NRNP 6645 Full Course Discussions & Assignments (Week 1-10)

NRNP 6645 Full Course Discussions & Assignments (Week 1-10)

NRNP 6645 Full Course Discussions & Assignments (Week 1-10)

NRNP 6645 Week 1 Discussion: Biological Basis and Ethical/Legal Considerations of Psychotherapy

Discussion: Biological Basis and Ethical/Legal Considerations of Psychotherapy
Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?

Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.

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For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.

To prepare:

Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).
Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.
By Day 3
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

NRNP 6645 Week 2 Assignment: Family Assessment

Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.) Cengage Learning.

Chapter 2, “Family Development: Continuity and Change”

Chapter 8, “Transgenerational Models”

Therapist Aid. (2012–2020). Genograms for psychotherapy.

Links to an external site. https://www.therapistaid.com/therapy-guide/genograms

Therapist Aid LLC. (© 2012-2020). Genograms for psychotherapy. https://www.therapistaid.com/therapy-guide/genograms

Document: Comprehensive Psychiatric Evaluation Note Template

Download Comprehensive Psychiatric Evaluation Note Template

Document: Comprehensive Psychiatric Evaluation Note Exemplar

Download Comprehensive Psychiatric Evaluation Note Exemplar

Optional Resource

Kaplin, D. (2021, Nov. 5). Family systems therapy

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=UVPENypTc4k

Required Media

Gehart, D. R. (2013, August 29). Progress note

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=CEB1vBObUqc

Masterswork Productions. (2003). Mother and daughter: A cultural tale

Links to an external site. [Video/DVD]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/mother-and-daughter-a-cultural-tale

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice

Links to an external site. [Video]. https://waldenu.kanopy.com/video/counseling-and-psychotherapy-theories-contex

Family Systems Therapy (starts at 4 hours)

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide on family assessment. Be sure to review the resource on psychotherapy genograms.

Download the Comprehensive Psychiatric Evaluation Note Template and review the requirements of the documentation. There is also an exemplar provided with detailed guidance and examples.

View the Mother and Daughter: A Cultural Tale video in the Learning Resources and consider how you might assess the family in the case study.

The Assignment

Document the following for the family in the video, using the Comprehensive Evaluation Note Template:

Chief complaint

History of present illness

Past psychiatric history

Substance use history

Family psychiatric/substance use history

Psychosocial history/Developmental history

Medical history

Review of systems (ROS)

Physical assessment (if applicable)

Mental status exam

Differential diagnosis—Include a minimum of three differential diagnoses and include how you derived each diagnosis in accordance with DSM-5-TR diagnostic criteria

Case formulation and treatment plan

Include a psychotherapy genogram for the family

Note: For any item you are unable to address from the video, explain how you would gather this information and why it is important for diagnosis and treatment planning.

By Day 7

Submit your Assignment.

submission information

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

To submit your completed assignment, save your Assignment as WK2Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week2_Assignment_Rubric

NRNP_6645_Week2_Assignment_Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Document the following for the family in the video, using the Comprehensive Evaluation Note Template: • Chief complaint• History of present illness• Past psychiatric history• Substance use history• Family psychiatric/substance use history• Psychosocial history/Developmental history• Medical history• Review of systems (ROS) • Physical assessment (if applicable)
20 to >17.0 pts

Excellent 90%–100%

The assignment includes an accurate, clear, and complete description of the subjective and objective information for the client family. The response addresses each of the required elements and demonstrates thoughtful consideration of the client family’s situation and culture.

17 to >15.0 pts

Good 80%–89%

The assignment includes an accurate, clear, and complete description of the subjective and objective information for the client family.

15 to >13.0 pts

Fair 70%–79%

The assignment includes a description of the subjective and objective information for the client family but is somewhat general or contains small inaccuracies.

13 to >0 pts

Poor 0%–69%

The assignment includes a description of the subjective and objective information for the client family but is vague or contains many inaccuracies. Or, several of the required elements are missing.
20 pts

This criterion is linked to a Learning Outcome • Mental status exam • Differential diagnoses—Include a minimum of three differential diagnoses and include how you derived at each diagnosis in accordance with DSM-5-TR diagnostic criteria
20 to >17.0 pts

Excellent 90%–100%

The response thoroughly and accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the family in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

17 to >15.0 pts

Good 80%–89%

The response accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.

15 to >13.0 pts

Fair 70%–79%

The response documents the results of the mental status exam with some vagueness or innacuracy…. Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.

13 to >0 pts

Poor 0%–69%

The response provides an incomplete or inaccurate description of the results of the mental status exam and/or explanation of the differential diagnoses. Or, assessment documentation is missing.

20 pts

This criterion is linked to a Learning Outcome • Case formulation• Treatment plan that includes psychotherapy interventions
25 to >22.0 pts

Excellent 90%–100%

Case formulation is thorough, thoughtful, and demonstrate critical thinking…. The assignment includes an accurate, clear, and complete treatment plan for the client family that includes psychotherapy interventions. The response demonstrates thoughtful consideration of the client family’s situation and culture.

22 to >19.0 pts

Good 80%–89%

Case formulation demonstrates critical thinking…. The assignment includes an accurate, clear, and complete treatment plan for the client family that includes psychotherapy interventions.

19 to >17.0 pts

Fair 70%–79%

Case formulation is somewhat general or does not demonstrate critical thinking…. The assignment includes a treatment plan for the client family that includes psychotherapy interventions but is somewhat general or contains small inaccuracies.

17 to >0 pts

Poor 0%–69%

The assignment provides a vague and/or inaccurate description of the case formulation and treatment plan for the client family. Or, many of the required elements are missing.
25 pts

This criterion is linked to a Learning Outcome • A psychotherapy genogram for the family
20 to >17.0 pts

Excellent 90%–100%

The assignment includes an accurate, clear, and complete genogram of the client family. The documentation style is consistent and a key is provided.

17 to >15.0 pts

Good 80%–89%

The assignment includes an accurate genogram of the client family. The documentation style is consistent and a key is provided.

15 to >13.0 pts

Fair 70%–79%

The assignment includes a genogram of the client family but is somewhat limited or contains factual inaccuracies or inconsistencies in documentation style.

13 to >0 pts

Poor 0%–69%

The genogram provided is vague or contains many inaccuracies. Or, the genogram is missing.

20 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided which delineate all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.0 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3 to >2.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

2 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.0 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3 to >2.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

2 to >0 pts

Poor 0%–69%

Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.0 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3 to >2.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

2 to >0 pts

Poor 0%–69%

Contains many (≥5) APA format errors.

5 pts

Total Points: 100

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 12, “Group Therapy”

Yalom, I. D., & Leszcz, M. (2005). The therapeutic factors. In The theory and practice of group psychotherapy

Download The theory and practice of group psychotherapy (5th ed.) (pp. 1–18). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Yalom, I. D., & Leszcz, M. (2005). Interpersonal learning. In The theory and practice of group psychotherapy

Download The theory and practice of group psychotherapy (5th ed.) (pp. 19–52). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Yalom, I. D., & Leszcz, M. (2005). Group cohesiveness. In The theory and practice of group psychotherapy

Download The theory and practice of group psychotherapy (5th ed.) (pp. 53–76). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Required Media

Cats Cats. (2016, September 29). Interpersonal group therapy for addiction recovery demonstration

Links to an external site. [Video]. YouTube. https://youtu.be/szS31h0kMI0

Gerber, B. (2013, November 21). Psychotherapy group for schizophrenia

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA

Henson, B. A. (2017, April 27). Role play: Group counseling for adolescents with anxiety

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=h6CF09f5S1M

PsychotherapyNet. (2009, May 6). Irvin Yalom inpatient group psychotherapy video

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=05Elmr65RDg

PsychotherapyNet. (2009, May 7). Irvin Yalom outpatient group psychotherapy video

Links to an external site. [Video]. YouTube. https://youtu.be/PwnfWMNbg48

Optional Resources

Psychotherapy.net. (n.d.-a). Group therapy: A live demonstration – With Irvin Yalom

Links to an external site. [Video]. https://waldenu.kanopy.com/video/group-therapy-live-demonstration

Links to an external site.Psychotherapy.net. (n.d.-b). Group therapy for addictions: An interpersonal relapse prevention approach

Links to an external site. [Video]. https://waldenu.kanopy.com/video/group-therapy-addictions-interpersonal-relap

To prepare:

Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

What evidence from the literature supports the techniques demonstrated?

What did you notice that the therapist did well?

Explain something that you would have handled differently.

What is an insight that you gained from watching the therapist handle the group therapy?

Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

By Day 7

Submit your Assignment.

Reminder

Links to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

submission information

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

To submit your completed assignment, save your Assignment as WK3Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week3_Assignment_Rubric

NRNP_6645_Week3_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Develop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: · Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.

25 to >22.0 pts

Excellent 90%–100%

The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.

22 to >19.0 pts

Good 80%–89%

The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.

17 to >0 pts

Poor 0%–69%

The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.

25 pts

This criterion is linked to a Learning Outcome · Identify what the therapist did well. · Explain something that you would have handled differently. · Identify an insight that you gained form watching the therapist handle the group therapy.

25 to >22.0 pts

Excellent 90%–100%

The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.

22 to >19.0 pts

Good 80%–89%

The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy.

19 to >17.0 pts

Fair 70%–79%

The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.

17 to >0 pts

Poor 0%–69%

The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.

25 pts

This criterion is linked to a Learning Outcome Imagine that you are leading your own group session. · Describe how would you go about handling a difficult group member. · Explain how you would elicit participation in your group. · Describe what you would anticipate to find in different phases of the group therapy. · Explain the benefits and challenges of group therapy.
25 to >22.0 pts

Excellent 90%–100%

The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy.

22 to >19.0 pts

Good 80%–89%

The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.

17 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.

25 pts

This criterion is linked to a Learning Outcome • Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
10 to >8.0 pts

Excellent 90%–100%

Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached.

8 to >7.0 pts

Good 80%–89%

Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached.

7 to >6.0 pts
Fair 70%–79%

Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached.

6 to >0 pts

Poor 0%–69%

Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing.
10 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) APA format errors.
5 pts

Total Points: 100

NRNP 6645 Week 5 Discussion: Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

There are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in individual, group, and family settings, consider challenges of using this approach with groups you may lead, as well as strategies for overcoming those challenges.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.) Cengage Learning.

Chapter 12, “Behavioral and Cognitive-Behavioral Models”

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 8, “Cognitive Behavioral Therapy”

Chapter 21, “Psychotherapeutic Approaches with Children and Adolescents”

pp. 793–802 only

Chapter 22, “Psychotherapy with Older Adults”

pp. 840–844 only

Required Media

Beck Institute for Cognitive Behavior Therapy. (2018, June 7). CBT for couples

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=JZH196rOGsc

MedCircle. (2019, December 13). What a cognitive behavioral therapy (CBT) session looks like

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=8-2WQF3SWwo

PsychExamReview. (2019, April 30). Cognitive therapy, CBT, & group approaches (intro psych tutorial #241)

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=A2_NN1Q7Rfg

Optional Resources

Beck, A. (1994). Aaron Beck on cognitive therapy

Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Eysenck, H. (n.d.). Hans Eysenck on behavior therapy

Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Psychotherapy.net. (Producer). (2009). Rational emotive behavior therapy for addictions

Links to an external site. [Video file]. Psychotherapy.net: Author.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice

Links to an external site. [Video]. https://waldenu.kanopy.com/video/counseling-and-psychotherapy-theories-contex

CBT (starts at 2 hours 27 minutes)

To prepare:

Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.

By Day 3

Post an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

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 Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

NRNP_6645_Week5_Discussion_Rubric

NRNP_6645_Week5_Discussion_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Main Posting:Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 to >39.0 pts

Excellent Point range: 90–100

Thoroughly responds to the discussion question(s)…. Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources…. No less than 75% of post has exceptional depth and breadth…. Supported by at least 3 current credible sources.

39 to >34.0 pts

Good Point range: 80–89

Responds to most of the discussion question(s)…. Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module…. 50% of the post has exceptional depth and breadth…. Supported by at least 3 credible references.

34 to >30.0 pts

Fair Point range: 70–79

Responds to some of the discussion question(s)…. One to two criteria are not addressed or are superficially addressed…. Is somewhat lacking reflection and critical analysis and synthesis…. Somewhat represents knowledge gained from the course readings for the module…. Post is cited with fewer than 2 credible references.

30 to >0 pts

Poor Point range: 0–69

Does not respond to the discussion question(s)…. Lacks depth or superficially addresses criteria…. Lacks reflection and critical analysis and synthesis…. Does not represent knowledge gained from the course readings for the module…. Contains only 1 or no credible references.

44 pts

This criterion is linked to a Learning Outcome Main Posting:Writing
6 to >5.0 pts

Excellent Point range: 90–100

Written clearly and concisely…. Contains no grammatical or spelling errors…. Further adheres to current APA manual writing rules and style.

5 to >4.0 pts

Good Point range: 80–89

Written concisely…. May contain one to two grammatical or spelling errors…. Adheres to current APA manual writing rules and style.

4 to >3.0 pts

Fair Point range: 70–79

Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors.

3 to >0 pts

Poor Point range: 0–69

Not written clearly or concisely…. Contains more than two spelling or grammatical errors…. Does not adhere to current APA manual writing rules and style.

6 pts

This criterion is linked to a Learning Outcome Main Posting:Timely and full participation

10 to >8.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts main discussion by due date.

8 to >7.0 pts

Good Point range: 80–89

Posts main discussion by due date…. Meets requirements for full participation.

7 to >6.0 pts

Fair Point range: 70–79

Posts main discussion by due date.

6 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post main discussion by due date.

10 pts

This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources.
9 to >8.0 pts

Excellent Point range: 90–100

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 to >7.0 pts

Good Point range: 80–89

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

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome First Response:Writing

6 to >5.0 pts

Excellent Point range: 90–100

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 to >4.0 pts

Good Point range: 80–89

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 to >3.0 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited.
6 pts

This criterion is linked to a Learning Outcome First Response:Timely and full participation
5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post by due date.

5 pts

This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources.
9 to >8.0 pts

Excellent Point range: 90–100

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 to >7.0 pts

Good Point range: 80–89

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

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.

9 pts

This criterion is linked to a Learning Outcome Second Response:Writing
6 to >5.0 pts

Excellent Point range: 90–100

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 to >4.0 pts

Good Point range: 80–89

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 to >3.0 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited.
6 pts

This criterion is linked to a Learning Outcome Second Response:Timely and full participation
5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post by due date.

5 pts

Total Points: 100

NRNP 6665 Week 5 Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health

Links to an external site.. American Psychiatric Association Publishing.

Chapter 3, “Common Clinical Concerns”

Chapter 7, “A Brief Version of DSM-5″

Chapter 8, “A stepwise approach to Differential Diagnosis”

Chapter 10, “Selected DSM-5 Assessment Measures”

Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide

Links to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.

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.). Wiley Blackwell.

Chapter 60, “Anxiety Disorders”

Chapter 61, “Obsessive Compulsive Disorder”

Chapter 62, “Bipolar Disorder in Childhood”

Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorder

Links to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.

Mood Disorders Association of BC. (2014, November 20). Children in depression

Links to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.

Psych Hub Education. (2020, January 7). LGBTQ youth

Links to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depression Bipolar disorder
lurasidone (age 10–17)

olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17)

asenapine (for mania or mixed episodes, age 10–17)

lithium (for mania, age 12–17)

olanzapine (age 13–17)

quetiapine (age 10–17)

risperidone (age 10–17)

Generalized anxiety disorder Depression
duloxetine (age 7–17) escitalopram (age 12–17)

fluoxetine (age 8–17)

Obsessive-compulsive disorder
clomipramine (age 10–17)

fluoxetine (age 7–17)

fluvoxamine (age 8–17)

sertraline (age 6–17)

To Prepare

By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.

Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

Although you are not required to respond to colleagues, collegial discussion is welcome.

By Day 7 of Week 5

Submit your Assignment.

submission information

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

To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6665_Week5_Assignment_Rubric

NRNP_6665_Week5_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.

30 to >26.0 pts

Excellent

The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
30 pts

This criterion is linked to a Learning Outcome · Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

30 to >26.0 pts

Excellent

The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
30 pts

This criterion is linked to a Learning Outcome · Explain appropriate community resources and referrals for the assigned diagnosis.
25 to >22.0 pts

Excellent

The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

22 to >19.0 pts

Good

The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

19 to >17.0 pts

Fair

The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

17 to >0 pts

Poor

The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
25 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.5 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.

5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

Contains several (three or four) grammar, spelling, and punctuation errors

3 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.
5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors

5 pts

Total Points: 100

ORDER A CUSTOMIZED, PLAGIARISM-FREE NRNP 6645 Full Course Discussions & Assignments (Week 1-10) HERE

NRNP 6645 Week 7 Assignment: Comparing Humanistic-Existential Psychotherapy with Other Approaches

Understanding the strengths of each type of therapy and which type of therapy is most appropriate for each patient is an essential skill of the psychiatric-mental health nurse practitioner. In this Assignment, you will compare humanistic-existential therapy to another psychotherapeutic approach. You will identify the strengths and challenges of each approach and describe expected potential outcomes.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.) Cengage Learning.

Chapter 9, “Experiential Models”

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 6, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy”

Required Media

Grande, T. (2019, January 9). Theories of counseling – Existential therapy

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=YvAvc2aWup0

PsychotherapyNet. (2009, June 29). James Bugental live case consultation psychotherapy video

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=Zl8tVTjdocI

ThinkingallowedTV. (2010, September 20). James Bugental: Humanistic psychotherapy (excerpt) – A thinking allowed DVD w/ Jeffrey Mishlove

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=mjDNKGIvWPQ

Optional Resources

Biophily2. (2016, October 4). Abraham Maslow, Rollo May, Carl Rogers – Existential psychology II (1962)

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=oTTqKNI7wDo

Bugental, J. (2008). Existential-humanistic psychotherapy

Links to an external site. [Video]. https://waldenu.kanopy.com/video/existential-humanistic-psychotherapy

Optional Media

The Psychology Podcast. (2021, Aug 30). Irvin Yalom- Existential psychotherapy. [Video]. YouTube. https://www.youtube.com/watch?v=G2vef8W1a0k

To prepare:

Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.

Reflect on humanistic-existential psychotherapeutic approaches.

Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

The Assignment

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

Briefly describe humanistic-existential psychotherapy and the second approach you selected.

Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.

Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://academicguides.waldenu.edu/writingcenter/templates ). All papers submitted must use this formatting.

By Day 7

Submit your Assignment.

submission information

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

To submit your completed assignment, save your Assignment as WK7Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week7_Assignment_Rubric

NRNP_6645_Week7_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Develop a 2- to 3-page paper comparing humanistic-existential therapy to another psychotherapeutic approach of your choice. Be sure to address the following: · Briefly describe humanistic-existential psychotherapy and the second approach you selected.
25 to >22.0 pts

Excellent 90%–100%

The response includes an accurate and concise description of humanistic-existential psychotherapy and your selected approach.

22 to >19.0 pts

Good 80%–89%

The response includes a description of humanistic-existential psychotherapy and your selected approach.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description of humanistic-existential psychotherapy and your selected approach.

17 to >0 pts

Poor 0%–69%

The response includes a vague and inaccurate description of humanistic-existential psychotherapy and your selected approach, or is missing.
25 pts

This criterion is linked to a Learning Outcome · Explain at least three differences between humanistic-existential psychotherapy and the approach you selected. · Include how these differences might impact your practice as a PMHNP.
25 to >22.0 pts

Excellent 90%–100%

The response includes an accurate and clear explanation of three differences between humanistic-existential psychotherapy and your selected approach. The response includes a thoughtful and throrough explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP.

22 to >19.0 pts

Good 80%–89%

The response includes an accurate explanation of three differences between humanistic-existential psychotherapy and your selected approach…. The response includes an explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP.

19 to >17.0 pts

Fair 70%–79%

The response includes a somehwat vague or inaccurate explanation of three differences between humanistic-existential psychotherapy and your selected approach…. The response includes a somewhat vague or inaccurate explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP.

17 to >0 pts

Poor 0%–69%

The response includes a vague and inaccurate explanation of three differences between humanistic-existential psychotherapy and your selected approach, or is missing…. The response includes a vague and inaccurate explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP, or is missing.

25 pts

This criterion is linked to a Learning Outcome · Explain why humanistic-existential psychotherapy was utilized with the client in the video and why it was the treatment of choice. · Describe the expected potential outcome if the second approach had been used with the client. · Support your response with at least three peer-reviewed, evidence-based sources from the literature. PDFs are attached.
35 to >31.0 pts

Excellent 90%–100%

The response includes a thorough and accurate explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice. The response includes a thorough and accurate description of the expected potential outcome had the second approach been used with the client. The response is supported by at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.

31 to >27.0 pts

Good 80%–89%

The response includes an accurate explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice…. The response includes a description of the expected potential outcome had the second approach been used with the client…. The response is supported by three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.

27 to >23.0 pts

Fair 70%–79%

The response includes a somewhat vague or incomplete explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice…. The response includes a somewhat vague or incomplete description of the expected potential outcome had the second approach been used with the client…. The response is supported by two or three peer-reviewed, evidence-based sources from the literature. Resources selected may provide only weak support for the rationale provided. PDFs may not be attached.

23 to >0 pts

Poor 0%–69%

The response includes a vague and inaccurate explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice, or is missing…. The response includes a vauge and incomplete description of the expected potential outcome had the second approach been used with the client, or is missing…. The response is supported by vague or inaccurate evidence from the literature, or is missing.

35 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) APA format errors.
5 pts

Total Points: 100

NRNP 6645 Week 8 Assignment: Psychotherapy for Clients With Addictive Disorders

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 9, “Motivational Interviewing”

Chapter 19, “Psychotherapeutic Approaches for Addictions and Related Disorders”

Required Media

AllCEUs Counseling Education. (2017, November 4). 187 models of treatment for addiction | Addiction counselor training series

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=eQkA0mIWx8A

Medmastery. (2022, March 8). How to use motivational interviewing in addiction medicine

Links to an external site.. [Video]. YouTube. https://www.youtube.com/watch?v=4_wceN5DX7E

To prepare:

Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 187 Models of Treatment for Addiction video, consider what treatment model you may use the most with clients presenting with addiction.

Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

Provide an overview of the article you selected.

What population (individual, group, or family) is under consideration?

What was the specific intervention that was used? Is this a new intervention or one that was already studied?

What were the author’s claims?

Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

By Day 7

Submit your Assignment.

submission information

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

To submit your completed assignment, save your Assignment as WK8Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week8_Assignment_Rubric

NRNP_6645_Week8_Assignment_Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Develop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author’s claims?

20 to >17.0 pts

Excellent 90%–100%

The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author’s claims.

17 to >15.0 pts

Good 80%–89%

The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author’s claims.

15 to >13.0 pts

Fair 70%–79%

There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author’s claims.

13 to >0 pts

Poor 0%–69%

There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author’s claims, or is missing.
20 pts

This criterion is linked to a Learning Outcome o Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why?

25 to >22.0 pts

Excellent 90%–100%

The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.

22 to >19.0 pts

Good 80%–89%

The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.

19 to >17.0 pts

Fair 70%–79%

The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.

17 to >0 pts

Poor 0%–69%

The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing.
25 pts

This criterion is linked to a Learning Outcome • Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

25 to >22.0 pts

Excellent 90%–100%

The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.

22 to >19.0 pts

Good 80%–89%

The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.

19 to >17.0 pts

Fair 70%–79%

The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.

17 to >0 pts

Poor 0%–69%

The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing.
25 pts

This criterion is linked to a Learning Outcome •Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.
10 to >8.0 pts

Excellent 90%–100%

The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.

8 to >7.0 pts

Good 80%–89%

The Notes function of the presentation is adequately used to expand upon the presentation slides.

7 to >6.0 pts

Fair 70%–79%

The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.

6 to >0 pts

Poor 0%–69%

The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included.

10 pts

This criterion is linked to a Learning Outcome • Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide.
10 to >8.0 pts

Excellent 90%–100%

The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.

8 to >7.0 pts

Good 80%–89%

The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.

7 to >6.0 pts

Fair 70%–79%

The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.

6 to >0 pts

Poor 0%–69%

The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing.

10 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance.

5 to >4.0 pts

Excellent 90%–100%

Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.

4 to >3.5 pts

Good 80%–89%

Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 to >3.0 pts

Fair 70%–79%

Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

3 to >0 pts

Poor 0%–69%

Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

Total Points: 100

NRNP 6645 Week 9 Assignment: Posttraumatic Stress Disorder

It is estimated that more almost 7% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Institute of Mental Health, 2017). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to behavioral issues, adolescent substance abuse issues, and even physical ailments. For this Assignment, you examine a PTSD video case study and consider how you might assess and treat clients presenting with PTSD.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

American Psychiatric Association. (2017). Clinical practice guideline of PTSD

Links to an external site.. https://www.apa.org/ptsd-guideline

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach

Download SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Credit: Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.

Tye, S., Van Voorhees, E., Hu, C., & Lineberry, T. (2015). Preclinical perspectives on posttraumatic stress disorder criteria in DSM-5

Download Preclinical perspectives on posttraumatic stress disorder criteria in DSM-5. Harvard Review of Psychiatry, 23(1), 51–58. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4542003/

Credit: Preclinical Perspectives on Posttraumatic Stress Disorder Criteria in DSM-5 by Susannah Tye, PhD, Elizabeth Van Voorhees, PhD, Chunling Hu, MD, PhD, and Timothy Lineberry, MD, in HARVARD REVIEW OF PSYCHIATRY, Vol. 23/Issue 1. Copyright 2015 by ROUTLEDGE. Reprinted by permission of ROUTLEDGE via the Copyright Clearance Center.

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 3, “Assessment and Diagnosis” (Previously read in Week 2)

Chapter 7, “Eye Movement Desensitization and Reprocessing Therapy”

Chapter 11, “Trauma Resiliency Model Therapy”

Chapter 15, “Trauma-Informed Medication Management”

Chapter 17, “Stabilization for Trauma and Dissociation”

Chapter 18, “Dialectical Behavior Therapy for Complex Trauma”

Required Media

Grande, T. (2019, August 21). Presentation example: Posttraumatic stress disorder (PTSD)
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=RkSv_zPH-M4

Gift from Within. (Producer). (2008). PTSD and veterans: A conversation with Dr. Frank Ochberg

Links to an external site. [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/ptsd-and-veterans-a-conversation-with-dr-frank-ochberg

Know & Grow with Dr. K. (2021, July 18). Does your child suffer from post traumatic stress disorder?

Links to an external site. (Strictly Medical-English Version). [Video]. YouTube. https://www.youtube.com/watch?v=o98ilXH5gto

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.

View the media Presentation Example: Posttraumatic Stress Disorder (PTSD) and assess the client in the case study.

For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.

Note: To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.

The Assignment

Succinctly, in 1–2 pages, address the following:

Briefly explain the neurobiological basis for PTSD illness.

Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?

Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Support your Assignment with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

By Day 7

Submit your Assignment. Also attach and submit PDFs of the sources you used.

submission information

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

To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week9_Assignment_Rubric

NRNP_6645_Week9_Assignment_Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Succinctly, in 1–2 pages, address the following:• Briefly explain the neurobiological basis for PTSD illness.
15 to >13.0 pts

Excellent 90%–100%

The response includes an accurate and concise explanation of the neurobiological basis for PTSD illness.

13 to >11.0 pts

Good 80%–89%

The response includes an accurate explanation of the neurobiological basis for PTSD illness.

11 to >10.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate explanation of the neurobiological basis for PTSD illness.

10 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate explanation of the neurobiological basis for PTSD illness. Or, response is missing.

15 pts

This criterion is linked to a Learning Outcome • Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
25 to >22.0 pts

Excellent 90%–100%

The response includes an accurate and concise description of the DSM-5-TR diagnostic criteria for PTSD and an accurate explanation of how they relate to the symptomology presented in the case study…. The response includes a concise explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates strong diagnostic reasoning and critical thinking skills.

22 to >19.0 pts

Good 80%–89%

The response includes an accurate description of the DSM-5-TR diagnostic criteria for PTSD and an adequate explanation of how they relate to the symptomology presented in the case study…. The response includes an explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates adequate diagnostic reasoning and critical thinking skills.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description of the DSM-5-TR diagnostic criteria for PTSD and a somewhat vague or inaccurate explanation of how they relate to the symptomology presented in the case study…. The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates somewhat inadequate diagnostic reasoning and critical thinking skills.

17 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate description of the DSM-5-TR diagnostic criteria for PTSD and a vague or inaccurate explanation of how they relate to the symptomology presented in the case study. Or, response is missing…. The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates poor diagnostic reasoning and critical thinking skills. Or, response is missing.
25 pts

This criterion is linked to a Learning Outcome • Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard” treatment from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

30 to >26.0 pts

Excellent 90%–100%

The response includes an accurate and concise explanation of one other psychotherapy treatment option for the client in this case study…. The response clearly and concisely explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.

26 to >23.0 pts

Good 80%–89%

The response includes an accurate explanation of one other psychotherapy treatment option for the client in this case study…. The response adequately explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.

23 to >20.0 pts

Fair 70%–79%

The response includes a somewhat vague or incomplete explanation of one other psychotherapy treatment option for the client in this case study…. The response provides a somewhat vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.

20 to >0 pts

Poor 0%–69%

The response includes a vague and inaccurate explanation of one other psychotherapy treatment option for the client in this case study, or the treatment option is innappropriate. Or, response is missing…. The response provides a vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Or, response is missing.

30 pts

This criterion is linked to a Learning Outcome · Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached.

15 to >13.0 pts

Excellent 90%–100%

The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.

13 to >11.0 pts

Good 80%–89%

The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.

11 to >10.0 pts

Fair 70%–79%

The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.

10 to >0 pts

Poor 0%–69%

The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, or is missing.

15 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) APA format errors.

5 pts

Total Points: 100

NRNP 6645 Week 10 Assignment: Therapy for Clients With Personality Disorders

Individuals with personality disorders often find it difficult to overcome the enduring patterns of thought and behavior that they have thus far experienced and functioned with in daily life. Even when patients are aware that personality-related issues are causing significant distress and functional impairment and are open to counseling, treatment can be challenging for both the patient and the therapist. For this Assignment, you examine specific personality disorders and consider therapeutic approaches you might use with clients.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Paris, J. (2015). Psychotherapies

Links to an external site.. In A concise guide to personality disorders (pp. 119–135). American Psychological Association.

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 18, “Dialectical Behavior Therapy for Complex Trauma”

Required Media

Symptom Media. (2020). Antisocial personality disorder ASPD online CNE CEU courses for nurses

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=ewBFri65Quw

Symptom Media. (2020). Histrionic disorder NP mental health continuing education

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=GJVRGofeV-w

Symptom Media. (2020). Narcissistic personality disorder online LPN CE credit CEU unit classes

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=knfVjj3P9es

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.

Select one of the personality disorders from the DSM-5-TR (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.

The Assignment:

Succinctly, in 1–2 pages, address the following:

Briefly describe the personality disorder you selected, including the DSM-5-TR diagnostic criteria.

Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

By Day 7

Submit your Assignment. Also attach and submit PDFs of the sources you used.

submission information

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

To submit your completed assignment, save your Assignment as WK10Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6645_Week10_Assignment_Rubric

NRNP_6645_Week10_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Succinctly, in 1–2 pages, address the following: • Briefly describe the personality disorder you selected, including the DSM-5-TR diagnostic criteria.

15 to >13.0 pts

Excellent 90%–100%

The response includes an accurate and concise description of the personality disorder, including the DSM-5-TR diagnostic criteria.

13 to >11.0 pts

Good 80%–89%

The response includes an accurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.

11 to >10.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.

10 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.
15 pts

This criterion is linked to a Learning Outcome • Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

25 to >22.0 pts

Excellent 90%–100%

The response includes an accurate and concise explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes a concise explanation of why the approach and modality were selected, with strong justification for why they are appropriate for the disorder.

22 to >19.0 pts

Good 80%–89%

The response includes an accurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes an explanation of why the approach and modality were selected, with adequate justification for why they are appropriate for the disorder.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with a somewhat vague or inaccurate justification for why they are appropriate for the disorder.

17 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate explanation of a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. Or, response is missing…. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with poor justification for why they are appropriate for the disorder. Or, response is missing.
25 pts

This criterion is linked to a Learning Outcome • Briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.
30 to >26.0 pts

Excellent 90%–100%

The response includes an accurate and concise explanation of the therapeutic relationship in psychiatry…. The response clearly and concisely explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

26 to >23.0 pts

Good 80%–89%

The response includes an accurate explanation of the therapeutic relationship in psychiatry…. The response adequately explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

23 to >20.0 pts

Fair 70%–79%

The response includes a somewhat vague or incomplete explanation of the therapeutic relationship in psychiatry…. The response provides a somewhat vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

20 to >0 pts

Poor 0%–69%

The response includes a vague and inaccurate explanation of the therapeutic relationship in psychiatry. Or, response is missing…. The response provides a vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Or, response is missing.
30 pts

This criterion is linked to a Learning Outcome · Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached.

15 to >13.0 pts

Excellent 90%–100%

The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.

13 to >11.0 pts

Good 80%–89%

The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.

11 to >10.0 pts

Fair 70%–79%

The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.

10 to >0 pts

Poor 0%–69%

The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, or is missing.

15 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent 90%–100%

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

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) APA format errors.
5 pts

Total Points: 100