Tag: Clinical-Nursing

Community-level interventions to prevent drug use, abuse and addiction

Discussion Questions

 

Evaluate community-level interventions to prevent drug use, abuse and addiction. 

Select one of the following prevention programs
.

Central San Diego County

 

Mid-City for Youth

Social Advocates for Youth (SAY)

4275 El Cajon Blvd, Suite 101

San Diego, CA 92105

Tel:
(619) 283-9624

Fax:
(619) 582-9057

North City Prevention Coalition

Social Advocates for Youth (SAY)

8755 Aero Dr, Suite 100

San Diego, CA 92123

Tel:
(858) 565-4148 ext 205

Fax:
(858) 565-4178

 

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East San Diego County

 

East County Community Change Project

Institute for Public Strategies

131 Avocado Avenue

El Cajon, CA 92020

Tel:
(619) 476-9100 x109

Fax:
(619) 476-9104

 

North San Diego County

 

North Inland Community Prevention   Program (NICPP)

Mental Health Systems, Inc.

12344 Oak Knoll Road, Suite C-1

Poway, CA 92064

Tel:
(858) 391-9303

Fax:
(858) 391-9302

North Coastal Prevention   Collaborative

Vista Community Clinic

465 La Tortuga

Vista, CA 92081

Tel:
(760) 407-1220 x7150

Fax:
(760) 414-3736

 

South San Diego County

 

South Bay Community Change Project

Institute for Public Strategies

2615 Camino del Rio South, Ste. 300
Tel:
(619) 476-9100, x127

 

County-Wide Services

 

Countywide Media Advocacy Project

Institute for   Public Strategies         2615 Camino del Rio South,   Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, ext 307

Fax:
(619) 476-9104

Methamphetamine Strike Force & Prescription Drug Task Force

Center for Community Research (CCR)

8885 Rio San Diego Drive, Suite 111

San Diego, CA 92108

Tel: (619) 684-5108

Fax: (619) 919-0027

 

Prevention Evaluation Project   Center for Community Research (CCR)

8885 Rio San Diego, Suite 111           San Diego, CA 92108

Tel:
(619) 684-5108

Fax:
(619) 919-0027

Responsible Hospitality Coalition

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(858) 793-1585

Fax:
(858) 793-1585

Prescription Drug Abuse Task Force   (PDTF)

Center for Community Research

8885 rio San Diego, Ste 111

San Diego, CA 92108

Tel:
(760) 749-8792

Fax:
(760) 749-9486

San Diego County Office of   Education

Friday Night Live (High School youth)

6401 Linda Vista Road

San Diego, CA 92111

Tel:
(619) 777-6365

Fax:
(619) 682-5252

 

Binge/Underage Drinking Initiative Alcohol Policy Panel

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, x125

Marijuana Initiative Facilitation

Center for Community Research

8885 Rio San Deigo, Ste 111

San Diego, CA 92108

Tel:
(619) 528-2235

Fax:
(619) 528-2297

 

http://www.ochealthinfo.com/phs/about/promo/tupp

http://www.ochealthinfo.com/phs/services/healthlive/adpcp

http://www.ochealthinfo.com/phs/about/promo/adept

Home

http://www.thewalllasmemorias.org/substance_abuse

https://www.montebello.k12.ca.us/date

Use the following headings for your post: (See sample post – a separate document)

1.

ORGANIZATION/PROGRAM

· The name of the program/organization

· Location (city/county)

· Distance from where you live

· Funding sources

· Is it a primary or secondary prevention program?

2.
MISSION/GOALS –
Describe
in your own words
their mission and goals

3.
PROGRAMS & STRATEGIES 

Use
YOUR OWN WORDS
to describe:

a. All of the programs it conducts.

b. What specific activities the programs conducts. Provide details and specifics.

c. Which of the following strategies do they use? (See Chapter 16 for more information)

o Teach peer-refusal skills, assertiveness skills, social skills, decision making skills?

o Teach stress reduction and anxiety management skills?

o Teach critical thinking about the influence of media and how to resist the power of advertising?

o Provide information about short-term effects of alcohol, tobacco and drugs?

o Offer alternative activities – e.g. after-school sports

o Provide mentoring? community-level interventions to prevent drug use, abuse and addiction.

o Use role models?

o Provide incentives to change behavior?

o Offer family or social support?

o Consider cultural factors of different groups?

o Strive to change laws or regulations or policies in their community?

o Use media messaging such as ads, billboards or social media?

o Create environments that reduce drug-taking behavior by getting laws passed to prohibit smoking in restaurant patios or in multi-family dwellings? Or to prohibit drinking alcohol in parks, or other?

o Strive to reduce availability of alcohol, tobacco and other drugs by doing the following types of activities: getting local policy makers to restrict the # of alcohol licenses for new businesses, getting law enforcement to fine businesses who sell cigarettes to minors, getting laws passed to fine parents who allow underage drinking parties in their homes, or other? community-level interventions to prevent drug use, abuse and addiction

o Conduct drug-testing?

o Other?

4.

RECOMMENDATIONS

o Which of these strategies are most effective and why?

o Provide your recommendations for improvement or growth or to address concerns or unmet services. Base your suggestions on YOUR research, and what you learned in the class.

SOURCES

· The program/organization website, brochures and reports will provide your information as well as the textbook.

· Do NOT use any quotations.
Paraphrase
(use your own words) to report the information and do not cut and paste from a report or article.

·
Use at least THREE sources
from the program/organization website and documents.

·
Use at least ONE other source
from peer-reviewed journals, government reports or textbooks. You can use the course textbook but it will not count as one of the two required sources.

·
Use in-text citations.
Write the source of your information at the end of the applicable sentences using APA 6th Edition format.

· List all your references (a TOTAL of FOUR) in APA 6th Edition format at the end of your post in a References list.

READ THE DISCUSSION RUBRIC
BEFORE
YOU START. COMPARE WHAT YOU WRITE WITH THE RUBRIC. READ THE SAMPLE POST BEFORE YOU START.

IMPORTANT: Do NOT submit your first draft. First, read what you wrote out loud. Check for:

– Missing words or letters

– Missing or misplaced periods, apostrophes, commas

– Incomplete sentences. community-level interventions to prevent drug use, abuse and addiction.

– 2 or more sentences strung together that should be made into separate sentences

– Putting something is past tense that should be in present tense or vice versa

– Plural words that should be singular or singular words that should be plural

– Making the verb and subject match (plural or tense)

Discussion 4 sample

 

Organization/Program

Social Advocates for Youth (SAY), is located in San Diego, CA approximately 30 minutes from my home. After reviewing their financial statements of 2015 and 2016, it seems like a lot of their income is generated through grants. The County of SD, First-5 SD, CA Department of Public Health, and more are listed under grants receivable. Alternatively, there are some programs in which they charge, because there is a Program Service Revenue portion of their Form 990 FYE16 (SAYSanDiego, 2016). They also have investment income. community-level interventions to prevent drug use, abuse and addiction.

Many of their programs would be primary since there are programs for preschool and school readiness to prevent youth from using, as well as services for adults to be better role models for their children. This facility treats the child and the family. There are other programs within the organization which are secondary, but I will go over the primary programs. community-level interventions to prevent drug use, abuse and addiction.

 

Mission/Goals

SAY involves the entire community to aid in preventing drug and alcohol abuse, and to be allotted all advantages possible regardless of disability or socioeconomic status. By recruiting the family and community in a child’s success, the community as a whole can grow advantageously, according to SAY.

 

Programs/Strategies

Programs consist of alcohol, tobacco, and other drug prevention, behavioral therapy, community services for families, delinquency prevention, First-5 steps, preschools, and vacation programs for families.

Through after school events, and programs which utilize services from SD police department, UCSD department of Family Medicine and Public Health, and Training, Research, and Education for Driving Safety (TREDS), SAY allows for education of drugs and alcohol from outside services to inform the youth what outcomes can arise from substance abuse. There is also a youth group who has been involved with SAY, who are trained to speak to fellow peers regarding substance abuse. This can be utilized as community service hours, and the young children can become more comfortable with the material they are speaking about. This will give them courage through knowledge, to say no when asked to try a substance.

Another program known as Delinquency Prevention and Youth Development, aids families of youth which may have a higher rate of anger, and may be predestined through family history, and community stigma to move into the direction of substance abuse. They aid by providing individual and family counseling, and by teaching what positive choices are in group settings and one on one. Crisis intervention is also available if necessary to prevent the child from straying from the positive path due to uncontrollable circumstances. Stress reduction and anger management is assessed here, as well as providing group therapy sessions for parents, to help them guide their children together. A similar program is KEEP, which aids foster parents and children directly with stress and anger management. community-level interventions to prevent drug use, abuse and addiction.

FLEX is a program which particularly works with young boys to make them better men. They take them on field trips, college campus visits, and prepares them for success in school, graduation, life skills, and improves their self-esteem.

CAT Plus, provides information regarding teen pregnancy and STDs. They provide skills for decision making, and confidence improvement.

The main goal is to make the family and community members, role models for the children. For this reason, SAY has programs for adults to better themselves as well as for youth development. They strive to make residential areas and housing smoke-free, and the Cinco De Mayo Con Orgullo Coalition, is a Latin-driven community program which is promoting drug-free communities, by informing and educating the community, and by strengthening the relationship between law enforcement and citizens. Other programs under SAY hold youth town hall meetings, and monitor important issues such as illegal marijuana dispensaries, and on-and-off sale liquor code compliance. There is even a sub-program of this program called the Meth Strike Force. community-level interventions to prevent drug use, abuse and addiction.

In keeping with their mission, Extended Day is a program for children with hard working parents, where the children can stay and have assistance with homework, be involved in sports, arts and crafts, and education on self-esteem with skills to resist peer pressure.

Drug testing was not listed in any of the programs, but they may be required for some of the adult classes or secondary programs. community-level interventions to prevent drug use, abuse and addiction.

 
Recommendations

Keeping the mind and body active at a young age can be most effective when attempting to keep children away from substance abuse. The more knowledge they have, the better they can rationalize a decision. If children can be educated at a young age, and also gain skills to move forward in life, drugs and alcohol abuse may not be as tempting. Treating the family as well as the child helps for mutual understanding and growth regarding the topic. I have not seen a lot of advertisement for this organization. It is not even a place that pops up on a Google search quickly, so advertisement should increase to reach more families. As a whole, their prevention methods seem well constructed and thought out, with percentages in every program explaining their success rate. Illegal dispensaries were closed due to the work the Central Region Prevention Coalition, which is positive (SAY, n.d.). community-level interventions to prevent drug use, abuse and addiction.

I would like to see a FLEX for young girls to make them strong women as well, rather than just for boys. My only recommendation is to see if there are outreach programs that can be added which can help with career paths. Providing pathways for careers, may stimulate a goal to reach, to help keep the youth focused. I did not notice any incentives except for assistance and community service. Usually this is not enough of an incentive for children. Perhaps commitment to the program can be rewarded with a raffle drawing for family tickets to an amusement park or a family vacation at the end of every year. With incentives like these, the whole family can be excited to commit.

What I would also like to see is a prevention program in this organization which assists youth after injury. It has been stated throughout our discussions, that the opioid epidemic can sometimes stem from a childhood injury and prescription narcotics. There should be some implementation of this form of abuse education. This education should include the parents as well. The FDA is still attempting to find a way to treat children with extreme pain effectively, knowing that the introduction of opioids on a developing mind can have lasting effects (Califf, Woodcock, & Ostroff, 2016). community-level interventions to prevent drug use, abuse and addiction.

 

References:

Califf, R., Woodcock, J., & Ostroff, S. (2016). A Proactive Response to Prescription Opioid Abuse. 
New England Journal of Medicine
, 
374
(15), 1480-1485. http://dx.doi.org/10.1056/nejmsr1601307

SAYSanDiego. 
Program List – SAY San Diego
. 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/programs/program-list/

SAYSanDiego. 
Form 990 FYE16
. (2016). 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/wp-content/uploads/SAY-San-Diego-Form-990-FYE16.pdf. community-level interventions to prevent drug use, abuse and addiction.

Nursing Leadership Health Care Organizations Practicum

Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.

Unlike a personal journal of thoughts and feelings, this Leadership Journal is a record of your activities, assessments, and learning related to this academic experience.

Journal entries should include a record of the number of hours spent with your nurse leader each week.

Write a journal entry of 1,000-1,500 words on the subject of
power
, including the following:

1. Provide observations and thoughts on the activities in Weeks 1-2. Nursing Leadership Health Care Organizations Practicum.

· Why all nurses should be considered leaders and the secular approach to leadership in comparison to servant leadership

2. Identify your given “power” at your workplace or in your professional life. What is your greatest contribution in the lives of others? Nursing Leadership Health Care Organizations Practicum.

3. Find three people with whom you interact professionally and ask them to affirm the influence you bring to their lives. How and why did you choose the individuals? What pearls of wisdom did they share that you had not considered?

4. Reflect on at least two things you learned from the “Issue of Power” video. Nursing Leadership Health Care Organizations Practicum

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions

(CLO 1, GLO 2, GLO 3, GLO 6, GLO 8, ILO 1, ILO 2)

Drug issues are seldom black or white, right or wrong.  Some of the most hotly debated questions of our day concern the use, misuse, and abuse of drugs.  These issues deserve a good deal of critical thought.

Use the outline you created last week (see separate instruction document for the outline) to construct a 3-5 page point/counterpoint (persuasive) essay using the arguments and sources you already researched.  In the essay, you will present opposing points of view on the issue you already chose from the approved list. You should present both sides in a fair way by discussing them objectively and in equal detail. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

PLEASE READ THE GRADING RUBRIC FOR THIS ASSIGNMENT BEFORE YOU BEGIN.  COMPARE YOUR ESSAY TO THE GRADING RUBRIC BECAUSE THAT IS WHAT WILL BE USED TO GRADE YOUR ESSAY.

 
Essay Structure

PLEASE READ THE SAMPLE ESSAY FOR THIS ASSIGNMENT BEFORE YOU BEGIN WRITING.  COMPARE YOUR ESSAY TO THE SAMPLE ESSAY BEFORE YOU SUBMIT IT.

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A good essay will include the following:

A title that clearly states the issue as a question. Take your title from the list of approved topics and just copy what it says there word for word. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

An interesting introductory paragraph that clearly introduces
both
sides of the argument and draws the reader in. It does
not
contain your opinion (do not say “I think, I believe, in my opinion”).

The first section contains 3 strong arguments FOR the issue (the point). ***Each of the 3 arguments
must
cite a source.

The second section contains 3 strong arguments AGAINST the issue (counterpoint). ***Each of the 3 arguments
must
cite a source. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

A closing paragraph in which you summarize both sides of the issue and then state your opinion on the issue.

 

Writing Style and Format

Write clearly and concisely.
Use as few words as possible to make your arguments.
  Make your essay easy to read by eliminating extra unnecessary words, phrases and sentences.  Get straight to the point.

Do not try to sound formal. Write as if you were talking – very simply and easily. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

You are encouraged to submit your essay to the National University Writing Center for their expert guidance BEFORE you submit your final essay. You can learn a lot from a half hour session with them and it will improve your grade.

Check your work
. Use spell check and then
carefully proofread your essay at least once
to catch spelling, punctuation and grammatical mistakes. 
Read your essay out loud
to catch any missing words, extra words and awkward-sounding sentences. Show your essay to someone else to see if they understand what you are trying to say. Take pride in your work and strive to be mistake-free. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

Do NOT use
any quotations
. Instead,
paraphrase (write in your own words)
the ideas or information and cite the source.

Type in Times New Roman, Size 12 font, double-spaced, 1-inch margins all around.

At the top of the paper, write your name, course (COH 318), assignment (Point/Counterpoint Essay) and date.

 
You are strongly urged to make a half hour appointment with the
Writing Center
 
to help you write your essay.  Their appointments fill up quickly so reserve a place as soon as you can. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

References

Use at least
4 total
sources for your arguments. 
Each of the 2 arguments for and the 2 arguments against against must have at least one source.

At least 2 of the sources must support your point (for).  They must come
from peer-reviewed journal articles, government reports or textbooks
. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

At least 2 of the sources must support your counterpoint argument (against).  They must come
from peer-reviewed journal articles, government reports or textbooks.

Information from the course textbook is allowed, but does not count as one of your four required sources above.  Other additional sources are allowed, but they also do not count toward your four required sources. Sources must be recent (published within the past 5-10 years). COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

You can use the National University Library database to search for sources.

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions . This class also has a special NU library page that was created to help you do research
http://nu.libguides.com/coh318

 

***To find the pro and con of substance abuse issues, click on:

Public Health Advocacy

Federal

CQ Press Library (SAGE)

CQ Researcher Plus Archive

Browse Topics

Health

Substance Abuse

Select one of the titles

Click Pro/Con on the left side to view the arguments for and against. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

Use APA 6
th
edition format for your References list.

NOTE: If you are new to APA, you can use an online citation builder such as
http://www.citationmachine.net/apa
to ensure your references are in the correct format. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

APA Resources

https://owl.english.purdue.edu/owl/resource/560/06/
1-page instruction on Reference List format

http://nu.libguides.com/ld.php?content_id=8766101
2-page handout on APA

apastyle.com

http://apastylecentral.apa.org.nuls.idm.oclc.org/learn/browse/QG-29

http://library.nu.edu/assets/resources/pageResources/APA.pdf

http://library.nu.edu/FindResources/ReferenceTools/citations.html

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions

Business & pure charity and health care system Chapter 1:

Q1-
From a financial perspective, briefly describe the concept of a business.  List and explain the differences between a business & pure charity.  Please respond to at least 2 classmates post.

 

Student 1:

Business is depending on buying and selling for profit. When a business is a personal or a company should determine goals that lead to develop the business and focus for the goal. In the other hand, Charity is depending on the provision of a range of humanitarian services to individuals in need. It is also known that a group of individuals, associations and institutions provide support and assistance to people with different needs, such as food, medicine and shelter, and others. Also, does not depend on achieving any financial gain; it is a work linked to good and charity to others.

 

Student 2:

My theory about business would be, business is a person or group of people idea about making an investment to improve his or their income. Charity is a person or more than one person is opinion to help others with some amount of money. Charity is helping others with their needs, and business is an idea of making more money.

 

Business & pure charity and health care system Chapter 2:

Q2-
If you could change ONE thing about our health care system, what would that be? Please provide detailed explanation.  Reply to the post of 2 classmates.

 

Student 1:

If I could change one thing in the U.S. health care system it would be that employer groups, payers, and government systems would all come together to make it simpler for Americans who are seeking health coverage. I am from a rural area in Kentucky and have seen so many people neglect their health because they could not go to certain providers and would have to travel hours to see a doctor in their network. These people know that they need to see a doctor, but may not be able to take off from work to travel to the doctors or may not have transportation to travel that far. This is a major reason that emergency rooms are overflowing with people because they have gone so long without seeing a doctor (because there are none in their network) so they can no longer stand the pain or sickness. I think if all providers could work together and be on the same playing field it would cut down costs and help people get the treatment they need in a timely manner.

 

Student 2:

If I could change one thing about the current health care system in America it would be accessibility for consumers. Accessibility to health care affects many different aspects of health care, such as health care cost, emergency room use, overall health of the nation, and many others. Many things affect one’s access to health care, including geographical location (rural vs. urban area), insurance coverage, and income. Improving the accessibility of health care can potentially lower total health care costs and even improve the overall health of the nation. Business & pure charity and health care system

Comprehensive Integrated Psychiatric Assessment Discussion

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.” Comprehensive Integrated Psychiatric Assessment Discussion

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.

This week, you explore in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process. Comprehensive Integrated Psychiatric Assessment Discussion

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. Comprehensive Integrated Psychiatric Assessment Discussion

“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/

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. Comprehensive Integrated Psychiatric Assessment Discussion

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.

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
!

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.

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.

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.

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.

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. Comprehensive Integrated Psychiatric Assessment Discussion

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. Comprehensive Integrated Psychiatric Assessment Discussion

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
.)

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
.) Comprehensive Integrated Psychiatric Assessment Discussion

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
.)

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
.) Comprehensive Integrated Psychiatric Assessment Discussion

Refer to Weeks 2–10 for additional guidance.

NURS_6660_Week1_Discussion_Rubric

Grid View

List View

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 representive 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 three credible references” Comprehensive Integrated Psychiatric Assessment Discussion

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 three credible references”

31 
(31%)
 – 34 
(34%)

“* Responds to some of the discussion question(s) * One to two criteria are not addressed or are superficially addressed * Is somewhat lacking reflection and critical analysis and synthesis * Somewhat represents knowledge gained from the course readings for the module. * Post is cited with fewer than two credible references”

0 
(0%)
 – 30 
(30%)

“* Does not respond to the discussion question(s) * Lacks depth or superficially addresses criteria * Lacks reflection and critical analysis and synthesis * Does not represent knowledge gained from the course readings for the module * Contains only one or no credible references”

Main Posting: Writing

6 
(6%)
 – 6 
(6%)

“* Written clearly and concisely * Contains no grammatical or spelling errors * 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 errors * Adheres to current APA manual writing rules and style” Comprehensive Integrated Psychiatric Assessment Discussion

5 
(5%)
 – 5 
(5%)

“* Written concisely * May contain one to two grammatical or spelling errors * Adheres to current APA manual writing rules and style”

4.5 
(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%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 6 
(6%)

* 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 and may have some depth

0 
(0%)
 – 6 
(6%)

* Response may not be on topic and lacks depth

First Response: Writing

6 
(6%)
 – 6 
(6%)

“* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in standard edited English”

5.5 
(5.5%)
 – 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 professional communication * Response to faculty questions are missing * No credible sources are cited”. Comprehensive Integrated Psychiatric Assessment Discussion

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%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

* Does not meet requirements 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. Comprehensive Integrated Psychiatric Assessment Discussion

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 professional communication * Response to faculty questions are missing * No credible sources are cited”

Second Response: Timely and full participation

5 
(5%)
 – 5 
(5%)

“* Meets requirements for timely and full participation * Posts by due date”

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

* Does not meet requirement for full participation. Comprehensive Integrated Psychiatric Assessment Discussion

Group Processes and Stages of Formation Essay Assignment Discussion Paper

Assignment 1: Group Processes and Stages of Formation

In your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual’s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress. For this Assignment, as you examine the video 
Group Therapy: A Live Demonstration
 in this week’s Learning Resources, consider the group’s processes, stages of formation, and other factors that might impact the effectiveness of group therapy for clients. Group Processes and Stages of Formation Essay Assignment Discussion Paper.

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Group Processes and Stages of Formation Essay Assignment Discussion Paper Learning Objectives

Students will:

Analyze group processes and stages of formation

Analyze curative factors of groups

Analyze the impact of curative factors on client progress

Recommend strategies for managing intragroup conflict

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide on group processes.

View the media, Group Therapy: A Live Demonstration, and consider the group dynamics.

The Assignment

In a 2- to 3-page paper, address the following:

Explain the group’s processes and stage of formation.

Explain curative factors that occurred in the group. Include how these factors might impact client progress.

Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature.

Note:
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Walden Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

By Day 7

Submit
 your Assignment.

Submission and Grading Information

To submit your completed Group Processes and Stages of Formation Essay Assignment Discussion Paper  for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Group Processes and Stages of Formation Essay Assignment Discussion Paper  1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 1

Group Processes and Stages of Formation Essay Assignment Discussion Paper Assignment 2: Practicum – Assessing Client Family Progress

Group Processes and Stages of Formation Essay Assignment Discussion Paper Learning Objectives

Students will:

Create progress notes

Create privileged notes

Justify the inclusion or exclusion of information in progress and privileged notes

Evaluate preceptor notes

To prepare:

Reflect on the client family you selected for the Week 3 Practicum Assignment.

The Assignment

Part 1: Progress Note

Using the client family from your Week 3 Practicum Group Processes and Stages of Formation Essay Assignment Discussion Paper, address in a progress note (without violating HIPAA regulations) the following:

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and or symptoms

Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)

The therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:
 Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Group Processes and Stages of Formation Essay Assignment Discussion Paper.

In your progress note, address the following:

Include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client family’s progress note.

Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

By Day 7

Submit
 your Group Processes and Stages of Formation Essay Assignment Discussion Paper.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Group Processes and Stages of Formation Essay Assignment Discussion Paper  draft for authenticity:

Submit your Week 7 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 2

Group Processes and Stages of Formation Essay Assignment Discussion Paper Assignment 3: Practicum – Week 5 Journal Entry

By Day 7

Submit 
your Assignment. Refer to Week 5 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK7Assgn3+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 3 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 3 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn3+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 3 Rubric

Check Your Group Processes and Stages of Formation Essay Assignment Discussion Paper Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 3 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 3

Group Processes and Stages of Formation Essay Assignment Discussion Paper Assignment 4: 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.

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.

Group Processes and Stages of Formation Essay Assignment Discussion Paper 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.

 

Making Connections

Now that you have:

Examined group processes, stages of formation, curative factors, and strategies for managing intragroup conflict. Group Processes and Stages of Formation Essay Assignment Discussion Paper.

Assessed progress for a client family receiving psychotherapy and developed progress and privileged psychotherapy notes for the family

Next week, you will:

Explore cognitive behavioral therapy for groups and compare CBT in group and family settings

Develop diagnoses for clients receiving group psychotherapy and consider legal and ethical implications of counseling these clients . Group Processes and Stages of Formation Essay Assignment Discussion Paper

Week 5: Solution-Focused and Cognitive Behavioral Family Therapy

When solution-focused and cognitive behavioral family therapy proved effective with individuals, therapists began applying these approaches to families. However, it quickly became evident that the translation of these approaches from individuals to families was more difficult than expected. Consider how you can successfully apply these therapies to your client families. Is one approach more effective than the other? What are the challenges of using these therapeutic approaches with families? Solution-Focused and Cognitive Behavioral Family Therapy.

This week, as you continue exploring therapeutic approaches and their appropriateness for client families, you examine solution-focused and cognitive behavioral therapy. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

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Solution-Focused and Cognitive Behavioral Family Therapy 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

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

Chapter 12, “Family Therapy” (Review pp. 429–468.)

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

Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166–189)

Chapter 12, “Solution-Focused Therapy” (pp. 225–242)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Solution-Focused and Cognitive Behavioral Family Therapy.

Note:
Retrieved from Walden Library databases.

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010.
Journal of Child Psychology & Psychiatry, 54
(7), 707–723. doi:10.1111/jcpp.12058

Note:
Retrieved from Walden Library databases.

Conoley, C., Graham, J., Neu, T., Craig, M., O’Pry, A., Cardin, S., & … Parker, R. (2003). Solution-focused family therapy with three aggressive and oppositional-acting children: An N=1 empirical study.
Family Process, 42
(3), 361–374. doi:10.1111/j.1545-5300.2003.00361.x

Note:
Retrieved from Walden Library databases.

de Castro, S., & Guterman, J. (2008). Solution-focused therapy for families coping with suicide.
Journal of Marital & Family Therapy, 34
(1), 93–106. doi:10.111/j.1752-0606.2008.00055.x

Note:
Retrieved from Walden Library databases. Solution-Focused and Cognitive Behavioral Family Therapy.

Patterson, T. (2014). A cognitive behavioral systems approach to family therapy.
Journal of Family Psychotherapy, 25
(2), 132–144. doi:10.1080/08975353.2014.910023

Note:
Retrieved from Walden Library databases.

Perry, A. (2014). Cognitive behavioral therapy with couples and families.
Sexual & Relationship Therapy, 29
(3), 366–367. doi:10.1080/14681994.2014.909024

Note:
Retrieved from Walden Library databases.

Ramisch, J., McVicker, M., & Sahin, Z. (2009). Helping low-conflict divorced parents establish appropriate boundaries using a variation of the miracle question: An integration of solution-focused therapy and structural family therapy.
Journal of Divorce & Remarriage, 50
(7), 481–495. doi:10.1080/10502550902970587

Note:
Retrieved from Walden Library databases.

Washington, K. T., Wittenberg-Lyles, E., Oliver, D. P., Baldwin, P. K., Tappana, J., Wright, J. H., & Demiris, G. (2014). Rethinking family caregiving: Tailoring cognitive-behavioral therapies to the hospice experience.
Health & Social Work, 39
(4), 244–250. doi:10.1093/hsw/hlu031

Note:
Retrieved from Walden Library databases. Solution-Focused and Cognitive Behavioral Family Therapy.

Document:
Group Therapy Progress Note

Required Media

Laureate Education (Producer). (2013c).
Johnson family session 3
[Video file]. Author: Baltimore, MD.

 

Note:
The approximate length of this media piece is 5 minutes.

 

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

Discussion: Cognitive Behavioral Therapy: Family Settings Versus Individual Settings

Whether used with individuals or families, the goal of cognitive behavioral therapy (CBT) is to modify client behavior. Although CBT for families is similar to CBT for individuals, there are significant differences in their applications. As you develop treatment plans, it is important that you recognize these differences and how they may impact your therapeutic approach with families. For this Discussion, as you compare the use of CBT for families and individuals, consider challenges of applying this therapeutic approach to your own client families.

Solution-Focused and Cognitive Behavioral Family Therapy Learning Objectives

Students will:

Compare the use of cognitive behavioral therapy for families to cognitive behavioral therapy for individuals

Analyze challenges of using cognitive behavioral therapy for families

Recommend effective cognitive behavioral therapy strategies for families

To prepare:

Review the media, Johnson Family Session 3, in this week’s Learning Resources and consider the insights provided on CBT in family therapy.

Reflect on your practicum experiences with CBT in family and individual settings.

Note:
 For this Solution-Focused and Cognitive Behavioral Family Therapy Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
Post to Discussion Question link
 and then select 
Create Thread
 to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 an explanation of how the use of CBT in families compares to CBT in individual settings. Provide specific examples from your own practicum experiences. Then, explain challenges counselors might encounter when using CBT in the family setting. Support your position with specific examples from this week’s media.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by recommending CBT strategies to overcome the challenges your colleagues have identified. Support your recommendations with evidence-based literature and/or your own experiences with clients. Solution-Focused and Cognitive Behavioral Family Therapy.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion

Solution-Focused and Cognitive Behavioral Family Therapy Assignment 1: Practicum – Week 5 Journal Entry

Learning Objectives

Students will:

Develop effective documentation skills for family therapy sessions *

Develop diagnoses for clients receiving family psychotherapy *

Evaluate the efficacy of solution-focused therapy and cognitive behavioral therapy for families *

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 7.

Select two clients you observed or counseled this week during a family therapy session. 
Note:
 The two clients you select must have attended the same family session. Do not select the same family you selected for Week 2.

Then, address in your Practicum Journal the following:

Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.

Describe each 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 each client.

Explain whether solution-focused or cognitive behavioral therapy would be more effective with this family. Include expected outcomes based on these therapeutic approaches.

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

Support your approach with evidence-based literature.

By Day 7 of Week 7

Submit
 your Assignment.

Solution-Focused and Cognitive Behavioral Family Therapy 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.

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.

Solution-Focused and Cognitive Behavioral Family Therapy Making Connections

Now that you have:

Explored solution-focused and cognitive behavioral therapy and challenges related to these therapeutic approaches

Developed diagnoses for clients receiving family psychotherapy and considered legal and ethical implications of counseling these clients

Next week, you will:

Explore group therapy and consider how you might apply current literature to your own clinical practice

Examine your own practicum experiences involving group therapy sessions. Solution-Focused and Cognitive Behavioral Family Therapy.

Psychotherapy With Children, Adolescents and Older Adults Essay

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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.

ORDER A PLAGIARISM-FREE PAPER HERE

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, Adolescents and Older Adults Essay.

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, Adolescents and Older Adults Essay.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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, Adolescents and Older Adults Essay 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, Adolescents and Older Adults Essay.

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.

Note:
 To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment. Psychotherapy With Children, Adolescents and Older Adults Essay.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 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: Psychotherapy With Children, Adolescents and Older Adults Essay.

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.

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, Adolescents and Older Adults Essay.

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

Psychotherapy With Children, Adolescents and Older Adults Essay

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, Adolescents and Older Adults Essay

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.

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 Children, Adolescents and Older Adults Essay.

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.

Photo Credit: [diego_cervo]/[iStock / Getty Images Plus]/Getty Images

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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

 

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.

Psychotherapy With Children, Adolescents and Older Adults Essay 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 Children, Adolescents and Older Adults Essay.

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!

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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

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.

Psychotherapy With Children, Adolescents and Older Adults Essay

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
”. Psychotherapy With Children, Adolescents and Older Adults Essay.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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

Psychotherapy With Children, Adolescents and Older Adults Essay

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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 Children, Adolescents and Older Adults Essay.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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.

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. Psychotherapy With Children, Adolescents and Older Adults Essay.

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, Adolescents and Older Adults Essay.

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 Children, Adolescents and Older Adults Essay.

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 Children, Adolescents and Older Adults Essay

Week 4: Structural and Strategic Family Therapy

Individuals are born into families, grow and develop in families, and live most of their lives in families. Therefore, it makes sense that clients are best understood within the context of the family system. Structural and Strategic Family Therapy.

——Dr. Candice Knight, 
Psychotherapy for the Advanced Practice Psychiatric Nurse

The family system is a social unit that is based on unique relationships and roles. Structural and strategic therapies are important, because they offer unique insights to the theoretical underpinnings of this system. As a psychiatric mental health nurse practitioner, a strong theoretical foundation will help you better understand the family unit and family therapy; this understanding will, in turn, improve the effectiveness of your work with clients.

This week, as you continue exploring family therapy, you examine structural and strategic family therapies and their appropriateness for client families. You also consider your own practicum experiences involving family therapy sessions.

ORDER A PLAGIARISM-FREE PAPER HERE

Structural and Strategic Family Therapy 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

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

Chapter 5, “Bowen Family Systems Therapy” (pp. 69–88)

Chapter 6, “Strategic Family Therapy” (pp. 89–109)

Chapter 7, “Structural Family Therapy” (pp. 110–128)

Gerlach, P. K. (2015). Use structural maps to manage your family well: Basic premises and examples. Retrieved from http://sfhelp.org/fam/map.htm

McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013).
Low-income families with potential adolescent gang involvement: A structural community family therapy integration model.
American Journal of Family Therapy, 41(2), 110–120. doi:10.1080/01926187.2011.649110

Note:
Retrieved from Walden Library databases.

Méndez, N. A., Qureshi, M. E., Carnerio, R., & Hort, F. (2014). The intersection of Facebook and structural family therapy volume 1.
American Journal of Family Therapy, 42
(2), 167–174. doi:10.1080/01926187.2013.794046

Note:
Retrieved from Walden Library databases.

Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective.
Family Process, 52
(2), 207–215. doi:10.1111/famp.12025

Note:
Retrieved from Walden Library databases.

Ryan, W. J., Conti, R. P., & Simon, G. M. (2013). Presupposition compatibility facilitates treatment fidelity in therapists learning structural family therapy.
American Journal of Family Therapy, 41
(5), 403–414. doi:10.1080/01926187.2012.727673. Structural and Strategic Family Therapy.

Note:
Retrieved from Walden Library databases.

Sheehan, A. H., & Friedlander, M. L. (2015). Therapeutic alliance and retention in brief strategic family therapy: A mixed-methods study.
Journal of Marital and Family Therapy, 41
(4), 415–427. doi:10.1111/jmft.12113

Note:
Retrieved from Walden Library databases.

Szapocznik, J., Muir, J. A., Duff, J. H., Schwartz, S. J., & Brown, C. H. (2015). Brief strategic family therapy: Implementing evidence-based models in community settings.
Psychotherapy Research, 25
(1), 121–133. doi:10.1080/10503307.2013.856044. Structural and Strategic Family Therapy.

Note:
Retrieved from Walden Library databases.

Required Media

Psychotherapy.net (Producer). (2010).
Bowenian family therapy
[Video file]. Mill Valley, CA: Author.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 118 minutes.

Triangle Productions (Producer). (2001).
Brief strategic therapy with couples
[Video file]. La Jolla, CA: Author.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 49 minutes.

Optional Resources

Coatsworth, J. D., Santisteban, D. A., McBride, C. K., & Szapocznik, J. (2001). Brief strategic family therapy versus community control: Engagement, retention, and an exploration of the moderating role of adolescent symptom severity.
Family Process, 40
(3), 313–332. Retrieved from http://www.familyprocess.org/family-process-journal/

Golden Triad Films (Producer). (1986).
The essence of change.
[Video file]. Mill Valley, CA: Psychotherapy.net. Structural and Strategic Family Therapy.

National Institute on Drug Abuse. (2003).
Brief strategic family therapy for adolescent drug abuse.
Retrieved from https://archives.drugabuse.gov/TXManuals/BSFT/BSFTIndex.html

Navarre, S. (1998). Salvador Minuchin’s structural family therapy and its application to multicultural family systems.
Issues in Mental Health Nursing, 19
(6), 557–570. doi:10.1080/016128498248845

Psychotherapy.net (Producer). (2000b). Satir family therapy [Video file]. Mill Valley, CA: Author.

Psychotherapy.net (Producer). (2011b). Salvador Minuchin on family therapy [Video file]. Mill Valley, CA: Author.

Radohl, T. (2011). Incorporating family into the formula: Family-directed structural therapy for children with serious emotional disturbance.
Child & Family Social Work, 16
(2), 127–137. doi:10.1111/j.1365-2206.2010.00720.x

Robbins, M. S., Feaster, D. J., Horigian, V. E., Rohrbaugh, M., Shoham, V., Bachrach, K., … Szapocznik, J. (2011). Brief strategic family therapy versus treatment as usual: Results of a multisite randomized trial for substance using adolescents.
Journal of Consulting and Clinical Psychology, 79
(6), 713–727. doi:10.1037/a0025477

Santisteban, D. A., Suarez-Morales, L., Robbins, M. S., & Szapocznik, J. (2006). Brief strategic family therapy: Lessons learned in efficacy research and challenges to blending research and practice.
Family Process, 45
(2), 259–271. doi:10.1111/j.1545-5300.2006.00094.x

Szapocznik, J., Schwartz, S. J., Muir, J. A., & Brown, C. H. (2012). Brief strategic family therapy: An intervention to reduce adolescent risk behavior.
Couple & Family Psychology, 1
(2), 134–145. doi:10.1037/a0029002. Structural and Strategic Family Therapy.

Szapocznik, J., Zarate, M., Duff, J., & Muir, J. (2013). Brief strategic family therapy: Engaging drug using/problem behavior adolescents and their families in treatment.
Social Work in Public Health, 28
(3-4), 206–223. doi:10.1080/19371918.2013.774666

Vetere, A. (2001). Therapy matters: Structural family therapy.
Child Psychology & Psychiatry Review, 6
(3), 133–139. Retrieved from http://www.iupui.edu/~mswd/D642/multimedia/word_doc/StructuralFamilyTherapy_Vetare.pdf

Weaver, A., Greeno, C. G., Marcus, S. C., Fusco, R. A., Zimmerman, T., & Anderson, C. (2013). Effects of structural family therapy on child and maternal mental health symptomatology.
Research on Social Work Practice, 23
(3), 294–303. doi:10.1177/1049731512470492

Family systems therapy

Strategic family therapy

Assignment 1: Structural Versus Strategic Family Therapies

Although structural therapy and strategic therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, as you compare structural and strategic family therapy, consider which therapeutic approach you might use with your own client families.

Structural and Strategic Family Therapy Learning Objectives

Students will:

Compare structural family therapy to strategic family therapy

Create structural family maps

Justify recommendations for family therapy

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide on structural and strategic family therapies.

Refer to Gerlach (2015) in this week’s Learning Resources for guidance on creating a structural family map.

Structural and Strategic Family Therapy  Assignment

In a 2- to 3-page Structural and Strategic Family Therapy paper, address the following:

Summarize the key points of both structural family therapy and strategic family therapy.

Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each.

Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations.

Recommend a specific therapy for the family, and justify your choice using the Learning Resources.

Note:
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Walden Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

By Day 7

Submit
 your Structural and Strategic Family Therapy Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your Structural and Strategic Family Therapy submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment

Structural and Strategic Family Therapy Assignment 2: Practicum – Week 1 Journal Entry

By Day 7

Submit
 your Assignment. Refer to Week 1 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my Structural and Strategic Family Therapy paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Structural and Strategic Family Therapy Assignment 3: Practicum – Week 2 Journal Entry

By Day 7

Submit
 your Assignment. Refer to Week 2 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn3+last name+first initial.(extension)” as the name.

Click the 
Week 4 Structural and Strategic Family Therapy Assignment 3 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 3 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn3+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your Structural and Strategic Family Therapy submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 3 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 3 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 3

Structural and Strategic Family Therapy Assignment 4: Practicum – Week 3 Assessing Client Families

By Day 7

Submit
 your Assignment. Refer to Week 3 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn4+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 4 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Structural and Strategic Family Therapy Assignment 4 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn4+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 4 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 4 draft and review the originality report.

Submit Your Structural and Strategic Family Therapy Assignment by Day 7

To submit your Assignment:

Week 4 Structural and Strategic Family Therapy Assignment 4

Structural and Strategic Family Therapy Assignment 5: 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. Structural and Strategic Family Therapy.

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.

Structural and Strategic Family Therapy 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.

 

Making Connections

Now that you have:

Examined structural and strategic family therapies and their appropriateness for client families

Considered your own practicum experiences involving family therapy sessions

Next week, you will:

Explore solution-focused and cognitive behavioral therapy and challenges related to these therapeutic approaches

Develop diagnoses for clients receiving Structural and Strategic Family Therapy and consider the legal and ethical implications of counseling these clients

Existential-Humanistic Therapy Essay

“It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.”

–Carl Rogers, from 
On Becoming a Person

This client-centered perspective is the cornerstone of existential-humanistic therapy, which requires therapists to “attempt to receive clients with curiosity and openness, endeavor to grasp their subjective world, and believe that clients are the experts on their own experience” (Wheeler, 2014, p. 373). As the psychiatric mental health nurse practitioner, it is important to understand that the effectiveness of this approach is dependent on your relationship with clients, as well as your beliefs on holism and human nature. Existential-Humanistic Therapy Essay.

This week, as you explore existential-humanistic therapy, you assess clients and consider the appropriateness of various therapeutic approaches. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

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Existential-Humanistic Therapy Essay 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. Existential-Humanistic Therapy Essay.

Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp. 369–406)

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.

Nagy, T. F. (2011). Ethics in psychotherapy. In
Essential ethics for psychologists: A primer for understanding and mastering core issues
(pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

 

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

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013).
Counseling and psychotherapy theories in context and practice
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
For this week, view Existential Therapy, Person-Centered Therapy, and Gestalt Therapy only. You will access this media from the Walden Library databases

Laureate Education (Producer). (2012b).
Clinical supervision follow-up
[Video file]. Baltimore, MD: Author. Existential-Humanistic Therapy Essay.

 

Note:
This is a follow-up to the Thompson family media piece in Week 5. The approximate length of this media piece is 9 minutes.

 

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

Laureate Education (Producer). (2015d).
On a hamster wheel
[Video file]. Baltimore, MD: Author.

 

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

 

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

Bugental, J. (n.d.).
Existential-humanistic psychotherapy
[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 108 minutes. Existential-Humanistic Therapy Essay.

Optional Resources

May, R. (n.d.).
Rollo May on existential psychotherapy
[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 61 minutes.

Steinert , T. (2016, October 3). Ethics of coercive treatment and misuse of psychiatry.
Psychiatric Services
. doi:10.1176/appi.ps.201600066. Retrieved from http://ps.psychiatryonline.org/doi/10.1176/appi.ps.201600066

Existential-Humanistic Therapy Essay Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

Apply existential-humanistic therapy to clients with psychiatric disorders

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!

By Day 3

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

Describe a 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. Existential-Humanistic Therapy Essay.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing feedback based on an existential-humanistic therapeutic perspective. 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. Existential-Humanistic Therapy Essay.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

Assignment 1: Practicum – Week 8 Journal Entry

This week, you complete a two-part journal entry.

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate efficacy of existential-humanistic therapy for clients*

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

Analyze clinical supervision experiences*

Existential-Humanistic Therapy Essay

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

For 
Part 1
, select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

Describe the client and identify any pertinent history or medical information, including prescribed medications.

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

Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach. Existential-Humanistic Therapy Essay.

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

Support your approach with evidence-based literature.

For 
Part 2
, reflect on your clinical supervision experiences. Then, address the following in your Practicum Journal:

How often are you receiving clinical supervision from your preceptor?

What are the sessions like?

What is the preceptor bringing to your attention?

How are you translating these sessions to your clinical practice?

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. Existential-Humanistic Therapy Essay.

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 for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Applied existential-humanistic therapy to clients with psychiatric disorders

Developed diagnoses for clients receiving psychotherapy

Evaluated the efficacy of existential-humanistic therapy for clients

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Analyzed clinical supervision experiences

Existential-Humanistic Therapy Essay

Next week, you 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

Develop diagnoses for clients receiving psychotherapy

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Existential-Humanistic Therapy Essay