PDF)

    Checklist

    Module

    Assignment

    Title

    Week 1

    Comprehensive Integrated Psychiatric Assessment

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Comprehensive Integrated Psychiatric Assessment

    Assignment

    Practicum Journal Entry: Analyzing an Ethical Decision

    Making Connections

    Looking Ahead

    Didactic Assignments

    Practicum Assignments

    Week 2

    Assessment in Child and Adolescent Psychiatry

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Working With Children and Adolescents Versus Adults

    Assignment 1

    Practicum: Cover Letter, Resume, and Portfolio

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Week 3

    Autism Spectrum Disorder, ADHD, ODD, and ICD

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Parent Guide

    Assignment 1

    Practicum: Decision Tree

    Assignment 2

    Board Vitals

    Making Connections

    Week 4

    Trauma and Stressor-Related Disorders in Childhood

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Treating Childhood Abuse

    Assignment 1

    Practicum: Week 1 Practicum Journal

    Assignment 2

    Practicum: Week 3 Decision Tree

    Assignment 3

    Board Vitals

    Practicum Reminder

    Making Connections

    Week 5

    Anxiety Disorders in Childhood and Adolescence

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Clinical Supervision

    Assignment 1

    Practicum: Decision Tree

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Week 6

    Emergency Psychiatric Care in Childhood and Adolescence

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Treatment of Psychiatric Emergencies in Children Versus Adults

    Assignment 1

    Midterm Exam

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Week 7

    Learning and Motor Disorders in Childhood

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Parent Guide

    Assignment 1

    Practicum Journal: Voluntary and Involuntary Commitment

    Assignment 2

    Practicum: Week 5 Decision Tree

    Assignment 3

    Board Vitals

    Practicum Reminder

    Time Logs

    Making Connections

    Week 8

    Mood Disorders

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Pediatric Bipolar Depression Disorder Debate

    Assignment

    Board Vitals

    Making Connections

    Looking Ahead

    Week 9

    Early-Onset Schizophrenia

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Assignment 1

    Early Onset Schizophrenia

    Assignment 2

    Practicum: Decision Tree

    Assignment 3

    Board Vitals

    Making Connections

    Week 10

    Feeding, Eating, and Elimination Disorders in Childhood

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Parent Guide

    Assignment 1

    Practicum: Week 2 Cover Letter, Resume, and Portfolio

    Assignment 2

    Practicum: Week 9 Decision Tree

    Assignment 3

    Board Vitals

    Practicum Reminder

    Time Logs

    Making Connections

    Week 11

    Special Topics in Child and Adolescent Psychiatry

    Learning Resources

    Required Readings

    Optional Resources

    Discussion

    Special Topics in Child and Adolescent Psychiatry

    Assignment 1

    Final Exam

    Assignment 2

    Board Vitals

    Making Connections

    Bibliography

    The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS – 6660 PMH Nurse Practitioner Role I: Child and Adolescent – Essay Assignment Papers and exams questions and answers

  • Psychiatric Nursing essay assignment paper

    Psychiatric Nursing essay assignment paper

    Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders. Psychiatric Nursing essay assignment paper

    Learning Objectives

    ORDER A PLAGIARISM-FREE PAPER HERE

    Students will:

    Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients

    Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy

    Evaluate efficacy of treatment plans

    Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients. Psychiatric Nursing essay assignment paper

    Examine
    Case Study: An Elderly Hispanic Man With Major Depressive Disorder
    . You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

    At each decision point stop to complete the following:

    Decision #1

    Which decision did you select?

    Why did you select this decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

    Decision #2

    Why did you select this decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

    Decision #3

    Why did you select this decision? Support your response with evidence and references to the Learning Resources. Psychiatric Nursing essay assignment paper.

    What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

    Also include how ethical considerations might impact your treatment plan and communication with clients.

    Note:

    Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

     

    Review the following medications:

    amitriptyline

    bupropion

    citalopram

    clomipramine

    desipramine

    desvenlafaxine

    doxepin

    duloxetine

    escitalopram

    fluoxetine

    fluvoxamine

    imipramine

    ketamine

    mirtazapine

    nortriptyline

    paroxetine

    selegiline

    sertraline

    trazodone

    venlafaxine

    vilazodone

    vortioxetine

    you can edit my work bellow, add more information  , and use same medication therapy. Plagiarism must be less than 15 %

    Introduction

    Improving depression care for depressed older men is a public health priority because older men are less likely than older women to receive depression treatment and are also more likely to commit suicide .Depressive disorder causes a continuous feeling of worthlessness , hopelessness and unhappiness to the victim and loss of interest in what they used to enjoy doing, also call major depressive disorder (MDD) or clinical depression (Unützer & Park, 2012).
    3 Depression is one of the most common mental health problem leading to disabling in older men (Unützer & Park, 2012).
    A Late-life depression (LLD), is referring to depression that recurs in old age (having begun earlier in life) and again late in life; this negatively affect patients cognitive impairment, functional impairment, and development of Alzheimer’s disease and vascular dementia (Diniz & Reynolds, 2014).

    3 Late-life depression (LLD is associated with burden of medical illnesses (especially cardiovascular and cerebrovascular) and risk of death.
    Patients assessment for depression should be using a standard rating scale, and initiate effective treatment such as antidepressant medications or evidence-based psychotherapies and psychiatric follow up.
    Electroconvulsive therapy (ECT) (Unützer & Park, 2012) can be an alternative for patients who are not improving.
    Antidepressants reduce the consequences of depression.
    3 It is important to note that depressed adults may be at increased risk for antidepressant adverse effects.
    (Diniz & Reynolds, C.
    F. (2014).
    3 This week paper focuses the identifying and trPsychiatric Nursing essay assignment papereatment of late-life depression of an Elderly Hispanic Man with history of Major Depressive Disorder (MDD) 

    Decision #1

    1 Will start with Zoloft 25 mg orally daily

    Reason for the Selection:

    3 Assessment tool used is Montgomery–Åsberg Depression Rating Scale (MADRS), patient score 52, which is an indication of severe depression.
    When choosing an antidepressant my treatment option is based on the best side effect profile and lowest risk of drug-drug interactions Wiese, (2011).
    Wellbutrin is an antidepressant, but can cause seizures and Effexor may increase blood pressure Wiese, (2011).
    Zoloft is one of the most effective and safest medication for the treatment of severe depression in adults (Flint & Rifat, 2013.
    My best option is Zoloft 25mg which is best choice because of harmless to the elder (Flint & Rifat, 2013).
    Antidepressant use in the elderly are thought to be due to changes in hepatic metabolism with aging, concurrent medical conditions, and drug-drug interactions (Wiese, B.
    2011).
    3 (Flint & Rifat, 2013).

    Expected Results

    The patient should be able to improve within two weeks. Some signs should might be am improve in his work, exercise, hobbies, intellectual pursuits, as well improve sleep.
    3When using Zoloft, the level of awareness should improve.
    It must be noted that the patient is back on track with motivation to follow his normal activities and relate well with associates (Flint & Rifat, 2013).

    1 Differences between Expected Results and Actual Results

    3 Expected outcome after the use of Zoloft 25mg is the patient will see improvement in his mental capability and importantly that there was no side effect of the medication.
    The patient revisited after four weeks on his follow up appointment and reported of a decrease in the symptoms, but with a complain of sexual dysfunction and insomnia.
    The difference in the expected result and the outcome may be reason out that the body of the patient is trying to adjust to the medication while solving the problem of MDD (National Alliance on Mental Illness, 2017).

    1 Decision Point Two

    Selected Decision:
    1 Augmenting agent such as Wellbutrin XL 100 mg in morning

    Reason for Selection

    3 The added augmenting agent such as Wellbutrin XL150mg in morning was because the patient has some complain of having decrease sex drive, impotence, or difficulty in having an orgasm and sleep problem (insomnia).
    Bupropion is an antidepressant with excellent tolerability in elderly person improve depression, insomnia, somatic symptoms, work functioning, and certain quality-of-life measures in elderly depressed subjects with medical disorders (American Psychiatric Association, 2013).
    Though, patient verbalized decrease in the depression symptoms because of using Zoloft, but because of decrease sex drive and insomnia, Zoloft will be decrease to 12.5mg orally every day and continue to watch for side effects, like suicidal tendency in the elderly, and complain about ejaculatory and sexual dysfunction (American Psychiatric Association, 2013).

    Expected Results

    3 With the combination of using Wellbutrin and Zoloft, it is still expected to see the patient to continue to experience reduction in depression symptom.
    The therapeutic effect should be observable which will motivate and encourage the patient.

    1 Differences between Expected Results and Actual Results

    3 The expected outcome after four weeks visitation is that the therapeutic effect of the medication will be clear and no more report of adverse reaction, that shows patient is tolerating the medications as agree.
    The actual result was that the patient report that there was more reduction in the MDD symptom and improved in the side effect which is insomnia and sexual dysfunction.

    Decision Selected. Psychiatric Nursing essay assignment paper

    1 Decision Point Three

    3 Selected Decision I will discontinue Zoloft 12.5mg orally daily and increase the dosage of Wellbutrin to 150mg XL every morning.

    1 Reason for Selection

    3 The desire result was not obtained in the second stage though the patient observe reduction in the symptom of MDD, but the resulting side effect is not reducing or eliminated.
    Wellbutrin XL can help to reduce depression and remove most of the side effect of Zoloft (Mangoni, & Jackson, 2004), also this will help attain therapeutic effect with his symptoms until his next appointment to evaluate response to therapy (Mangoni, & Jackson, 2004).
    The patient will have to be monitor closely because of the medication adjustment side effect, the suicidal tendency (Mangoni, & Jackson, 2004).

    Expected Results

    3 At this point the patient is anticipated to experience close to zero symptom of major depressive disorder without any side effect, the sleeping problem or insomnia, sexual dysfunction.
    He is also expected to have good interaction with neighbor and friends.  Psychiatric Nursing essay assignment paper

    1 Differences between Expected Results and Actual Results

    Wellbutrin 150mg XL, there is a solution in the treatment of the patient with MDD, (Laureate Education, 2016).
    3 When the medication is working well with no side effect, patient will continue with Wellbutrin XL 150mg orally daily dose and will be re-evaluated during the next appointment, medication can be increase if there is a reduction in symptoms to achieved desired maximum therapeutic effect.
    The actual result from the patient is that the medication is achieving the therapeutic effect that is nePsychiatric Nursing essay assignment papereded by the patient (Mangoni, & Jackson, 2004).

    1 Impact of Ethical Considerations on Treatment Plan 

    3 Ethical Considerations on treatment plan of a psychiatry patients can be complicated which can arise from plan therapy.
    Addressing the side effects of medications should be the most important in the plan of this therapy which include suicidal tendencies, dosage adjustment and close monitoring for effects (Flint & Rifat, 2013.
    Some drugs can cause patients to have suicidal tendencies (Flint & Rifat, 2013.
    Ethically there are sometimes practitioner are being influence by the health insurance of the patient, that is it easier to have a claim for drug treatment than physical therapy, therefore the health professional will choose to go the route of drug treatment.
    In all consideration the beneficence and no maleficence principles must be observe, the best treatment and best drug that sooth the patient must be administered.

    Conclusion

    When treating patients, we must understand that some drugs are good for a patient but the side effect on the patient might be grave. A careful treatment and monitoring of patients is important for total healing (NAMI National Alliance on Mental Illness, 2017). Psychiatric Nursing essay assignment paper

    References

    4 American Psychiatric Association.
    (2013).
    3 Diagnostic and statistical manual of mental

    disorders (5th ed.). Washington, DC: Author. Note:
    3 Retrieved from Walden Library databases.

    Diniz, B.
    3 S., & Reynolds, C.
    F. (2014).
    3 Major Depressive Disorder in Older Adults:

    Benefits and Hazards of Prolonged Treatment.
    Drugs & Aging, 31(9), 661–669.
    http://doi.org/10.1007/s40266-014-0196-y

    Flint, A.
    3 J., & Rifat, S.
    L. (2013).
    5 The effect of sequential antidepressant treatment on

    geriatric depression.
    3 Journal of affective disorders, 36(3), 95-105.

    Laureate Education. (2016g). Case study:
    1 An elderly Hispanic man with major depressive

    disorder [Interactive media file]. Baltimore, MD: Author.Psychiatric Nursing essay assignment paper

    Mangoni, A.
    3 A., & Jackson, S.
    H. D. (2004).
    3 Age-related changes in pharmacokinetics and

    pharmacodynamics:
    3 basic principles and practical applications.
    British Journal of Clinical Pharmacology, 57(1), 6–14.
    Retrieved from:
    3https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1884408/

    6 National Alliance on Mental Illness.
    (2017).
    3 What Is Sertraline and What Does It

    Treat? Retrieved from:
    7 https://www.nami.org/learn-more/treatment/mental-health-medications/sertraline-(Zoloft)

    Unützer, J., & Park, M. (2012).
    3 Older Adults with Severe, Treatment-Resistant

    Psychiatric Nursing essay assignment paper

  • Psychotherapy with Groups and Families – NURS – 6650 Walden university

    Psychotherapy with Groups and Families – NURS – 6650 Walden university

    Syllabus

    Student Support and Calendar Information

    So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

    This Syllabus, including the Course Schedule that is linked on this page as a PDF

    Course Calendar

    Student Support

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Credit Hours

    5 quarter hours in 11 weeks

    Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Course Description

    This course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.

    Note:
    This course requires a minimum of 144 practicum hours.

    Course Prerequisites

    NURS 6640:
    Psychotherapy With Individuals

    Course Outcomes

    By the end of this course, students will:

    Evaluate evidence-based psychotherapeutic counseling theories for groups and families

    Apply psychotherapeutic counseling techniques and methods for groups and families

    Assess clients presenting for group and family psychotherapy

    Develop psychiatric diagnoses for clients across the lifespan

    Analyze ethical and legal implications of counseling clients presenting for group and family psychotherapy

    Click on the following link to view the Outcomes/Alignment map for NURS 6640:

    Document:
    NURS 6650 SON Alignment of Learner Outcomes (PDF)

    Course Materials

    Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Course Texts

    Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

    Note: The course text will be used in additional courses in the program; therefore, you should keep it for addition reference.

    Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Note:
    The course text was used in NURS 6640.

    Note:
    If the print editions of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If electronic versions are listed, no print versions are available.

    Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Course Readings List

    The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

    NURS 6650 Course Readings List

    Media

    Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.

    Dedicated Support for Course Media

    You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Course Assignments

    Online Discussion and Clinical Supervision

    The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

    Requirements
    : You are expected to participate
    at least two
    separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    All Discussion postings need to be made in each week’s
    Discussion
    area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the
    Discussion
    area for specific instructions.

    Discussions will be graded according to the Discussion Rubric found in the
    Course Information
    area.

    Assignments and Projects

    An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the
    Assignments
    or
    Projects
    areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties.

    Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.

    Please refer to the APA Guide or visit the Walden University Online Writing Center at

    Writing Center

    Walden University expects you to act with integrity and honesty in your academic courses. Refer to the
    Guidelines and Policies
    and
    Academic Integrity
    areas for more details.

    Check the
    Course Information
    area for any rubrics relating to the Assignments and Projects.

    All assignments must be completed to pass the course.

    Practicum Activities

    The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam.

    The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines.

    Time Logs:
    Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in Weeks 4, 7, and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

    Grading Criteria and Total Components of a Grade

    Course grades will be based on participation (postings) and completion of assignments as listed below. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Note:
    All assignments must be completed to pass the course.

    Grading Scale

    Letter grades will be assigned as follows:

    90%–100% = A

    80%–89% = B

    70%–79% = C

    70% or below = F

    Please see below for the policy on Incomplete (I) grades.

    Important Note:
    This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the
    Weighted Total (%)
    column of the table that follows.

     

    Assignment

    Total Points

    Percentage

    Discussions

    Participation in Discussions **

    4 @ 100 points each

    400

    20%

    Clinical Supervision

    Participation in Clinical Supervisions **

    2 @ 100 points each

    200

    10%

    Assignments

    Weeks 2, 4, 6, 7 and 9

    5 @ 100 points each

    500

    26%

    Exams

    Week 6 Midterm Exam (75 points)

    Week 11 Final Exam (75 points)

    150

    44%

    Practicum Journal Entries

    Submitted in Weeks 4, 7, 10

    S/U

    Practicum Assignments

    Submitted in Weeks 4, 7, 10

    S/U

    Total

    1,250

    100%

    * Note:
    Each Discussion requires that you make one initial posting and
    at least two
    response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.

    ** Note:
    All assignments must be completed in order to receive a grade for the course. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Feedback Schedule

    The Instructor will log into the course at least 3–4 times during the week to monitor the weekly
    Discussion
    area. Feedback will be provided via the
    Discussion
    area and/or the
    Announcements
    page. Requests for more specific feedback may be made in the
    Discussion
    area or in the
    Contact the Instructor
    thread.

    The Instructor will respond to at least one main post each week but will usually not respond to all posts.

    Timely Review and Return of Student Work:

    Feedback on all assignments will be provided no later than 7 business days following the due date of the assignment. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the
    Contact the Instructor
    area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the
    Guidelines and Policies
    area.

    Preferred Methods for Delivering Assignments

    Submitting Course Postings to the Weekly Discussion Areas

    Be sure that you post to the correct
    Discussion
    area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads
    Main Question Post
    . For your responses to others’ postings, make sure that the first sentence of your response reads
    Response
    . These actions will ensure easily identifiable subject lines for your postings and responses. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Submitting Assignments and Projects

    Assignments and Projects are submitted according to the instructions in the
    Assignments
    or
    Projects
    areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s
    Assignment
    or
    Project
    area.

    E-mailing Your Instructor

    When e-mailing the Instructor, please use the following heading for your e-mail subject line:
    last name + your first initial + course number
    (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail.

    Policies on Late Assignments

    Discussion and Assignment Postings

    No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Assignments

    Assignments are due by
    Day 7
    of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after
    Day 4
    of the week following that in which it is assigned will receive zero points.

    Keeping Your Coursework

    You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials.
    For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep
    . The University is not responsible for lost or missing coursework. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Instructor Feedback Schedule

    The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

    You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

    Students With Disabilities

    Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at
    disability@waldenu.edu
    or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or
    https://www.waldenu.edu/contact
    for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Classroom Participation

    In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

    Assignments submitted prior to the official start date
    will not
    count toward your participation.

    Financial Aid cannot be released without class participation as defined above.

    Students who
    are taking their first class with Walden
    and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

    Students who have already taken and successfully completed
    at least one
    or more class(es) with Walden, and who
    do not participate
    within the first 7 days, will be dropped from that class.

    If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    Checklist

    The weekly course checklist below outlines the assignments due for the course.

    For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Psychotherapy with Groups and Families – NURS – 6650 Walden university.

    To view the Course Calendar:

    Course Calendar

    To View a Printable Course Schedule

    For full assignment details and directions, refer to each week of the course.

    Click on the
    NURS 6650 Course Schedule (PDF)
    link to access the Course Schedule.

    Document:
    NURS 6650 Course Schedule (PDF)

    Checklist

    Module

    Assignment

    Title

    Week 1

    Legal and Ethical Considerations for Group and Family Therapy

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Legal and Ethical Considerations for Group and Family Therapy

    Assignment 1

    Practicum – Week 1 Journal Entry

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Didactic Assignments

    Practicum Assignments

    Week 2

    Family Assessment and Phases of Family Therapy

    Learning Resources

    Required Readings

    Required Media

    Assignment 1

    Hernandez Family Assessment

    Assignment 2

    Practicum – Week 2 Journal Entry

    Assignment 3

    Board Vitals

    Making Connections

    Looking Ahead

    Week 3 Clinical Supervision Discussion

    Week 3 Videos

    Week 3

    Experiential and Narrative Family Therapy

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Clinical Supervision

    Assignment 1

    Practicum – Assessing Client Families

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Week 4 Videos

    Week 4

    Structural and Strategic Family Therapy

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Assignment 1

    Structural Versus Strategic Family Therapies

    Assignment 2

    Practicum – Week 1 Journal Entry

    Assignment 3

    Practicum – Week 2 Journal Entry

    Assignment 4

    Practicum – Week 3 Assessing Client Families

    Assignment 5

    Board Vitals

    Practicum Reminder

    Making Connections

    Week 5

    Solution-Focused and Cognitive Behavioral Family Therapy

    Learning Resources

    Required Readings

    Required Media

    Discussion

    Cognitive Behavioral Therapy: Family Settings Versus Individual Settings

    Assignment 1

    Practicum – Week 5 Journal Entry

    Assignment 2

    Board Vitals

    Making Connections

    Week 6

    Foundations of Group Work and Types of Groups

    Learning Resources

    Required Readings

    Assignment 1

    Applying Current Literature to Clinical Practice

    Assignment 2

    Board Vitals

    Midterm Exam

    Making Connections

    Looking Ahead

    Week 7 Video

    Week 7

    Group Processes

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Assignment 1

    Group Processes and Stages of Formation

    Assignment 2

    Practicum – Assessing Client Family Progress

    Assignment 3

    Practicum – Week 5 Journal Entry

    Assignment 4

    Board Vitals

    Practicum Reminder

    Making Connections

    Week 8

    Cognitive Behavioral Therapy for Groups

    Learning Resources

    Required Readings

    Discussion

    Cognitive Behavioral Therapy: Group Settings Versus Family Settings

    Assignment 1

    Practicum – Week 8 Journal Entry

    Assignment 2

    Board Vitals

    Making Connections

    Week 9

    Group Therapy for Addiction

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Assignment 1

    Psychotherapeutic Approaches to Group Therapy for Addiction

    Assignment 2

    Board Vitals

    Making Connections

    Looking Ahead

    Week 10 Clinical Supervision Discussion

    Week 10 Videos

    Week 10

    Group Therapy With Children and Adolescents

    Learning Resources

    Required Readings

    Required Media

    Optional Resources

    Discussion

    Clinical Supervision

    Assignment 1

    Practicum – Client Termination Summary

    Assignment 2

    Practicum – Week 10 Journal Entry

    Assignment 3

    Practicum – Week 8 Journal Entry

    Assignment 4

    Board Vitals

    Practicum Reminder

    Making Connections

    Looking Ahead

    Week 11 Discussion

    Week 11

    Group Therapy With Older Adults

    Learning Resources

    Required Readings

    Discussion

    Group Therapy with Older Adults

    Assignment

    Board Vitals

    Final Exam

    Bibliography

    The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography.

    To access the Bibliography:

    Document:
    NURS 6650 Bibliography (PDF). Psychotherapy with Groups and Families – NURS – 6650 Walden university.

  • NURS_6640_Week1_Discussion_Rubric

    NURS_6640_Week1_Discussion_Rubric

    Outstanding Performance

    Excellent Performance

    Competent Performance

    Proficient Performance

    Room for Improvement

    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.

    44 
    (44%)
     – 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.

    supported by at least 3 current, credible sources

    40 
    (40%)
     – 43 
    (43%)

    Responds to the discussion question(s)

    is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

    75% of post has exceptional depth and breadth

    supported by at least 3 credible references

    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 post has exceptional depth and breadth

    supported by at least 3 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.

    post is cited with fewer than 2 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 1 or no credible references

    Main Posting:

    Writing

    6 
    (6%)
     – 6 
    (6%)

    Written clearly and concisely

    Contains no grammatical or spelling errors

    Fully adheres to current APA manual writing rules and style

    5.5 
    (5.5%)
     – 5.5 
    (5.5%)

    Written clearly and concisely

    May contain one or no grammatical or spelling error

    Adheres to current APA manual writing rules and style

    5 
    (5%)
     – 5 
    (5%)

    Written concisely

    May contain one to two grammatical or spelling error

    Adheres to current APA manual writing rules and style

    4.5 
    (4.5%)
     – 4.5 
    (4.5%)

    Written somewhat concisely

    May contain more than two spelling or grammatical errors

    Contains some APA formatting errors

    0 
    (0%)
     – 4 
    (4%)

    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

    10 
    (10%)
     – 10 
    (10%)

    Meets requirements for timely and full participation

    posts main discussion by due date

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    Does not meet requirement for full participation

    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

    8.5 
    (8.5%)
     – 8.5 
    (8.5%)

    Response exhibits critical thinking and application to practice settings

    7.5 
    (7.5%)
     – 8 
    (8%)

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

    6.5 
    (6.5%)
     – 7 
    (7%)

    Response is on topic, may have some depth

    0 
    (0%)
     – 6 
    (6%)

    Response may not be on topic, 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%)
     – 5.5 
    (5.5%)

    Communication is professional and respectful to colleagues

    Response 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

    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

    4.5 
    (4.5%)
     – 4.5 
    (4.5%)

    Responses posted 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%)
     – 4 
    (4%)

    Responses posted in the discussion lack effective

    Response to faculty questions are missing

    No credible sources are cited. NURS_6640 Week1_Discussion Rubric

    First Response:

    Timely and full participation

    5 
    (5%)
     – 5 
    (5%)

    Meets requirements for timely and full participation

    posts by due date

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    Does not meet requirement for full participation

    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

    8.5 
    (8.5%)
     – 8.5 
    (8.5%)

    Response exhibits critical thinking and application to practice settings

    7.5 
    (7.5%)
     – 8 
    (8%)

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

    6.5 
    (6.5%)
     – 7 
    (7%)

    Response is on topic, may have some depth

    0 
    (0%)
     – 6 
    (6%)

    Response may not be on topic, 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%)
     – 5.5 
    (5.5%)

    Communication is professional and respectful to colleagues

    Response 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

    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

    4.5 
    (4.5%)
     – 4.5 
    (4.5%)

    Responses posted 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%)
     – 4 
    (4%)

    Responses posted in the discussion lack effective

    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 and full participation

    Posts by due date

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    NA

    0 
    (0%)
     – 0 
    (0%)

    Does not meet requirement for full participation

    NURS_6640_Week1_Discussion_Rubric

  • NURS 6640 – Psychotherapy with Individuals – Syllabus

    NURS 6640 – Psychotherapy with Individuals – Syllabus

    Student Support and Calendar Information

    So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

    Syllabus, including the Course Schedule, located below as a linked PDF

    Term Calendar

    Student Support

    Photo Credit: Steve Hix/Fuse/Getty Images

    Credit Hours

    5 quarter hours in 11 weeks

    Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style and by student familiarity with the delivery method and course content. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Course Description

    Psychotherapy involves giving more than “good advice.” In order for the psychiatric mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be consistent with evidence-based practices. Learners in this course examine a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues. Practicum experiences focus on psychotherapeutic approaches with individuals. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Note:
     This course requires a minimum 144 practicum hours

    Course Prerequisites

    NURS 6630 
    Psychopharmacological Approaches for Treatment of Psychopathology

    Course Outcomes

    By the end of this course, students will:

    Evaluate evidence-based psychotherapeutic counseling theories

    Apply psychotherapeutic counseling techniques and tools

    Assess clients presenting for psychotherapy

    Develop psychiatric diagnoses for clients across the lifespan

    Evaluate the use of psychopharmacological agents with clients across the lifespan

    Evaluate ethical and legal implications of counseling clients presenting for psychotherapy

    Analyze strategies to become a social change agent for psychiatric mental health

    Click on the following link to view the Outcomes/Alignment map for NURS 6640:

    Document:
    NURS 6640 SON Alignment of Learner Outcomes (PDF)

    Course Materials

    Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Course Text

    Wheeler, K. (Ed.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
    . New York, NY: Springer Publishing Company.

    Note:
     The course text will be used in additional courses in the program; therefore keep it for addition reference.

    Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Course Readings List

    The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

    NURS 6640 Course Readings List

    Media

    Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.

    Dedicated Support for Course Media

    You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. NURS 6640 – Psychotherapy with Individuals – Syllabus

    Course Assignments

    Online Discussion and Clinical Supervision

    The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

    Requirements
    : You are expected to participate 
    at least two
     separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. Most weeks have at least one Discussion question. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS 6640 – Psychotherapy with Individuals – Syllabus

    All Discussion postings need to be made in each week’s 
    Discussion
     area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the 
    Discussion
     area for specific instructions.

    Discussions will be graded according to the Discussion Rubric found in the 
    Course Information
     area.

    Assignments and Projects

    An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the 
    Assignments
     or 
    Projects
    la areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties. NURS 6640 – Psychotherapy with Individuals – Syllabus

    Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.

    Please refer to the APA Guide or visit the Walden University Online Writing Center at

    http://writingcenter.waldenu.edu/

    Walden University expects you to act with integrity and honesty in your academic courses. Refer to the 
    Guidelines and Policies
     and 
    Academic Integrity
     areas for more details.

    Check the 
    Course Information
     area for any rubrics relating to the Assignments and Projects.

    All assignments must be completed to pass the course.

    Practicum Activities

    The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam. NURS 6640 – Psychotherapy with Individuals – Syllabus

    The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.

    At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines. NURS 6640 – Psychotherapy with Individuals – Syllabus

    All assignments must be completed to pass the course.

    Time Logs:
     Students are required to keep a log of the time spent related to their practicum experience 
    and enter every patient they see each day
    . Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in weeks 4, 7 and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

    Grading Criteria and Total Components of a Grade

    Course grades will be based on participation (postings) and completion of assignments listed below.

    Note:
     All assignments must be completed to pass the course.

    Grading Scale

    Letter grades will be assigned as follows:

    90%–100% = A

    80%–89% = B

    70%–79% = C

    70% or below = F

    Please see below for the policy on Incomplete (I) grades.

    Important Note:
     This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the 
    Weighted Total (%)
    column of the table that follows.

    Assignment

    Total Points

    Percentage

    Discussions

    Participation in Discussions*

    5 @ 100 points each

    500

    20%

    Assignments

    Weeks 3, 4, 6, 7

    4 @ 100 points each

    400

    26%

    Exams

    Week 6 Midterm Exam (75 points)

    Week 11 Final Exam (75 points)

    150

    44%

    Board Vitals

    10 @ 20 points each

    200

    10%

    Clinical Supervision

    Participation in Clinical Supervisions*

    Submitted in Weeks 8 and 10

    S/U

    Practicum Time Logs

    Submitted in Weeks 4, 7, 10

    S/U

    Practicum Journal Entries

    Submitted in Weeks 4, 7, 10

    S/U

    Practicum Assignments

    Submitted in Weeks 3, 7, 10

    S/U

    Total

    1,250

    100%

    *Note:
     Each Discussion requires that you make one initial posting and 
    at least two
     response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.

    Note: 
    All assignments must be completed in order to receive a grade for the course. NURS 6640 – Psychotherapy with Individuals – Syllabus

    Feedback Schedule

    The Instructor will log into the course at least 3–4 times during the week to monitor the weekly 
    Discussion
     area. Feedback will be provided via the 
    Discussion
     area and/or the 
    Announcements
     page. Requests for more specific feedback may be made in the 
    Discussion
     area or in the 
    Contact the Instructor
     thread.

    The Instructor will respond to at least one main post each week but will usually not respond to all posts.

    Timely Review and Return of Student Work
    . As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.

    Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the 
    Contact the Instructor
     area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the 
    Guidelines and Policies
    area.

    Preferred Methods for Delivering Assignments

    Submitting Course Postings to the Weekly Discussion Areas

    Be sure that you post to the correct 
    Discussion
     area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads 
    Main Question Post
    . For your responses to others’ postings, make sure that the first sentence of your response reads 
    Response
    . These actions will ensure easily identifiable subject lines for your postings and responses.

    Submitting Assignments and Projects

    Assignments and Projects are submitted according to the instructions in the 
    Assignments
     or 
    Projects
     areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s 
    Assignment
     or 
    Project
     area. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    E-mailing Your Instructor

    When e-mailing the Instructor, please use the following heading for your e-mail subject line: 
    last name + your first initial + course number
     (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail.

    Policies on Late Assignments

    Discussion and Assignment Postings

    No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Assignments

    Assignments are due by 
    Day 7
     of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after 
    Day 4
    of the week following that in which it is assigned will receive zero points.

    Keeping Your Coursework

    You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. 
    For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep
    . The University is not responsible for lost or missing coursework.

    Instructor Feedback Schedule

    The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

    You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Students With Disabilities

    Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at 
    disability@waldenu.edu
     or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or 
    http://www.waldenu.edu/contact
     for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Classroom Participation

    In accordance with US Department of Education guidance regarding class participation, Walden University requires that all students submit their required Week 1 assignments within each course(s) during the first 7 calendar days of class. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

    Assignments submitted prior to the official start date will not count toward your participation.

    Financial Aid cannot be released without class participation as defined above.

    Students who have already taken, and successfully completed, at least 
    one or more
     class(es) with Walden will be dropped 
    ONLY
     from any class(es) in which they are 
    not participating
     if they do not complete their assignments by the end of the 7
    th
     day. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    Students who 
    are taking their first class with Walden,
     and do not complete their assignments by the end of the 7
    th
    day, will be administratively withdrawn from the university.

    If you have any questions about your assignments, or you are unable to complete your assignments, please contact your faculty member.

    Checklist

    The weekly course checklist below outlines the assignments due for the course.

    All assignments are due by 
    11:59 p.m. Mountain Time (MT)
     on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS 6640 – Psychotherapy with Individuals – Syllabus.

    To View the Calendar

    To view the Course Calendar:

    Course Calendar

    To View a Printable Course Schedule

    For full assignment details and directions, refer to each week of the course.

    Click on the 
    NURS 6640 Course Schedule (PDF)
     link to access the Course Schedule.

    Document:
    NURS 6640: Course Schedule (PDF)

    Checklist

    Week

    Assignment

    Title

    Week 1

    Foundations of Psychotherapy

    Learning Resources

    Required Readings

    Required Media

    Discussion

    Does Psychotherapy Have a Biological Basis?

    Practicum

    Week 1 Journal Entry

    Looking Ahead

    – Practicum Assignments

    – Didactic Assignments

    Week 2

    Assessment and Diagnosis in Psychotherapy

    Learning Resources

    Required Readings

    Required Media

    Discussion

    Assessment Tools

    Practicum

    Week 2 Journal Entry

    Board Vitals

    Board Vitals

    Week 3

    Psychodynamic Psychotherapy

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Assignment

    Applying Current Literature to Clinical Practice

    Practicum

    Assessing Clients

    Practicum Reminder

    Board Vitals

    Board Vitals

    Week 4

    Cognitive Behavioral Therapy

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Assignment

    NURS 6640 – Psychotherapy with Individuals – Syllabus

    Cognitive Behavioral Theory versus Rational Emotive Behavioral Theory

    Practicum

    Week 1 Journal Entry

    Week 2 Journal Entry

    Week 4 Journal Entry

    Board Vitals

    Board Vitals

    Week 5

    Psychotherapy with Trauma

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Discussion

    Posttraumatic Stress Disorder

    Practicum

    Week 5 Journal Entry

    Board Vitals

    Board Vitals

    Week 6

    Psychotherapy for Addictive Disorders

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Assignment

    Assessing Clients with Addictive Disorders

    Exam

    Midterm Exam

    Practicum

    Week 6 Journal Entry

    Board Vitals

    Board Vitals

    Week 7

    Supportive and Interpersonal Psychotherapy

    Learning Resources

    Required Readings

    Required Media

    Assignment

    Supportive Psychotherapy versus Interpersonal Psychotherapy

    Practicum

    – Assessing Client Progress

    – Week 5 Journal Entry

    – Week 6 Journal Entry

    – Practicum Reminder

    Board Vitals

    Board Vitals

    Looking Ahead

    Week 8 Clinical Supervision Discussion

    Week 8

    Existential–Humanistic Therapy

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Discussion

    Clinical Supervision

    Practicum

    Week 8 Journal Entry

    Board Vitals

    Board Vitals

    Week 9

    Existential–Humanistic Therapy

    Learning Resources. NURS 6640 – Psychotherapy with Individuals – Syllabus

    Required Readings

    Required Media

    Optional Readings

    Discussion

    Counseling Adolescents

    Practicum

    Week 9 Journal Entry

    Board Vitals

    Board Vitals

    Looking Ahead

    Week 10 Clinical Supervision Discussion

    Week 10

    Psychotherapy with Older Adults

    Learning Resources

    Required Readings

    Discussion

    Clinical Supervision

    Practicum

    – Client Termination Summary

    – Week 8 Journal Entry

    – Week 9 Journal Entry

    – Week 10 Journal Entry

    Board Vitals

    Board Vitals

    Week 11

    Psychotherapy with Personality Disorders

    Learning Resources

    Required Readings

    Required Media

    Optional Readings

    Discussion

    Therapy for Clients with Personality Disorders

    Board Vitals

    Board Vitals

    Exam

    Final Exam

    Course Evaluation

    Bibliography

    The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6640 – Psychotherapy with Individuals – Syllabus.

  • Psychotherapy With Personality Disorders

    Psychotherapy With Personality Disorders

    Week 11: Psychotherapy With Personality Disorders

    Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have a fundamental dysfunction with their personality. Even when clients acknowledge that their personality problems are at the heart of their interpersonal problems, they often find it difficult to change. As the mental health professional, how do you overcome this challenge and effectively counsel these clients?

    ORDER A PLAGIARISM-FREE PAPER HERE

    This week, as you explore psychotherapy with personality disorders, you examine therapeutic approaches to treating clients with personality and interpersonal problems. You also develop a client termination summary for a client who may be ready to complete therapy. Psychotherapy With Personality Disorders

    Psychotherapy With Personality Disorders Learning Resources

    Required Readings

    Wheeler, K. (Ed.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
    (2nd ed.). New York, NY: Springer Publishing Company.

    Chapter 20, “Termination and Outcome Evaluation” (Review pp. 693–712)

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

    Note:
    You will access this text from the Walden Library databases.

    Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011).
    Psychotherapy for personality disorders. International Review of Psychiatry, 23
    (3), 282–302. doi:10.3109/09540261.2011.586992

    Note:
    You will access this text from the Walden Library databases. Psychotherapy With Personality Disorders

    Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial.
    British Journal of Clinical Psychology, 54
    (2), 129–146. doi:10.1111/bjc.12065

     

    Note:
    You will access this text from the Walden Library databases.

    Paris, J. (2004). Personality disorders over time: Implications for psychotherapy.
    American Journal of Psychotherapy, 58
    (4), 420–429. PMID: 15807086

     

    Note:
    You will access this text from the Walden Library databases.

    Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In
    Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes
    (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

     

    Note:
    You will access this text from the Walden Library databases.

    Optional Resources

    Dorr, D. (1999). Approaching psychotherapy of the personality disorders from the Millon perspective.
    Journal of Personality Assessment
    , 72(3), 407–425. PMID: 10491846

    Bach, B., Lee, C., Mortensen, E. L., & Simonsen, E. (2016). How do DSM-5 personality traits align with schema therapy constructs?
    Journal of Personality Disorders, 30
    (4), 502–529. doi:10.1521/pedi_2015_29_212

    Walden University. (2016).
    ASC success strategies: Studying for and taking a test
    . Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting. Psychotherapy With Personality Disorders

    Discussion: Therapy for Clients With Personality Disorders

    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. Psychotherapy With Personality Disorders.

    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.

    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! Psychotherapy With Personality Disorders

    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. Psychotherapy With Personality Disorders.

    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. Psychotherapy With Personality Disorders.

    Submission and Grading Information

    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

    Assignment: Board Vitals

    This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

    These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Personality Disorders.

    You can access Board Vitals through the link sent to you in email or by following the link below:

    https://www.boardvitals.com/

    By Day 7

    Complete
     the Board Vitals questions.

    Exam: Final Exam

    Learning Objectives

    Students will:

    Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals

    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.

    This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:

    Supportive and Psychodynamic Psychotherapy

    Interpersonal Psychotherapy

    Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

    Psychotherapy With Children

    Psychotherapy With Older Adults

    Termination and Outcome Evaluation

    Psychotherapy With Personality Disorders

    By Day 7

    Complete
     the Final 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. Psychotherapy With Personality Disorders

  • Psychotherapy With Older Adults

    Psychotherapy With Older Adults

    Week 10: Psychotherapy With Older Adults

    According to the Institute of Medicine, more than 20% of the growing older adult population has a mental health disorder (IOM, 2012). In the past, many older adults avoided psychotherapy because of the associated social stigma, but with the growing acceptance of therapy and awareness of mental health issues, more of this population is seeking the help they need. In your role, as the psychiatric mental health nurse practitioner, you have the opportunity to help these older adult clients overcome challenges that may have plagued them for a lifetime. Psychotherapy With Older Adults.

    ORDER A PLAGIARISM-FREE PAPER HERE

    This week, as you explore psychotherapy with older adults, you assess clients and consider the appropriateness of various therapeutic approaches. You also examine the theories, goals, and objectives that guided your practicum experience throughout this course. Psychotherapy With Older Adults.

    Learning Resources

    Required Readings

    Wheeler, K. (Ed.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
    (2nd ed.). New York, NY: Springer Publishing Company.

    Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)

    Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)

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

    Note:
    You will access this text from the Walden Library databases.

    McGuire, J. (2009). Ethical considerations when working with older adults in psychology.
    Ethics & Behavior, 19
    (2), 112–128. doi:10.1080/10508420902772702. Psychotherapy With Older Adults

    Note:
    You will access this article from the Walden Library databases.

    Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In
    Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes
    (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

    Note:
    You will access this resource from the Walden Library databases.

    Discussion: Clinical Supervision

    Personal reflection and discussion with colleagues is essential to your development as a psychiatric mental health nurse practitioner. In Week 8, you collaborated with colleagues as you participated in your first Clinical Supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling older adults. Keep in mind that although there may be challenges to counseling this population, these clients offer unique learning opportunities. For this Clinical Supervision, consider an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Psychotherapy With Older Adults.

    Learning Objectives

    Students will:

    Assess clients presenting for psychotherapy

    Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

    To prepare:

    Review this week’s media and consider the insights provided.

    Reflect on the clients you are currently counseling at your practicum site.

    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! Psychotherapy With Older Adults

    By Day 3

    Post
     a 3- to 5-minute Kaltura video that addresses the following:

    Describe an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.

    Note:
     Do not use the client’s actual name.

    Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

    Identify any additional information about this client that may potentially impact expected outcomes.

    Note:
     Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Psychotherapy With Older Adults.

    View
     a selection of your colleagues’ responses.

    By Day 6

    Respond
     to at least 
    two
     of your colleagues by sharing additional insights or alternative perspectives. Support your feedback with evidence-based literature and/or your own experiences with clients.

    Note about uploading media:
     Refer to the 
    Kaltura Media Uploader
     instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.

    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

    Psychotherapy With Older Adults

    Assignment 1: Practicum – Client Termination Summary

    Learning Objectives

    Students will:

    Develop client termination summaries

    To prepare:

    For guidance on writing a Client Termination Summary, review pages 693–712 of the Wheeler text in this week’s Learning Resources.

    Identify a client who may be ready to complete therapy.

    The Assignment

    With the client you selected in mind, address the following in a client termination summary (without violating HIPAA regulations):

    Identifying information of client (i.e., hypothetical name, age, etc.)

    Date initially contacted therapist, date therapy began, duration of therapy, and date therapy will end

    Total number of sessions, including number of missed sessions

    Termination planned or unplanned

    Presenting problem

    Major psychosocial issues

    Types of services rendered (i.e., individual, couple/family therapy, group therapy, etc.)

    Overview of treatment process

    Goal status (goals met, partially met, unmet)

    Treatment limitations (if any)

    Remaining difficulties and/or concerns

    Recommendations

    Follow-up plan (if indicated)

    Instructions for future contact

    Signatures

    By Day 7

    Submit
     your Assignment.

    Submission

    To submit your completed Assignment for review and grading, do the following:

    Please save your 
    Assignment
     using the following naming convention: “
    WK10Assgn1+lastname+first initial
    ”.

    Click the 
    Week 10 Assignment 1
     link.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “
    WK10Assgn1+last name+first initial.(extension)
    ” and click 
    Open
    . If you are submitting multiple files, repeat until all files are attached.

    Click on the 
    Submit
     button to complete your submission.

    Grading Criteria

    To access your rubric:

    Week 10 Assignment 1 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 10 Assignment draft and review the originality report.

    Submit Your Assignment by Day 7

    To submit your Assignment:

    Week 10 Assignment

    Assignment 2: Practicum – Week 8 Journal Entry

    Learning Objectives

    Students will:

    Develop diagnoses for clients receiving psychotherapy

    Evaluate the efficacy of existential-humanistic therapy for clients

    Analyze legal and ethical implications of counseling clients with psychiatric disorders

    Analyze clinical supervision experiences

    Analyze how nursing and counseling theories guided personal practice in psychotherapy

    Analyze goals and objectives for personal practicum experiences

    Analyze the impact of psychotherapy on social change

    The Learning Objectives are related to the Practicum Journal Assignments presented in 
    Weeks 8, 9, and 10
    .

    Week 10 Journal Entry

    Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal:

    Explain whether your therapeutic theory has changed as a result of your practicum experiences. 
    Recall the theories you selected in Week 1.

    Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week 1.

    Explain how you might impact social change through your work with clients who have mental health issues.

    Support your approach with evidence-based literature. Psychotherapy With Older Adults.

    Note:
     Be sure to use the Practicum Journal Template, located in the Learning Resources.

    By Day 7

    Submit
     your Practicum Journal entries for 
    Weeks 8, 9, and 10
    . Refer to the weekly instructions for additional guidance.

    Submission

    To submit your completed Assignment for review and grading, do the following:

    Please save your 
    Assignments
     using the following naming convention: “
    WK10Journal1+lastname+first initial,
    ” “
    WK10Journal2+lastname+first initial,
    ” and “
    WK10Journal3+lastname+first initial.
    ”

    Click the 
    Week 10 Assignment 2
     link.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “
    WK10Journal1+last name+first initial.(extension)
    ” and click 
    Open
    . Repeat for each of the Practicum Journal submissions.

    Click on the 
    Submit
     button to complete your submission.

    Grading Criteria

    To access your rubric:

    Week 10 Assignment 2 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 10 Assignment draft and review the originality report. Psychotherapy With Older Adults

    Submit Your Assignment by Day 7

    To submit your Assignment:

    Week 10 Assignment 2

    Assignment 3: Board Vitals

    This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

    These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Older Adults.

    You can access Board Vitals through the link sent to you in email or by following the link below:

    https://www.boardvitals.com/

    By Day 7

    Complete
     the Board Vitals questions.

    Practicum Reminder

    Time Logs

    You are required to keep a log of the time you spend related to your practicum experience 
    and enter every patient you see each day
    . You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Psychotherapy With Older Adults.

    Week in Review

    Now that you have:

    Assessed clients presenting for psychotherapy

    Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

    Developed client termination summaries

    Analyzed how nursing and counseling theories guided personal practice in psychotherapy

    Evaluated goals and objectives for personal practicum experiences

    Analyzed the impact of psychotherapy on social change

    Next week, you will:

    Analyze therapeutic approaches to treating clients with personality disorders

    Assess knowledge of concepts, principles, and theories. Psychotherapy With Older Adults.

  • Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

    Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

    Week 9: Psychotherapy With Children and Adolescents

    Approximately 1 in 5 children and adolescents have a mental health disorder, which may lead to issues at home, school, and other areas of their lives (Prout & Fedewa, 2015). When working with this population, it is important to recognize that children and adolescents are not “mini adults” and should not be treated as such. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population, particularly in terms of communication. As a result, strong therapeutic relationships are essential to success.

    ORDER A PLAGIARISM-FREE PAPER HERE

    This week, as you explore psychotherapy with children and adolescents, you assess clients presenting with disruptive behaviors. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Learning Resources

    Required Readings

    Wheeler, K. (Ed.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
    (2nd ed.). New York, NY: Springer Publishing Company.

    Chapter 17, “Psychotherapy With Children” (pp. 597–624)

    American Psychiatric Association. (2013).
    Diagnostic and statistical manual of mental disorders
    (5th ed.). Washington, DC: Author. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Note:
    You will access this text from the Walden Library databases.

    Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents.
    International Journal of Behavioral Consultation and Therapy, 9
    (2), 4–8. doi:10.1037/h0100991

     

    Note:
    You will access this article from the Walden Library databases.

    Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents.
    Journal of Clinical Psychology, 59
    (11), 1247–1256. PMID:14566959

     

    Note:
    You will access this article from the Walden Library databases.

    McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy.
    Journal of Consulting and Clinical Psychology, 84
    (5), 453–464. doi:10.1037/ccp0000081. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

     

    Note:
    You will access this article from the Walden Library databases.

    Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy.
    Psychotherapy, 51
    (1), 93–103. doi:10.1037/a0030930

     

    Note:
    You will access this article from the Walden Library databases.

    Required Media

    Laureate Education (Producer). (2013a).
    Disruptive behaviors – Part 1
    [Multimedia file]. Baltimore, MD: Author.

    Laureate Education (Producer). (2013a).
    Disruptive behaviors – Part 2
    [Multimedia file]. Baltimore, MD: Author.

    Walker, R. (n.d.).
    Making child therapy work
    [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
    You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes.

    Optional Resources

    Bruce, T., & Jongsma, A. (2010a).
    Evidence-based treatment planning for disruptive child and adolescent behavior
    [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
    You will access this media from the Walden Library databases. The approximate length of this media piece is 63 minutes. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Discussion: Counseling Adolescents

    The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the 
    Disruptive Behaviors
     media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Learning Objectives

    Students will:

    Assess clients presenting with disruptive behavior

    Analyze 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.

    View the media, 
    Disruptive Behaviors
    . Select one of the four case studies and assess the client.

    For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Note:
     To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

    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
     an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. 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. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    Submission and Grading Information

    Grading Criteria

    To access your rubric:

    Week 9 Discussion Rubric

    Post by Day 3 and Respond by Day 6

    To participate in this Discussion:

    Week 9 Discussion

    Assignment 1: Practicum – Week 9 Journal Entry

    Learning Objectives

    Students will:

    Develop diagnoses for clients receiving psychotherapy*

    Analyze legal and ethical implications of counseling clients with psychiatric disorders*

    * The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

    Select a child or adolescent client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

    Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

    Using the DSM-5, explain and justify your diagnosis for this client.

    Explain any legal and/or ethical implications related to counseling this client.

    Support your position with evidence-based literature. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    By Day 7 of Week 10

    Submit
     your Assignment.

    Assignment 2: Board Vitals

    This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

    These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

    You can access Board Vitals through the link sent to you in email or by following the link below:

    https://www.boardvitals.com/

    By Day 7

    Complete
     the Board Vitals questions.

    Week in Review

    Now that you have:

    Assessed clients presenting with disruptive behavior

    Analyzed therapeutic approaches for treating clients presenting with disruptive behavior

    Evaluated outcomes for clients presenting with disruptive behavior

    Developed diagnoses for clients receiving psychotherapy

    Analyzed legal and ethical implications of counseling clients with psychiatric disorders

    Next week, you will:

    Assess clients presenting for psychotherapy

    Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy

    Develop client termination summaries

    Analyze how nursing and counseling theories guided personal practice in psychotherapy

    Evaluate goals and objectives for personal practicum experiences

    Analyze the impact of psychotherapy on social change

    Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

    Looking Ahead: Week 10 Clinical Supervision Discussion

    Week 10 Discussion:
     In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.