Assessing Client With Addictive Disorder

 

Assessing Client With Addictive Disorder
Assignment聽: Assessing Clients With Addictive Disorders
Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client鈥檚 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. For this Assignment, as you examine the聽Levy Family聽video in this week鈥檚 Learning Resources, consider how you might assess and treat clients presenting with addiction.
Learning Objectives
Students will:
Assess clients presenting with addictive disorders
路 Analyze therapeutic approaches for treating clients with addictive disorders
路 Evaluate outcomes for clients with addictive disorders
To prepare:
路 Review this week鈥檚 Learning Resources and consider the insights they provide.
路 Review the聽Levy Family聽video Episodes 1 through 5
The Assignment
In a聽2- to 3-page paper, address the following:
路 After watching Episode 1, describe:
o What is Mr. Levy鈥檚 perception of the problem?
o What is Mrs. Levy鈥檚 perception of the problem?
o What can be some of the implications of the problem on the family as a whole?
路 After watching Episode 2, describe:
o What did you think of Mr. Levy鈥檚 social worker鈥檚 ideas?
o What were your thoughts of her supervisor鈥檚 questions about her suggested therapies and his advice to Mr. Levy鈥檚 supervisor?
路 After watching Episode 3, discuss the following:
o What were your thoughts about the way Mr. Levy鈥檚 therapist responded to what Mr. Levy had to say?
o What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?
o Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.
o Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?
路 In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.
o Discuss how you would have responded to this revelation.
o Describe how this information would inform your therapeutic approach. What would you say/do next?
路 In Episode 5, Mr. Levy鈥檚 therapist is having issues with his story.
o Imagine that you were providing supervision to this therapist, how would you respond to her concerns?
路 Support your approach with evidence-based literature.
Note:聽The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references.聽
Required Readings ( Need 3+ reference)
Wheeler, K. (Ed.). (2014).聽Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice聽(2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 7, 鈥淢otivational 聽聽聽聽聽Interviewing鈥 (pp. 299鈥312)
  • Chapter 16, 鈥淧sychotherapeutic Approaches for 聽聽聽聽聽Addictions and Related Disorders鈥 (pp. 565鈥596)

American Psychiatric Association. (2013).聽Diagnostic and statistical manual of mental disorders聽(5th ed.). Washington, DC: Author.
Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview.聽German Medical Science Psycho-Social-Medicine, 4, 1鈥11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/
Fisher, M. A. (2016a). The ethical ABCs of conditional confidentiality. In聽Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals聽(pp. 13鈥25). Washington, DC: American Psychological Association. doi:10.1037/14860-002
Required Media
Laureate Education (Producer). (2013c).聽Levy family: Episodes 1聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 2 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education (Producer). (2013c).聽Levy family: Episodes 2聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 2 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education (Producer). (2013c).聽Levy family: Episodes 3聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 6 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education (Producer). (2013c).聽Levy family: Episodes 4聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 5 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education (Producer). (2013c).聽Levy family: Episodes 5聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 2 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education (Producer). (2012c).聽In their own words聽[Video file]. Baltimore, MD: Author.
Note:聽The approximate length of this media piece is 23 minutes.
Accessible player 聽–Downloads– Download Video w/CC Download Audio Download Transcript
Optional Resources
Dronen, S. O. (2012).聽New research about Facebook addiction. Retrieved from http://www.uib.no/en/news/36380/new-research-about-facebook-addiction聽
Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for adults in the criminal justice system.聽Treatment Improvement Protocol (TIP) Series 44. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma13-4056.pdf

Substance Abuse and Mental Health Services Administration. (2013). Substance abuse treatment for persons with co-occurring disorders: A treatment improvement protocol.聽Treatment Improvement Protocol (TIP) Series 42. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma13-3992.pdf

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or 鈥済ood post,鈥 and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else鈥檚 work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master鈥檚 level and deduct points accordingly. As Masters鈥 level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else鈥檚 words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a 鈥渇inal submit鈥 to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else鈥檚 thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

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The university鈥檚 policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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