SOCW 6121 week 7 – assignment 2 – assessment group process 3

SOCW 6121 week 7 – assignment 2

NURS 6551 Practicum Focused SOAP Note and Time Log

NURS 6551 Practicum Focused SOAP Note

Assignment 1: Practicum – Journal Entry

Reflect on a patient who presented with a vaginal discharge during your Practicum Experience. Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection. If you diagnosed the patient with an STI, describe your experience in telling the patient that she had an STI, as well as the patient’s reaction to the diagnosis. Explain how the diagnosis might impact the patient’s life short-term and long-term.

Include an explanation of the patient’s medical history, drug therapy and treatments, and follow-up care. If you did not have an opportunity to evaluate a patient with this background during the last four weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences. NURS 6551 Practicum Focused SOAP Note and Time Log

Assignment 1: Practicum – Journal Entry

Reflect on a patient who presented with endometriosis, ovarian cysts, or amenorrhea during your Practicum Experience. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. Then, explain how treatment modalities differ for endometriosis, ovarian cysts, and amenorrhea, as well as the implications of these differences when diagnosing and treating patients. If you did not have an opportunity to evaluate a patient with this background during the last five weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.

Assignment: Practicum – Journal Entry: Order today and get your high-quality custom paper within hours

Reflect on a patient who presented with a breast condition during your Practicum Experience. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. Then, explain your patient education strategies for patients with or at risk of breast conditions. Include a description of how you might teach patients to perform breast self-examinations. If you did not have an opportunity to evaluate a patient with this background during the last six weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences. NURS 6551 Practicum Focused SOAP Note and Time Log

NURS 6551 Practicum Focused SOAP Note and Time Log

Assignment 1: Practicum – Focused SOAP Note and Time Log

Select a patient whom you examined during the last three weeks. With this patient in mind, address the following in a Focused SOAP Note:

• Subjective: What details did the patient provide regarding her personal and medical history?
• Objective: What observations did you make during the physical assessment?
• Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?
• Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.
• Reflection notes: What would you do differently in a similar patient evaluation? NURS 6551 Practicum Focused SOAP Note and Time Log

This NURS 6551 Practicum Focused SOAP Note and Time Log and Time Log Assignment is due. You will submit your Journal Entries (Weeks 4, 5, and 6), the Week 7 Focused SOAP Note, and your Practicum Time Log by Day 7 of Week 7 (this week).

NURS 6551 Practicum – Focused SOAP Note and Time Log

JOURNAL SAMPLE

PLEASE DO NOT USE THIS AND RE-WRITE IT. WRITE SOMETHING NEW PLEASE THIS IS A SCHOOL SAMPLE

Introduction

A common presentation seen by practitioners is a bacterial discharge with a foul-odor. Often times practitioners are able to determine a diagnosis based on the patient’s history and their presenting symptoms. Before prescribing antibiotics, practitioners should perform a thorough assessment and perform a physical examination, including vaginal exam, prior to determining a diagnosis and prescribing medications.

Patient Presentation

This week a patient presented to the office with complaints of a white-green, foul smelling vaginal discharge with some itching. The patient is a 29-year-old G1P1 patient who is also single currently. The patient reports that she has noticed the discharge for a few days and states it is a medium amount and has not seen any blood associated with it. She states that she has felt moderate, constant suprapubic pain that has not radiated anywhere. Patient attempted taking Motrin for the pain, but states she felt no relief and the pain intensified when she had bowel movements and had to bear down.

Patient denied fever, dysuria, urinary frequency, or other pain. Patient had Mirena IUD placed 2 years ago after she delivered her baby and reports an irregular period occurring every 50-60 days that is very light with spotting. She reports this last happening 5 weeks ago. She also is due for her routine PAP smear. Currently, the patient reports she has an active sex life and has recently had a new partner. She reports that during intercourse, the condom broke roughly one month ago. She is concerned that she may have a sexually transmitted infection (STI) and worries about potty training on the toilet and transmitting it to her daughter. NURS 6551 Practicum Focused SOAP Note and Time Log

Examination

The patient stated she was “not ready” for a genital examination at this visit, she would rather be diagnosed based on symptoms and given medications to “cure” her. After being explained the importance of the examination, she agreed to have it done, admitting she was embarrassed. On examination, her vital signs were stable and was afebrile. She had bowel sounds present in all four quadrants, it was soft, non-distended, and non-tender except for the suprapubic area but had no guarding. The pelvic examination showed that the uterus was a normal size with no masses.

During the vaginal examination, the unopened cervix was visualized and there was greenish, malodorous discharge coming from the os. The IUD strings were also visible from the os once the discharge was cleared. There was also a foreign body identified in the vaginal canal that appeared to be a piece of a tampon after it was removed with forceps. NURS 6551 Practicum Focused SOAP Note and Time Log

Treatment

Treatment will be dependent on the examination findings and diagnosis. The cervix was swabbed and samples were sent to the lab. The cervical ox was cleaned with a chlorohexidine sponge. The patient was given a pregnancy test as the condom broke, despite the presence of the IUD, which was negative. The patient believes in holistic treatment options and would prefer to try essential oils and herbs to cure the infection before she puts any medication, even antibiotics, into her body. She stated that if in 3 days she is still having these symptoms, she will call back to have the prescription sent to a pharmacy she prefers.

The patient was educated on the importance of being treated as soon as possible and the risk of toxic shock syndrome and sepsis. Education on signs and symptoms of both toxic shock syndrome and sepsis were provided. The provider called in the prescription to the pharmacy and told the patient to pick it up that way, should her symptoms get worse, she has it available. NURS 6551 Practicum Focused SOAP Note and Time Log

Impact of Diagnosis

The patient was mortified that there was a tampon found in her vaginal cavity. She was confused on how it could have gotten there, and why she would not have known that it was still there, especially since she has had sexual intercourse since she had last inserted a tampon. The patient stated that she uses natural cotton tampons and that there is no string attached to the tampon, so at times it can be difficult to remove, but she tries her best to ensure she has taken the entire tampon out.

Follow-up

The provider called the patient to see if she wanted to make another appointment and to see if she picked up the prescription. The patient did not answer the phone, nor did she call back this week. The practitioner stated that she calls in prescriptions and other medications after educating the patient, even if the patient refuses, just in case they change their mind at a later time and decide to take the medications, it is readily available to them. I feel this is smart as it not only covers the patient, but also the provider.

NURS 6551 Practicum Focused SOAP Note and Time Log References

Ahmed, N. M. (2019). Effect of Nursing Intervention on Knowledge about Genital Hygienic Practices Regarding Vaginal Infection among Intrauterine Device Users and Non-Users. International Journal of Nursing Didactics,09(01), 01-11. doi:10.15520/ijnd.v9i01.2398

Bacon, J. (2018). Foreign Body, Vagina. emedicinehealth. Retrieved from

/orders/www.emedicinehealth.com/foreign_body_vagina/article_em.htm#vagina_foreign_body_facts

Kapoor, B., Kapoor, A., Shah, S., & Vora, N. (2016). Study Of Prevalence Of Various Disorders And Presenting Complaints In Patients Of Vaginal Discharge. Journal of Evolution of Medical and Dental Sciences,5(01), 87-91. doi:10.14260/jemds/2016/20

Nurs 6551: Primary Care of Women – Sample SOAP Note

SOAP Note Week 3

Date: xxxx

Name: TS          Age: 33          Gender: Female          Race: Caucasian

SUBJECTIVE NURS 6551 Practicum Focused SOAP Note and Time Log

Chief Complaint: TS came to the clinic with complains of unusual bleeding and discharge, difficulty urinating, pain around vaginal area, pain during intercourse and abnormal pap results.

HPI: The patient presented with painful urination, vaginal discharge and coitus pain. She also noted an increase in vaginal bleeding, Pap tests taken have been abnormal and pelvic area has also been experiencing pain. This has been going on for two weeks, for which she has been using OTC Ibuprofen.

PMH:

Allergies: None

Current Medication: Ibuprofen 600mg BD.

Immunization: Up to date

Previous Routine Tests: A normal pap smear 6 months ago

Past Illnesses: Recurrent UTI.

Hospitalizations: None.

Pregnancy History: G0 P0 A0

Family History: Mother has Type 2 Diabetes, Father has Hypertension, No siblings;  She lives with husband who has Arthritis.

Social History: She is an occasional smoker and is a social drinker. She denies use of illicit drugs. She tries to stay active by doing Zumba dance during free times. She works as a Lyricist for a music company. NURS 6551 Practicum Focused SOAP Note and Time Log

ROS:

Constitutional: The patient appears unwell and is worried that the symptoms are gradually increasing and it has even started to affect his day to day life because of the pain. She denies incidences of fever, diarrhea, nausea and weight gain or loss.

HEENT: No headache, head bruises or rashes. Hearing capability seems normal. Uses reading glasses.

Cardiovascular: Normal heart rate and denies any murmurs, gallops and clicks.

Respiratory: The chest rises and falls rhythmically with the patient not complaining of wheezing, and coughing.

Gastrointestinal: Denies diarrhea, abnormal bowel movements and pain in the abdomen.

Genitourinary: Complains of pain while urinating, painful coitus, pain in the pelvic area, vaginal discharge and abnormal bleeding. Patient denies hematuria, urgency and frequency in urination.

Musculoskeletal: The patient denies any pain in the muscles, back pain or pain in the joints.

Neurologic: The patient has no deformities with the balance and is sensitive to the stimuli. NURS 6551 Practicum Focused SOAP Note and Time Log

Psychiatric: Denies insomnia, nightmares, suicidal thoughts and abnormal headache.

OBJECTIVE:

Constitutional: T 97.5F, BP 114/71, HR 77, RR 23, Ht 4” 5’, Wt 146lbs

General: The patient is well groomed and responds questions. She looks distressed.

Head: No deformities or poor hair growth observed.

Eyes: Sclera white, normal light sensitivity and no abnormal discharge, no redness

Ears: Bilaterally intact, TM intact, no discharge

Nose: Pink and Moist mucosa, no sneezing or excessive discharge or congestion, no polyps

Throat: No Inflammation, swelling or dislocation.

Mouth: Oral mucosa is pink and moist

Cardiovascular: RRR, no murmurs, clicks or gallops. S1 and S2 present, capillary refill <3 seconds.

Respiratory: Chest clear, no wheezing or rales

Gastrointestinal: No diarrhea or constipation; generalized tenderness; bowel sounds present in all 4 quadrants.

Genitourinary: Painful urination, painful coitus, pain in the pelvic area, vaginal discharge and abnormal bleeding, no hematuria, urgency and frequency in urination.

Musculoskeletal: Normal gait, no muscular tenderness or swelling NURS 6551 Practicum Focused SOAP Note and Time Log

Neurologic: The patient has normal gait, responds effectively to all temperature extremes.

Psychiatric: No insomnia, nightmares, suicidal thoughts.

Labs: Pap smear, endometrial biopsy, Curettage and dilation, transvaginal ultrasound and Computed tomography.

ASSESSMENT

Diagnosis:  Endometrial cancer

Endometrial cancer: This refers to a type of cancer that majorly affects the uterine lining makes the cells to grow abnormally to the point where they can affect other body parts (Shafer & Van Le, 2013). During early onset of the condition, there will be excessive vaginal bleeding that does not have a relationship with menstrual periods. The other symptoms include painful sex, pain while urinating, vaginal discharge and painful pelvic area (Kulkarni & Harshavardhan, 2017). The Pap smear showed abnormal results of glandular cells that are abnormal. All the other tests were positive for endometrial cancer.

Endometrial Hyperplasia: Common presentation is abnormal uterine bleeding. In premenopausal women, the symptoms include irregular heavy menstruation or amenorrhea in some cases. Endometrial biopsy differentiates endometrial hyperplasia from cancer. However there in 42.6% cases of endometrial cancer, the initial diagnosis was hyperlasia with atapia (Endometrial Cancer, 2018). NURS 6551 Practicum Focused SOAP Note and Time Log

Endometriosis: Symptoms include pain, dyspareunia and painful defecation. It is common in young premenopausal women. Physical examination reveals tenderness and nodularity. Pelvic ultrasound can be done to confirm endometrioma (Endometrial Cancer, 2018).

PLAN:

The ideal treatment for this cancer is through surgery where the tumor will be removed (Shafer & Van Le, 2013). Additionally, some of the healthy tissues that surround the tumor will be removed since they could be containing some cancer cells. Simple Hysterectomy will be ideal for the patient due to the extent of the spread of the cells (Eifel, 2015).  In this case, the cervix and uterus will be removed since the cancer cells have not spread so much to the other parts of the reproductive system.

The patient will have to keep visiting the health facility after the procedure for routine maintenance and test to ascertain that the tumor does not regenerate. NURS 6551 Practicum Focused SOAP Note and Time Log

Reflection notes:

In this case, the diagnosis itself is a big shock to the patient. Also, the pain suffered by TS is limiting her from his daily activities. Ignoring these could attribute to mood disorders or depression. She should be introduced to support groups with people going through the same diagnosis. This will also help her overcome the mental and physical pain caused by the disease. NURS 6551 Practicum Focused SOAP Note and Time Log

NURS 6551 Practicum Focused SOAP Note and Time Log References

1. Eifel, P. J. (2015). Treatment of Endometrial Cancer. Pelvic Cancer Surgery, 315-325. doi:10.1007/978-1-4471-4258-4_30
2. Endometrial cancer. (n.d.). Retrieved March 18, 2018, from/orders/online.epocrates.com/diseases/26635/Endometrial-cancer/Differential-Diagnosis
3. Kulkarni, Y., & Harshavardhan. (2017). Recurrent Endometrial Cancer. Current Concepts in Endometrial Cancer, 107-116. doi:10.1007/978-981-10-3108-3_9. NURS 6551 Practicum – Focused SOAP Note and Time Log.
4. Shafer, A., & Van Le, L. (2013). Endometrial Hyperplasia and Endometrial Cancer. Gynecological Cancer Management, 53-66. doi:10.1002/9781444307542.ch5.

NURS 6640 week 1 – 11 discussions and assignments

NURS 6640 week 1 – 11 discussions and assignments

Week 1 Journal Entry Counseling Theory to Guide my Practice

The cognitive theory developed by Aaron Beck will be used to guide my practice. The focus of this theory is on how an individual’s thinking can influence and change their feelings and behaviors. Therefore, cognitive theory attempts to explain an individual’s behavior by understanding their thought process (Wampold, 2015). For instance, the cognitive theory is used by therapists to teach clients how to identify their maladaptive thought patterns and change such thoughts into constructive ones. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments. This theory is focused on problem-solving and the focus is more on the present situation of the client and distorted thinking, rather than focusing on their past (Biesecker et al, 2017). The cognitive theory assumes that thoughts determine an individual’s emotions and behavior due to the information processing process. While using cognitive theory, I will ask clients questions to identify “thoughts” of the client when they are feeling depressed or anxious and then a discussion is facilitated to examine if such thinking is a reality. Secondly, I will listen to the client empathically and with an unconditional acceptance and then ask the client to summarize the key points in order to underpin the learned aspects and have any misunderstanding addressed. Finally, I will ask the client questions that allow them to synthesize and analyze the new and more realistic perspective of their mental disturbance and hence such clients are able to restructure their thought patterns. Accordingly, the client is able to identify the maladaptive thoughts and replace them with more adaptive and positive patterns (Tougas et al, 2017). The rationale of selecting cognitive theory to guide my practice is because this theory is the basis of cognitive behavioral therapy (CBT) and evidence shows that CBT is effective in treating symptoms of many mental health problems (Tougas et al, 2017). NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments

Nursing Theory to Guide my Practice

The nursing theory that will be used to guide my practice is Orem’s self-care theory. The rationale for selecting Orem’s self-care theory is because it provides a clinical guideline to plan and implement good self-care principles. Orem hypothesized that people have the capacity to take care of their health; in case the ability to take care of self is distorted, healthcare providers can help such individuals regain the ability by care provision and education (Afrasiabifar et al, 2016). Therefore, during my practice, Orem’s self-care theory will guide me in being the facilitator and change agent for all my clients. This will be achieved through the provision of direct care and educating my clients to improve their self-care ability and positively influence their quality of life (Hasanpour-Dehkordi et al, 2016). In addition, I will always provide information to clients regarding their disease status, treatment regimen and emphasize that their health is their own responsibility; this will promote the clients to make positive lifestyle changes to improve their health (Khatiban et al, 2018).
 
Goals
I will base my practicum objectives and goals on the seven domains of nursing practice. Accordingly, my goals will be to play a helping role for my clients, educate my clients, perform accurate diagnosis and documentation and ensure effective monitoring and observation of my clients. In addition, I hope to always manage clients in crisis, administer therapy effectively, and effectively coordinate the client’s needs and activities.
 
Objectives
By the end of the practicum:

1. I will be in a position to effectively conduct accurate diagnosis for my clients
2. I will be able to effectively provide different forms of psychotherapies to my clients in accordance with my selected nursing and counseling theories
3. I will be able to effectively organize and manage all clients’ needs
4. I will base my practice on the most recent research evidence

 
Timeline of Practicum Activities

• During the first week, I will be adequately inducted and familiar with the organization and all my expected roles. Within the first week, I will effectively perform observations in order to learn what is expected of me
• During the second and third week, I will have developed a good interpersonal relationship and alliance with my preceptor, mentor, as well as other healthcare practitioners. This means by the third week I will be a good team player and be in a position to collaborate with the multidisciplinary team
• For week four and five, I will have learned how to conduct differential diagnosis and come up with an accurate diagnosis for my clients
• By week 6, I will have learned how to effectively assess clients and deliver the appropriate psychotherapy
• By the end of the practicum, I will be in a position to effectively provide different types of psychotherapies to my clients using the cognitive theory, prioritize client needs, adequately develop care plans, and finally I will be able to educate clients about their mental health and lifestyle changes in accordance with Orem’s self-care theory (Hasanpour-Dehkordi et al, 2016).

 
References
Afrasiabifar H, Mehri Z, Sadat S, Reza H & Shirazi G. (2016). The Effect of Orem’s Self-Care Model on Fatigue in Patients with Multiple Sclerosis: A Single-Blind Randomized Clinical Trial Study. Iran Red Crescent Med J. 18(8), e31955.
Biesecker B, Austin  & Colleen C. (2017).Theories for Psychotherapeutic Genetic Counseling: Fuzzy-Trace Theory and Cognitive Behavior Theory. J Genet Couns. 26(2), 322–330.
Hasanpour-Dehkordi A, Mohammadi N &Alireza N. (2016). Re-designing Orem’s Self-care Theory for Patients with Chronic Hepatitis. Indian J Palliat Care. 22(4): 395–401.
Khatiban M, Shirani F & Oshvandi K. (2018). Orem’s Self-Care Model With Trauma Patients: A Quasi-Experimental Study. Nursing Science Quarterly. 31(4).
Tougas E, Hayden A, McGrath J, Huguet A & Rozario S (2015). A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions. PLoS ONE. 10(8): e0134977.
Wampold B. (2015). How important are the common factors in psychotherapy? An update. World Psychiatry. 14(3), 270–277.

Week 1 Discussion: Foundations of Psychotherapy

Course Schedule – NURS 6640: Psychotherapy With Individuals
This Course Schedule outlines the assignments and due dates for the course. For full assignment details and directions, refer to the corresponding area in the course. Week 1 Discussion: Foundations of Psychotherapy
 
NURS 6640 Week 1 Foundations of Psychotherapy
Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
Chapter 1, “The Nurse Psychotherapist and a Framework for Practice” (pp. 3–52)
Fournier, J. C., & Price, R. B. (2014). Psychotherapy and neuroimaging. Psychotherapy: New Evidence and New Approaches, 12(3), 290–298. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4207360/
Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. Mental Health and Social Inclusion, 18(2), 52–58. doi:10.1108/MHSI-02-2014-0006Note: You will access this article from the Walden Library databases. NURS 6640: Psychotherapy With Individuals.
Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. Retrieved from http://www.nursingtheory.org/theories-and-models/psychiatric-and-mental-healthnursing.php
Fisher, M. A. (2016). Introduction. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001 © 2017 Laureate Education, Inc. Page 2 of 31 Week 1 Foundations of Psychotherapy. NURS 6640: Psychotherapy With Individuals.
Document: Practicum Journal Template Note: This template is provided by the School of Nursing and is designated to document practicum activity. You are required to use this template for all journal entry submissions.
Document: Midterm Exam Study Guide
Document: Final Exam Study Guide
Document: Nurse Practitioner (NP) Student Clinical Orientation (PowerPoint file)
Document: Practicum Manual (PDF). Retrieved from http://academicguides.waldenu.edu/ld.php?content_id=735692Media
Laureate Education (Producer). (2016). Introduction to psychotherapy with individuals [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 4 minutes. NURS 6640: Psychotherapy With Individuals.
Laureate Education (Producer). (2015e). Therapies are helpful: Dodo bird conjecture [Video file]. Baltimore, MD:Author.Provided courtesy of the Laureate International Network of Universities.Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2015f). Therapies change and integrate different approaches over time [Video file]. Baltimore, MD: Author.Provided courtesy of the Laureate International Network of Universities.Note: The approximate length of this media piece is 1 minute.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net. NURS 6640: Psychotherapy With Individuals.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 124 minutes.© 2017 Laureate Education, Inc. Page 3 of 31Week 1 Foundations of Psychotherapy
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.
Note: For this week, view the Introduction and Psychoanalytical Approaches only. You will access this media from the Walden Library databases.

Week 1 Discussion: Foundations of Psychotherapy Discussion

• Does Psychotherapy Have a Biological Basis? Post on or before Day 3 an explanation of whether psychotherapy has a biological basis.
• Explain how culture, religion, and socioeconomics might influence one’s perspective of the value of psychotherapy treatments. Support your rationale with evidence based literature.

Read a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by providing an additional scholarly resource that supports or challenges their position along with a brief explanation of the resource. Week 1 Discussion: Foundations of Psychotherapy.

Practicum Week 1 Journal Entry
In preparation for this course’s practicum experience, address the following in your Practicum Journal:

• Review the media Clinical Interview: Intake, Assessment, & Therapeutic Alliance in your Learning Resources.
• Select one nursing theory and one counseling theory to best guide your practice in psychotherapy. Note: For guidance on nursing and counseling theories, refer to the Wheeler textbook in this week’s Learning Resources. NURS 6640: Psychotherapy With Individuals.
• Explain why you selected these theories. Support your approach with evidence-based literature.
• Develop at least three goals and at least three objectives for the practicum experience in this course.
• Create a timeline of practicum activities based on your practicum requirements.Note: Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.
• Submit your Assignment by Day 7 of Week 4.
•  

Psychotherapy with Individuals

Credit & Practicum Hours
Quarter Credit Hours: 5 credits

• Didactic – 3 credits
• Practicum – 2 credits (144 practicum hours)

Practicum Hours:  This course requires a minimum of 160 practicum hours.  
 
Course Learning Outcomes

• Evaluate evidence-based psychotherapeutic counseling theories
• Apply psychotherapeutic counseling techniques and tools
• Assess clients presenting for psychotherapy
• Develop psychiatric diagnoses for clients across the lifespan
• Evaluate the use of psychopharmacological agents with clients across the lifespan
• Evaluate ethical and legal implications of counseling clients presenting for psychotherapy
• Analyze strategies to become a social change agent for psychiatric mental health

 
Practicum Activities
The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam.
The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.
At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines.
 
All assignments must be completed to pass the course.
Time Logs: Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in weeks 4, 7 and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

NURS 6640 Week 8 Discussion

In 3- to 5-minute Kaltura video, you will discuss a client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week8 Discussion for additional guidance.

NURS 6640 Week 10 Discussion

In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance.
Looking Ahead Practicum Assignments
Each week, you will complete practicum-related assignments. It is highly recommended that you review the practicum assignments for Weeks 2–10 before Day 7 of Week 1. This will give you time to connect with your preceptor so that you can fulfill the requirements of each practicum assignment.

NURS 6640 Week 2: Assessment and Diagnosis in Psychotherapy

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 3, “Assessment and Diagnosis” (pp. 95–168)· Chapter 4, “The Initial Contact and Maintaining the Frame” (pp. 169–224). NURS 6640: Psychotherapy With Individuals.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: It is highly recommended that you use this resource as a reference guide throughout the course. You will access this text from the Walden Library databases.
American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of© 2017 Laureate Education, Inc. Page 5 of 31Week 2 Assessment and Diagnosis in Psychotherapy children and adolescents. Washington, DC: Author. Retrieved from /orders/www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf
American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA:Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890 426760
Walden Library. (2017). NURS 6640 week 2 discussion guide.Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussion. Week 1 Discussion: Foundations of Psychotherapy
Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasuresNote: This database may be helpful in obtaining assessment tool information for this week’s Discussion.
Media
Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author.Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 23minutes.

NURS 6640 Week 2 Discussion: Assessment Tools

Post on or before Day 3 an explanation of the psychometric properties of the assessment tool you were assigned. Explain when it’s appropriate to use this assessment tool with clients, including whether the tool can be used to evaluate the efficacy of psychopharmacologic medications. Support your approach with evidence-based literature.NURS 6640: Psychotherapy With Individuals.
Read a selection of your colleagues’ responses. Respond on or before Day 6 to at least two of your colleagues by comparing your assessment tool to theirs.

NURS 6640 Practicum Week 2 Journal Entry

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

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
• Explain any legal and/or ethical implications related to counseling this client.
• Support your approach with evidence-based literature.Submit your Assignment by Day 7 of Week 4.

“A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the flow of information necessary for an accurate diagnosis and appropriate treatment plan.”
—Pamela Bjorklund, clinical psychologist
Whether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a client’s presentation.
This week, as you explore assessment and diagnosis in psychotherapy, you examine assessment tools, including their psychometric properties and appropriate use. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.
Client Description
A 30-year-old Caucasian female S K was referred by her primary care physician to our outpatient clinic with complaints of : extreme worry, stress, difficulty to concentrate, a lot of anxiety and thoughts. She had also been unable to sleep for the past one month. These symptoms were her first and were as a result of a divorce with her husband. She had reportedly not felt as bad before. She denied panic attacks but admitted to experiencing excess worry. The husband left her with three children for another woman and she was worried that her job was well paid to support her with the children. For approximately four months, she has persistently been in court about the divorce and has used a lot of finances to seek support for the children from her divorced husband. SK denied delusions, homicidal and suicidal ideation, audio and visual hallucinations. The client had been undergoing counseling for four months now but the counseling had not proven to be effective. She had also been started on Sertraline 100 mg daily and Xanax 0.25 mg before going to bed but had also not proven to be effective. Due to poor progress in treatment, she was thus referred by her primary care physician for further management.

Pertinent History, Medical Information, and Prescribed Medications

The client’s paternal grandfather suffered from the major depressive disorder. The paternal grandmother abused ETOH. Her senior sister had previously suffered from general anxiety disorder when she lost her job the year 2005 and was managed with Paxil. Both her parents are alive but her father has mild cognitive deficits. Her mother and other four siblings are alive and well. The client was previously diagnosed with moderate anxiety immediately she had been laid off her first job in the year 2017. She consulted a counselor who helped to relieve some of the symptoms but was not prescribed any medications and neither was she hospitalized. Despite the client denying childhood history of abuse and trauma, she reported psychological and verbal abuse and physical trauma by the husband. The client suffered from varicella at 2 years of age, frequently suffers from recurrent tonsillitis, had appendicitis in the year 1999 and underwent an appendectomy the same year. The client denied use of tobacco, ETOH, and illicit drug use. She was taking sertraline 100mg orally QD and Xanax 0.25mg orally at bedtime (Lader, 2015).

Justifying the Diagnosis Based on DSM-V Criteria

According to American Psychiatric Association (2013), a client is diagnosed with generalized anxiety disorder when he/she presents with complaints of excessive worry and anxiety over an event or activity that has occurred for more than 6 months, the client has found it difficult to control the worry and anxiety which may be associated with any three of the following symptoms: easy fatigue, irritability, restlessness, muscle tension, difficulty in paying attention and sleep disturbance.  Besides, a patient’s focus on anxiety should not be associated with panic attacks, social phobia, obsessive-compulsive disorder, separation anxiety disorder or post-traumatic stress disorder(Er, 2015).
The client’s symptoms, worry, and anxiety experienced by a client should cause significant distress that can clinically be observable. These symptoms should cause impairment to a client’s occupational, educational and social functioning (Cuijpers et al., 2014).  Lastly, the symptoms should not be as a result of the direct physiological effects of a substance, medications or an underlying medical illness and should not occur exclusively during a development, psychotic or mood disorder (Stein & Sareen, 2015).
Similarly, in the context of this client, SK presented with the complaints of extreme worry, stress, difficulty to concentrate, a lot of anxiety and thoughts for more than six months and inability to sleep for approximately one month. SK did not abuse drugs, had no chronic underlying medical illnesses and denied having panic attacks. These symptoms resulted in significant social and occupational impairment on her life to an extent that she only wanted to be alone most of the time. Besides, SK had also started performing poorly at work. These signs and symptoms meet the diagnostic criteria for General Anxiety Disorder.

Legal and Ethical Implications Related To Counseling This Client

One of the ethical implications in counseling this client is confidentiality. This client will greatly benefit from individual, group and family counseling. However, the information shared by the client during individual counseling ought to remain confidential during family counseling with her children. This confidentiality limit can only be violated in case the patient proves to be suicidal or self-harm. However, there is a likelihood that at some point during counseling, some confidential information about the divorce will have to be shared with the children. However, information should only be shared with the client’s consent and understanding (Sori & Hecker, 2015).
Another ethical implication is whether the client will be able to make well-informed decisions regarding her involvement in psychotherapy. This means that some of the decisions made by the client might be influenced by emotions and this would only contribute to failure (Sori & Hecker, 2015). However, the client ought to undergo prior counseling to be informed of the positive and negative implications of her decisions regarding treatment before being given the opportunity to make individual decisions.
 
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Cuijpers, P., Sijbrandij, M., Koole, S., Huibers, M., Berking, M., & Andersson, G. (2014). Psychological treatment of generalized anxiety disorder: a meta-analysis. Clinical psychology review, 34(2), 130-140.
Er, I. (2015). Diagnosis and management of generalized anxiety disorder and panic disorder in adults. Am Fam Physician, 91(9), 617-624.
Lader, M. (2015). Generalized anxiety disorder. In Encyclopedia of psychopharmacology (pp. 699-702). Springer, Berlin, Heidelberg.
Stein, M. B., & Sareen, J. (2015). Generalized anxiety disorder. New England Journal of Medicine, 373(21), 2059-2068.
Sori, C. F., & Hecker, L. L. (2015). Ethical and legal considerations when counseling children and families. Australian and New Zealand Journal of Family Therapy, 36(4), 450-464.

NURS 6640 Week 3: Psychodynamic Psychotherapy

Resources Readings

• Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 5, “Supportive and Psychotherapy” (pp. 225–238 and pp. 245–258)
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
• Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology& Hepatology, 6(2), 82–91.

For the Assignment:
Select one of the following articles on psycho-dynamic therapy to evaluate in your Assignment:

1. Aznar-Martinez, B., Perez-Testor, C., Davins, M., &Aramburu, I. (2016). Couple psychoanalytic psychotherapy© 2017 Laureate Education, Inc. Page 7 of 31 Week 3 Psychodynamic Psychotherapyas the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20.doi:10.1037/a0038503
2. Karbelnig, A. M. (2016). “The analyst is present”: Viewing thepsychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172.doi:10.1037/a0037332
3. LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982

4.Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology,30(2), 281–299. doi:10.1037/a0031507

5. Tummala-Narra, P. (2013). Psychoanalytic applications in adiverse society. Psychoanalytic Psychology, 30(3), 471–487.doi:10.1037/a0031375

Note: You will access all of these articles from the Walden Library databases.
Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore,MD: Author. Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2015b). Foundations of counseling techniques [Video file]. Baltimore, MD: Author. Provided courtesy of the Laureate International Network of Universities.Note: The approximate length of this media piece is 32minutes.
Laureate Education (Producer). (2013b). Hernandez family genogram [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 5 minutes.

NURS 6640 Week 3 Assignment Applying Current Literature to Clinical Practice

In a 5- to 10-slide PowerPoint presentation, address the following:

• Provide an overview of the article you selected.© 2017 Laureate Education, Inc. Page 8 of 31Week 3 Psychodynamic Psychotherapy
• What population is under consideration?o What was the specific intervention that was used? Is this a new intervention or one that was already used?o 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. Support your position with evidence-based literature.

Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature. Submit your Assignment by Day 7 of Week 3.
 
Practicum Assessing Clients
Part 1: Comprehensive Client Family Assessment
With this client in mind, address the following in a Comprehensive Client Family Assessment (without violating HIPAA regulations):

• Demographic information
• Presenting problem
• History or present illness
• Past psychiatric history
• Medical history
• Substance use history
• Developmental history
• Family psychiatric history
• Psychosocial history
• History of abuse/trauma
• Review of systems
• Physical assessment
• Mental status exam
• Differential diagnosis
• Case formulation
• Treatment plan

Part 2: Family Genogram

Week 3 Psychodynamic Psychotherapy

Prepare a genogram for the client you selected. The genogram should extend back by at least three generations (great grandparents,grandparents, and parents). Submit your Assignment by Day 7 of Week 4.

NURS 6640 Week 4 Cognitive Behavioral Therapy

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-basedpractice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 8, “Cognitive Behavioral Therapy” (pp. 313–346)·
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author. Note: You will access this text from the Walden Librarydatabases.
Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice[Video file]. Mill Valley, CA: Psychotherapy.net.
Note: For this week, view Behavior Therapy and CognitiveBehavioralTherapy only. You will access this media from the Walden Library databases.
Beck, A. (1994). Aaron Beck on cognitive therapy [Video file]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50minutes.
Eysenck, H. (n.d.). Hans Eysenck on behavior therapy [Videofile]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50minutes. © 2017 Laureate Education, Inc. Page 10 of 31

NURS 6640 Week 4 Cognitive Behavioral Assignment

Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory

In a 1- to 2-page paper, address the following:

• Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.
• Explain at least three differences between CBT and REBT.Include how these differences might impact your practice as a mental health counselor.
• Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach evidence-based literature. Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttp://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.Submit your Assignment by Day 7 of Week 4.

Cognitive Behavioral Therapy in the Family and Individual Settings

CBT, or Cognitive-Behavioral Therapy, is a mental treatment that was created through logical research. That is, the entirety of the parts of CBT have been tried by analysts to decide if they are compelling and that they do what they are expected to do. Research has demonstrated that CBT is one of the best medications for the administration of tension. Fortunately in spite of the fact that it is best finished with a prepared CBT advisor, you can apply CBT standards at home to deal with your own nervousness and overcome your feelings of dread. What are the Principles of CBT? CBT includes adapting new aptitudes to deal with your manifestations. It shows you better approaches for deduction and carrying on that can assist you with dealing with your nervousness over the long haul. There are a couple of rules that are critical to comprehend when utilizing CBT (Corey, 2013). .
CBT centers around the present time and place. A significant standard of CBT is that treatment includes managing the indications that you are battling with this moment, instead of concentrating on the reason for your concern. Despite the fact that it very well may be fascinating to see how your uneasiness grew, simply knowing why you have nervousness issues is regularly insufficient to assist you with dealing with your tension.
CBT underscores the significance of schoolwork. Regardless of whether you are getting CBT from a prepared advisor or you are utilizing self improvement CBT systems at home, schoolwork is a key part. Doing schoolwork for CBT fundamentally implies that from week to week, you should rehearse the new abilities that you are learning and apply them to your day by day life. Furthermore, similar to the schoolwork that you were given in school, you have to rehearse those abilities consistently. For what reason is schoolwork so significant? Except if you practice the new procedures that you figure out how to oversee uneasiness, you won’t utilize them well indeed, and you will likely neglect to utilize them when you need them most: when you are feeling exceptionally on edge. Adapting better approaches to oversee uneasiness is similar to building up another solid propensity. On the off chance that for instance, you needed to begin practicing normally, you would need to fit in another activity routine into your timetable. It would be troublesome from the start, however on the off chance that you kept at it, that new standard would turn into a propensity, and in the end a piece of your customary exercises. The equivalent is valid with CBT abilities: on the off chance that you practice them consistently, they will end up being a piece of your every day schedule. Fortunately the more you utilize your CBT aptitudes, the simpler it gets, and the better you will become at dealing with your tension.

Components of cognitive behavioral family therapy

A measured way to deal with psychological conduct treatment incorporates a few fundamental parts, which are successively conveyed. Self-observing, self-guidance, balanced examination, and social order speak to the major systems.
Self-checking expects patients to watch and record explicit physiological, subjective, social, enthusiastic, and relational procedures. Recording these information focuses gives a springboard to intercession and grapples assessment of progress. The Circle of Perception practice is a fantastic self-observing undertaking, which uncovers the level of coalition/distance individuals see. He prescribed every part get a perfect bit of unlined white paper, a pen or pencil, and gets the guidance to draw the family framework utilizing one hover to speak to every part. They are advised to make an outline where individuals’ circles are put because of their impression of enthusiastic closeness. In the event that circles contact or interface, they are viewed as adjusted and close. On the off chance that a separation isolates them, it speaks to less closeness. In the second piece of the activity, the relatives’ take another bit of paper and draw how they might want to see the family. One creator recommended handling the drawings by asking what experienced their brains about the activity, regardless of whether they saw contrasts in the first and second drawings and in what ways did the drawings vary from one another? A few specialists change this activity utilizing hovers cut out of development paper marked with the relatives’ names.
Every relative makes an outline and afterward shares it with the others. The paper circles make the errand fairly increasingly concrete for families who experience issues with progressively equivocal or dynamic undertakings. Day by day Thought Records (DTR) are effectively coordinated into family work. Consider the accompanying model where all the relatives experience a typical stressor (for example a family contention). Be that as it may, every individual part has various attributions and sentiments related with the difference. The twelve-year-old little girl considers her to be’s responses as nonsensical because of an infringement of her apparent rights (for example “They reserve no privilege to instruct me. They are too bossy.”). The dad is discouraged and says to himself, “My family is a wreck and I am defenseless to transform it.” The mother then again is angered at both the girl and father thinking the two of them cheapen her for example “(I am the one in particular who successfully make things work out. Nobody in the family acknowledges me.”). Contrasting the idea journals for a similar circumstance gives the establishment to ensuing self-instructional or reasonable investigation intercession. Self-guidance Simply, self-instructional systems target thought content (for example programmed considerations) and psychological procedures (for example subjective contortions). They change misappraisals of explicit circumstances to increasingly precise clarifications. Self-instructional mediations work to change the idea of every relative’s interior exchange. A few creators prescribe testing programmed musings within the sight of other relatives so they bolster each other’s rebuilding endeavors (Huether and McCance, 2017; Hammer and McPhee, 2014).
References
Corey, G. (2013). Theory and practice of counseling and psychotherapy, 9th ed. Belmont, CA: Cengage Learning.
Hammer, D.G., & McPhee, S.J. (Eds). (2014). Pathophysiology of disease: An introduction to clinical medicine, 7^th ed. New York, NY: McGraw-Hill Education.
Huether, S.E. & McCance, K.L. (2017). Understanding pathophysiology, 6^th ed. St. Louis, MO: Elsevier, Inc.
Katzung, B.G. (Ed) (2018). Basic and clinical pharmacology, 14^th ed. New York, NY: McGraw-Hill Education.

Practicum Week 1 Journal Entry

Students will:
Analyze nursing and counseling theories to guide practice in psychotherapy

• Develop goals and objectives for personal practicum experiences*
• Create timelines for practicum activities**

The Learning Objectives are related to the Assignment presented in Week 1. Submit your Assignment by Day 7 of Week 4. Refer to Week 1 for additional guidance.
Practicum Week 2 Journal Entry
Students will:

• Develop diagnoses for clients receiving psychotherapy
• Analyze legal and ethical implications of counseling clients with psychiatric disorders*© 2017 Laureate Education, Inc. Page 11 of 31

 
NURS 6640 Week 4 Cognitive Behavioral Therapy

The Learning Objectives are related to the Assignment presented in Week 2.Submit your Assignment by Day 7 of Week 4. Refer to Week 2 for additional guidance.
Practicum Week 4 Journal Entry
Select a client whom you observed or counseled this week. Then,address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature.
• Explain any legal and/or ethical implications related to counseling this client.Submit your Assignment by Day 7 of Week 4. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

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

NURS 6640 Week 5 Psychotherapy With Trauma

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-basedpractice (2nd ed.). New York, NY: Springer Publishing Company. © 2017 Laureate Education, Inc. Page 12 of 31Week 5 Psychotherapy With Trauma· Chapter 13, “Stabilization for Trauma and Dissociation” (pp.469–508) NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
Media
Laureate Education (Producer). (2012a). Academic year in residence: Thompson family case study [Multimedia file].Baltimore, MD: Author.
Ochberg, F. (2012). Psychotherapy for chronic PTSD [Videofile]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 84minutes.

NURS 6640 Discussion Posttraumatic Stress Disorder

Post on or before Day 3 an explanation of your observations of the client William in Thompson Family Case Study, including behaviors that align to the PTSD criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.Read a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with literature and/or your own experiences with clients. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
Practicum Week 5 Journal Entry
Select a client whom you observed or counseled that suffers from adisorder related to trauma. Then, address the following in your Practicum Journal:

NURS 6640 Week 5 Psychotherapy With Trauma

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether any of the therapeutic approaches in this week’s Learning Resources would be effective with this client. Include expected outcomes based on these therapeutic approaches. Support your approach with evidence-based literature.
• Explain any legal and/or ethical implications related to counseling this client. Submit your Assignment by Day 7 of Week 7.

NURS 6640 Week 6 Psychotherapy for Addictive Disorders

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 7, “Motivational Interviewing” (pp. 299–312)· Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author. Note: You will access this text from the Walden Library databases.
Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview.German Medical Science Psycho-Social-Medicine, 4, 1–11.Retrieved fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/ NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association.doi:10.1037/14860-002© 2017 Laureate Education, Inc.

NURS 6640 Week 6 Psychotherapy for Addictive Disorders

Walden University. (2016). ASC success strategies: Studyingfor and taking a test. Retrieved fromhttp://academicguides.waldenu.edu/ASCsuccess/ASCtesting

Media
Laureate Education (Producer). (2013c). Levy family: Episodes1–5 [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 25minutes.
Laureate Education (Producer). (2012c). In their own words[Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 25minutes.

Assignment Assessing Clients With Addictive Disorders

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

• After watching Episode 1, describe:o What is Mr. Levy’s perception of the problem?o What is Mrs. Levy’s perception of the problem?o What can be some of the implications of the problem onthe family as a whole?
• After watching Episode 2, describe:o What did you think of Mr. Levy’s social worker’s ideas?o What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr.Levy’s supervisor?
• After watching Episode 3, discuss the following:o What were your thoughts about the way Mr. Physiotherapist 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© 2017 Laureate Education, Inc. Page 15 of 31

 
NURS 6640 Week 6 Psychotherapy for Addictive Disorders 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)?
• 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?
• In Episode 5, Mr. Levy’s therapist is having issues with his story.o Imagine that you were providing supervision to this therapist, how would you respond to her concerns?
• Support your approach with evidence-based literature.

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttp://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.Submit your Assignment by Day 7 of Week 6. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

NURS 6640 Exam Midterm Exam

Students will:

• Assess knowledge of concepts and principles related to the psychotherapy of individuals. This exam will cover the following topics, which relate to psychotherapy with individuals in the Wheeler textbook and the Fisher textbook excerpts:
• The Nurse Psychotherapist and a Framework for Practice
• Confidentiality Limits in Psychotherapy: Ethics Checklists forMental Health Professionals© 2017 Laureate Education, Inc. Page 16 of 31Week 6 Psychotherapy for Addictive Disorders
• Assessment and Diagnosis
• The Initial Contact and Maintaining the Frame
• Cognitive Behavioral Therapy
• Supportive and Psychodynamic Psychotherapy
• Stabilization for Trauma and Dissociation Motivational Interviewing
• Psychotherapeutic Approaches for Addictions and Related Disorders

Complete the Midterm Exam by Day 7 of Week 6. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once.

NURS 6640 Practicum Week 6 Journal Entry

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

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether motivational interviewing would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with literature.
• Explain any legal and/or ethical implications related to counseling this client.Submit your Assignment by Day 7 of Week 7. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

NURS 6640 Week 7 Supportive and Interpersonal Psychotherapy

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.o Chapter 5, “Supportive and Psychotherapy” (pp. 238–242)o Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)© 2017 Laureate Education, Inc. Page 17 of 31Week 7 Supportive and Interpersonal Psychotherapy
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy.In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C.Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740).Washington, DC: American Psychological Association.doi:10.1037/12353-048Note: You will access this resource from the Walden Library databases.
Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)Note: You will access this article from the Walden Library databases NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
Nicholson, R. (2002). The dilemma of psychotherapy note sand HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved fromhttp://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4· U.S. Department of Health & Human Services. (n.d.). Privacy rule and sharing information related to mental health.Retrieved from http://www.hhs.gov/hipaa/forprofessionals/special-topics/mental-health/Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice[Video file]. Mill Valley, CA: Psychotherapy.net.Note: For this week, view Reality Therapy, Feminist Therapy,and Solution-Focused Therapy only. You will access this media from the Walden Library databases.© 2017 Laureate Education, Inc. Page 18 of 31 Week 7 Supportive and Interpersonal Psychotherapy
Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA:Psychotherapy.net.Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 110minutes.

Assignment Supportive Psychotherapy Versus Interpersonal Psychotherapy

In a 1- to 2-page paper, address the following:

• Briefly describe how supportive and interpersonal psychotherapies are similar.
• Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor.
• Explain which therapeutic approach you might use with clients and why. Support your approach with evidence-based literature.Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttp://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.Submit your Assignment by Day 7 of Week 7 NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

Practicum Assessing Client Progress

Part 1: Progress Note

Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):

• Treatment modality used and efficacy of approach
• Progress and/or lack of progress toward the mutually agreed upon client goals (reference the Treatment plan—progress towards goals)
• Modification(s) of the treatment plan that were made based on progress/lack of progress
• Clinical impressions regarding diagnosis and/or symptoms
• Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new© 2017 Laureate Education, Inc. Page 19 of 31Week 7 Supportive and Interpersonal Psychotherapy relationships, move to a new house/apartment, change of job,etc.)
• Safety issues
• Clinical emergencies/actions taken
• Medications used by the patient (even if the nursepsychotherapist was not the one prescribing them)
• Treatment compliance/lack of compliance
• Clinical consultations
• Collaboration with other professionals (i.e., phoneconsultations with physicians, psychiatrists, marriage/familytherapists, etc.)
• Therapist’s recommendations, including whether the client agreed to the recommendations Referrals made/reasons for making referrals
• Termination/issues that are relevant to the termination process(i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
• Issues related to consent and/or informed consent fortreatment
• Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
• Information reflecting the therapist’s exercise of clinical judgment

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

Part 2: Privileged Note

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

• The privileged note should include items that you would not typically include in a note as part of the clinical record.
• Explain why the items you included in the privileged note would not be included in the client’s progress note. Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.© 2017 Laureate Education, Inc. Page 20 of 31Week 7 Supportive and Interpersonal Psychotherapy

Submit your Assignment by Day 7 of Week 7.
Practicum Week 5 Journal Entry
Students will:

• Develop diagnoses for clients receiving psychotherapy*
• Evaluate the efficacy of therapeutic approaches for clients*
• Analyze legal and ethical implications of counseling clients with psychiatric disorders

**These Learning Objectives are related to the Assignment from Week5. Submit your Assignment by Day 7 of Week 7. Refer to Week 5 for additional guidance. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

NURS 6640 Practicum Week 6 Journal Entry

Students will:

• Develop diagnoses for clients receiving psychotherapy*
• Evaluate the efficacy of motivational interviewing techniques for clients*
• Analyze legal and ethical implications of counseling clients with psychiatric disorders

**These Learning Objectives are related to the Assignment from Week6. Submit your Assignment by Day 7 of Week 7. Refer to Week 6 for additional guidance. Week 1 Discussion: Foundations of Psychotherapy
Practicum Reminder Time Logs
You are required to keep a log of the time you spend related to your practicum experience and enter every patient you see each day. You can access your time log from the Welcome Page in your Meditrekaccount. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term.
Looking Ahead Week 8 Clinical Supervision Discussion Week 8
Discussion: In 3- to 5-minute Kaltura video, you will discuss client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so© 2017 Laureate Education, Inc. Page 21 of 31 Week 7 Supportive and Interpersonal Psychotherapy you can fulfill the requirements of the Discussion. Refer to the Week 8 Discussion for additional guidance. NURS 6640: Psychotherapy With Individuals.

NURS 6640 Week 8 Existential-Humanistic Therapy

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-basedpractice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp.369–406)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
Nagy, T. F. (2011). Ethics in psychotherapy. In Essential ethics for psychologists: A primer for understanding and masteringcore issues (pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010 Note: You will access this resource from the Walden Librarydatabases.Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice[Video file]. Mill Valley, CA: Psychotherapy.net.Note: For this week, view Existential Therapy, Person Centered Therapy, and Gestalt Therapy only. You will access this media from the Walden Library databases NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
Laureate Education (Producer). (2012b). Clinical supervision follow-up [Video file]. Baltimore, MD: Author.Note: This is a follow-up to the Thompson family media piece in Week 5. The approximate length of this media piece is 9minutes.© 2017 Laureate Education, Inc. Page 22 of 31Week 8 Existential-Humanistic Therapy
Laureate Education (Producer). (2015d). On a hamster wheel[Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 2 minutes.
Bugental, J. (n.d.). Existential-humanistic psychotherapy[Video file]. Mill Valley, CA: Psychotherapy.net.Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 108minutes.

NURS 6640 Discussion Clinical Supervision

Post on or before Day 3 a 3- to 5-minute Kaltura video that addresses the following:

• Describe a client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.
• Identify any additional information about this client that may potentially impact expected outcomes.

Note: Nurse practitioners must have strong oral communication skills.This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in professional manner.
View a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by providing feedback based on an existential-humanistic therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.Note about uploading media: Refer to the Kaltura Media Uploader instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.
 
NURS 6640 Week 8 Practicum Week 8 Journal Entry
This week, you complete a two-part journal entry. For Part 1, select a client whom you observed or counseled this week(other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

• Describe the client and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client. NURS 6640: Psychotherapy With Individuals.
• Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach.
• Explain any legal and/or ethical implications related to counseling this client.

Support your approach with evidence-based literature.For Part 2, reflect on your clinical supervision experiences. Then,address the following in your Practicum Journal:

• How often are you receiving clinical supervision from your preceptor?
• What are the sessions like?
• What is the preceptor bringing to your attention?
• How are you translating these sessions to your clinical practice?

Submit your Assignment by Day 7 of Week 10.

NURS 6640 Week 9 Psychotherapy With Children and Adolescents

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-basedpractice (2nd ed.). New York, NY: Springer Publishing Company.o Chapter 17, “Psychotherapy With Children” (pp. 597–624) NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author. Note: You will access this text from the Walden Library databases.© 2017 Laureate Education, Inc. Page 24 of 31Week 9 Psychotherapy With Children and Adolescents
Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivationtherapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents.International Journal of Behavioral Consultation and Therapy,9(2), 4–8. doi:10.1037/h0100991Note: You will access this article from the Walden Library databases.
Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959
Note: You will access this article from the Walden Library databases.
McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow,M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464.doi:10.1037/ccp0000081 Note: You will access this article from the Walden Librarydatabases.
Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103.doi:10.1037/a0030930Note: You will access this article from the Walden Library databases.
Media
Laureate Education (Producer). (2013a). Disruptive behaviors[Multimedia file]. Baltimore, MD: Author.
Walker, R. (n.d.). Making child therapy work [Video file]. MillValley, CA: Psychotherapy.net.Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 95minutes.© 2017 Laureate Education, Inc. Page 25 of 31 Week 9 Psychotherapy With Children and Adolescents

NURS 6640 Week 9 Discussion Counseling Adolescents

Post on or before Day 3 an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments. Finally, explain expected outcomes for the client base on these therapeutic approaches. Support your approach with evidence-based literature.Read a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence based literature and/or your own experiences with clients.
 
NURS 6640 Practicum Week 9 Journal Entry
Select a child or adolescent client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain any legal and/or ethical implications related to counseling this client.
• Support your position with evidence-based literature.Submit your Assignment by Day 7 of Week 10.

Looking Ahead Week 10 Clinical Supervision Discussion: Week 10
Discussion: In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance.© 2017 Laureate Education, Inc. Page 26 of 31 NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

NURS 6640 Week 10 Psychotherapy With Older Adults

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)· Chapter 20, “Termination and Outcome Evaluation” (pp.693–712)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
McGuire, J. (2009). Ethical considerations when working with older adults in psychology. Ethics & Behavior, 19(2), 112–128.doi:10.1080/10508420902772702 Note: You will access this article from the Walden Librarydatabases.
Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002. Note: You will access this resource from the Walden Library databases.

NURS 6640 Discussion Clinical Supervision

Post on or before Day 3 a 3- to 5-minute Kaltura video that addresses the following:

• Describe an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.
• Identify any additional information about this client that may potentially impact expected outcomes.© 2017 Laureate Education, Inc. Page 27 of 31Week 10 Psychotherapy With Older Adults NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments

Note: Nurse practitioners must have strong oral communication skills.This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.
View a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by sharing additional insights or alternative perspectives. Support your feedback with evidence-based literature and/or your own experiences with clients.Note about uploading media: Refer to the Kaltura Media Uploader instructions document, which provides guidance on how to uploadmedia for the Clinical Supervision Discussions.
Practicum Client Termination Summary
With the client you selected in mind, address the following in a client termination summary (without violating HIPAA regulations):

• Identifying information of client (i.e., hypothetical name, age,etc.)
• Date initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
• Total number of sessions, including number of missed sessions
• Termination planned or unplanned
• Presenting problem
• Major psychosocial issues
• Types of services rendered (i.e., individual, couple/familytherapy, group therapy, etc.)
• Overview of treatment process
• Goal status (goals met, partially met, unmet)
• Treatment limitations (if any)
• Remaining difficulties and/or concerns
• Recommendations
• Follow-up plan (if indicated)
• Instructions for future contact
• Signatures

Submit your Assignment by Day 7 of Week 10.© 2017 Laureate Education, Inc. Page 28 of 31
Week 10 Psychotherapy With Older Adults
Practicum Week 8 Journal Entry
Students will:

• Develop diagnoses for clients receiving psychotherapy*
• Evaluate the efficacy of existential-humanistic therapy for clients*
• Analyze legal and ethical implications of counseling clients with psychiatric disorders*
• Analyze clinical supervision experiences
• NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments

**These Learning Objectives are related to the Assignment from Week8. Submit your Assignment by Day 7 of Week 10. Refer to Week 8 for additional guidance.
Practicum Week 9 Journal Entry
Students will:

• Develop diagnoses for clients receiving psychotherapy
• Analyze legal and ethical implications of counseling clients with psychiatric disorders

**These Learning Objectives are related to the Assignment from Week9. Submit your Assignment by Day 7 of Week 10. Refer to Week 9 for additional guidance.
 
NURS 6640 Practicum Week 10 Journal Entry
Reflect on your overall practicum experience in this course. Then,address the following in your Practicum Journal:

• Explain whether your therapeutic theory has changed as result of your practicum experiences. Recall the theories you selected in Week 1.
• Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week1.
• Explain how you might impact social change through your work with clients who have mental health issues.© 2017 Laureate Education, Inc. Page 29 of 31Week 10 Psychotherapy With Older Adults
• Support your approach with evidence-based literature.Submit your Assignment by Day 7 of Week 10.

Practicum Logs  REMINDER
You are required to keep a log of the time you spend related to yourpracticum experience and enter every patient you see each day. Youcan access your time log from the Welcome Page in your Meditrekaccount. You will track time individually for each patient you workwith. Please make sure to continuously input your hours throughoutthe term. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments

NURS 6640 Week 11 Psychotherapy With Personality Disorders

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advancedpractice psychiatric nurse: A how-to guide for evidence-basedpractice (2nd ed.). New York, NY: Springer PublishingCompany.o Chapter 20, “Termination and Outcome Evaluation”(Review pp. 693–712)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Librarydatabases.
Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011).Psychotherapy for personality disorders. International Reviewof Psychiatry, 23(3), 282–302.doi:10.3109/09540261.2011.586992Note: You will access this article from the Walden Librarydatabases.
Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A.(2015). Personality disorder moderates outcome in short- andlong-term group analytic psychotherapy: A randomized clinical trial. British Journal of Clinical Psychology, 54(2), 129–146.doi:10.1111/bjc.12065Note: You will access this article from the Walden Librarydatabases.© 2017 Laureate Education, Inc. Page 30 of 31Week 11 Psychotherapy With Personality Disorders
Paris, J. (2004). Personality disorders over time: Implications for psychotherapy. American Journal of Psychotherapy, 58(4),420–429. PMID: 15807086 Note: You will access this article from the Walden Librarydatabases.
Swift, J. K., & Greenberg, R. P. (2015). What is prematuretermination, and why does it occur? In Premature terminationin psychotherapy: Strategies for engaging clients andimproving outcomes (pp. 11–31). Washington, DC: AmericanPsychological Association. doi:10.1037/14469-002Note: You will access this resource from the Walden Librarydatabases.
 
Discussion Therapy for Clients With Personality Disorders
Post on or before Day 3 a description of the personality disorder youselected.

• Explain a therapeutic approach (including psychotropicmedications if appropriate) you might use to treat a client presentingwith this disorder, including how you would share your diagnosis ofthis disorder to the client in order to avoid damaging the therapeutic relationship. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
• Support your approach with evidence-based literature.Read a selection of your colleagues’ responses.
• Respond on or before Day 6 to at least two of your colleagues byproviding one alternative therapeutic approach.
• Explain why yousuggest this alternative and support your suggestion with evidencebasedliterature and/or your own experiences with clients.

Exam Final Exam
Students will:

• Assess knowledge of concepts, principles, and theories relatedto the psychotherapy of individuals

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

• Supportive and Psychodynamic Psychotherapy
• Interpersonal Psychotherapy
• Humanistic-Existential and Solution-Focused Approaches toPsychotherapy© 2017 Laureate Education, Inc. Page 31 of 31Week 11 Psychotherapy With Personality Disorders
• Psychotherapy With Children
• Psychotherapy With Older Adults NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
• Termination and Outcome EvaluationComplete the Final Exam by Day 7 of Week 11. Prior to starting theexam, you should review all of your materials. There is a 2-hour timelimit to complete this 75-question exam. You may only attempt thisexam once. NURS 6640: Psychotherapy With Individuals.CourseEvaluationComplete your Course Evaluation by Day 7.NURS 6640: Psychotherapy With Individuals

Therapy for Clients with Personality Disorders
A description of borderline personality disorder
Jenny is an 80 year old female diagnosed with borderline personality disorder. Her major symptoms include emotional instability, suicidal thoughts, low mood feelings, outbursts of rage and anxiety.  According to Stoffers-Winterling et al (2012), borderline personality disorder is marked by widespread pattern of variability in impulse control, affect regulation, self- image and interpersonal relationships.
Clinical hallmarks entail impulsive aggression, emotional deregulation, and repetitive self-injury along with chronic suicidal ideation. Patients with borderline personality disorder usually have problems regulating their impulses and emotions, and find it difficult to maintain relationships. They may suffer swift alterations in mood, experience feelings of desolation and may injure themselves (Stoffers-Winterling et al, 2012).

Therapeutic approach i might use to treat a client presenting with borderline personality disorder

The most effective therapeutic therapy that I can use to treat a client presenting with the disorder is dialectical behavioral therapy. This therapy is a form of cognitive behavioral therapy that provides patients with novel skills of managing painful emotions and lessening struggles in relationships. According to Biskin and Paris (2012), dialectical behavioral therapy has a strict order of targets for treatment and life-threatening behavior at the topmost of the hierarchy. A major dialectics in the treatment of borderline personality disorder is the equilibrium that the psychotherapist must attain in authenticating the behaviors and experiences of the client whilst enhancing change.
The therapy entails weekly life-skills sessions that impart skills in four domains, including mindfulness, interpersonal effectiveness, emotions regulation, distress tolerance and mindfulness. Distress tolerance focuses on increasing an individual’s tolerance to adverse emotion, other than attempting to run away from it. Mindfulness focuses on promoting the ability of the client to acknowledge the present moment. Interpersonal effectiveness comprises techniques that permit the client to communicate with other people in an assertive way that strengthens relationships and maintains self-respect. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments. Emotion regulation entails strategies of managing and changing extreme emotions that cause problems in the life of the client (Biskin & Paris, 2012),

Use of psychotropic medications to treat a client presenting borderline personality disorder

Psychotropic medications that i can use to treat a client with this disorder include antidepressants, mood stabilizers, antipsychotic medications, and sedatives. Bradford and Holt (2015) argue that psychotropic medications are normally regarded as second-line treatment after psychotherapy, though they can be used to treat borderline personality disorder.  Nevertheless, there is no evidence for the single best medication for borderline personality disorder and the majority of researchers recommends that drug therapy must be targeted towards individual symptoms of the disorder. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
As Martinho et al (2015) indicate, people with borderline personality disorder receive as –needed psychotropic drugs, regardless of lack of evidence of their effectiveness.  Psychotropic medication is used in patients with a borderline personality disorder to alleviate symptoms like agitation, sleep disturbance, anger, impulsivity, transient psychosis and intensified emotional liability.  When a patient represents these symptoms, the caregiver, patient or nurse decides when the medications are administered, under a preceding prescribed medication regimen (Martinho et al, 2015).

How I would share my diagnosis of borderline personality disorder in order to avoid damaging the therapeutic relationship

I would share my diagnosis of the disorder by offering a detailed description of the disorder in an honest manner. Cultivating a productive emotional relationship is an effective strategy for developing and sustaining a progressive therapeutic relationship. According to McMain et al (2015), emotional awareness is important in therapeutic interaction since emotional reactivity and sensitivity of either the therapist or the client can hinder therapeutic procedure and obstruct a positive therapeutic connection from developing. Tension and conflict in therapeutic relationship are intensified when either the client or therapist disregards them until they overwhelm both parties. So as to cultivate a positive therapeutic relationship, it will be crucial that diagnosis and therapy take in the emotions of both the therapist and the client.
 
References
Bradford, R., & Holt, C. (2015). The Use of Psychotropic Drug Therapy in Borderline Personality Disorder: A Case Report. Psychiatric Danubina, 27(Suppl 1): S371- S374.
Biskin, R., & Paris, J. (2012). Management of borderline personality disorder. Canadian Medical Association Journal, 184(17): 1897-1902.
Martinho, E., Frankenburg, F., Fitzmaurice, G., & Zanarini, M. (2015). PRN (As-Needed) Psychotropic Medication Use in Borderline Patients and Other Personality –Disorder Subjects over 14 Years of Prospective Follow-up.  Journal of Clinical Psychopharmacology, 34(4): 499-503.
McMain, S., Labyman, M., & Boritz, T. (2015). Common strategies for cultivating a positive therapy relationship in the treatment of borderline personality disorder. Journal of Psychotherapy Integration, 25(1): 20-29.
Stoffers-Winterling, J., Vollom, B., & Rucker, G et al. (2012). Psychological therapies for people with borderline personality disorder. Cochrane Database of Systematic Reviews, 15(8): CD 005652. NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.

NURS 6640 Week 10 Psychotherapy With Older Adults

Looking Ahead Week 10 Clinical Supervision Discussion: Week 10
Discussion: In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance.© 2017 Laureate Education, Inc. Page 26 of 31 NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments.
NURS 6640 Week 10 Psychotherapy With Older Adults
Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)· Chapter 20, “Termination and Outcome Evaluation” (pp.693–712)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,DC: Author.Note: You will access this text from the Walden Library databases.
McGuire, J. (2009). Ethical considerations when working with older adults in psychology. Ethics & Behavior, 19(2), 112–128.doi:10.1080/10508420902772702 Note: You will access this article from the Walden Librarydatabases.
Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002. Note: You will access this resource from the Walden Library databases.

NURS 6640 Discussion Clinical Supervision

Post on or before Day 3 a 3- to 5-minute Kaltura video that addresses the following:

• Describe an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.
• Identify any additional information about this client that may potentially impact expected outcomes.© 2017 Laureate Education, Inc. Page 27 of 31Week 10 Psychotherapy With Older Adults NURS 6640 Psychotherapy With Individuals week 1 – 11 discussions and assignments

Note: Nurse practitioners must have strong oral communication skills.This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.
View a selection of your colleagues’ responses.Respond on or before Day 6 to at least two of your colleagues by sharing additional insights or alternative perspectives. Support your feedback with evidence-based literature and/or your own experiences with clients.Note about uploading media: Refer to the Kaltura Media Uploader instructions document, which provides guidance on how to uploadmedia for the Clinical Supervision Discussions.
Practicum Client Termination Summary
With the client you selected in mind, address the following in a client termination summary (without violating HIPAA regulations):

• Identifying information of client (i.e., hypothetical name, age,etc.)
• Date initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
• Total number of sessions, including number of missed sessions
• Termination planned or unplanned
• Presenting problem
• Major psychosocial issues
• Types of services rendered (i.e., individual, couple/familytherapy, group therapy, etc.)
• Overview of treatment process
• Goal status (goals met, partially met, unmet)
• Treatment limitations (if any)
• Remaining difficulties and/or concerns
• Recommendations
• Follow-up plan (if indicated)
• Instructions for future contact
• Signatures

Submit your Assignment by Day 7 of Week 10.© 2017 Laureate Education, Inc. Page 28 of 31
Week 10 Psychotherapy With Older Adults

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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 “good post,” 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’s 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. NURS 6640 Week 10 Psychotherapy With Older Adults

• 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’s level and deduct points accordingly. As Masters’ 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’s 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.

• LopesWrite Policy

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 “final submit” 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’s 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. NURS 6640 Week 10 Psychotherapy With Older Adults

• Late Policy

The university’s 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.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

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• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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NURS 6640 Week 9 Psychotherapy With Children and Adolescents

NURS 6640 Week 9 Psychotherapy With Children and Adolescents

urs 6640 Week 9: Psychotherapy With Children and Adolescents

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

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

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

Nurs 6640 Week 9: Psychotherapy With Children and Adolescents Learning Resources

Required Readings

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

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

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

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

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

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

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

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

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

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

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

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

Nurs 6640 Week 9: Psychotherapy With Children and Adolescents

Nurs 6640 Week 9: Psychotherapy With Children and Adolescents Required Media

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

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

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

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

Optional Resources

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

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 63 minutes.

Discussion: Counseling Adolescents

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

Learning Objectives

Students will:

• Assess      clients presenting with disruptive behavior
• Analyze      therapeutic approaches for treating clients presenting with disruptive      behavior
• Evaluate      outcomes for clients presenting with disruptive behavior

To prepare:

• Review      this week’s Learning Resources and reflect on the insights they provide.
• View      the media, Disruptive Behaviors. Select one of the four case      studies and assess the client.
• For      guidance on assessing the client, refer to pages 137-142 of the Wheeler      text in this week’s Learning Resources.

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

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

By Day 3

Post an explanation of your observations of the hyperactive adolescent in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.

Read a selection of your colleagues’ responses.

Nurs 6640 Week 9: Psychotherapy With Children and Adolescents

Discussion: Working With Children and Adolescents Versus Adults

Assessment in Child and Adolescent Psychiatry

The assessment process of children and adolescents in psychiatry is vastly different than that of adults. Why is this? Oftentimes, children have the same emotional, cognitive, and behavioral deficits. In children and adolescents, however, the justification for behaviors isn’t always as easy to determine. Per the NIMH (2019), children are more difficult to diagnose because of their lack of understanding of their symptoms, withdrawn demeanor, and influence of external factors on their behaviors. Because of this, specific assessment tools are employed that differentiate child/adolescent assessments from that of adults.

Why a Development Assessment of Children and Adolescents is Important

Bellman, Byrne, and Sege (2013) suggest that behavioral deficits in adulthood are often correlated to developmental delays in childhood. Likewise, Shogren, et al. (2015) discussed a direct correlation to emotional support needs in children and adolescents with developmental disabilities and behavioral deficits in adulthood. Developmental delays aren’t always cognitive in nature. Developmental delays in children and adolescents can be cognitive, such as those caused by chromosomal disorders, or seizure disorders. Developmental delays can be social, emotional, or behavioral–such as autism disorder or attention-deficit hyperactivity disorder. With certain developmental delays, alterations in brain development can affect the way these individuals process and react to information—causing difficulties in learning, communication, and interpersonal interactions (NYU Langone Health, 2019). Understanding which delays are present, if any, can assist in determining viable treatment options and potential behavioral concerns that may manifest.

Two Assessment Instruments and Justification for Use in Children/Adolescents but Not Adults

Two screening tools unique to the treatment of adolescents and children are as follows: The C-GAS and the HEADSSS questionnaire. The C-GAS, or Children’s Global Assessment Scale, is used for children and adolescents, ages 4-16, to determine any functional impairments that may exist (NSW Department of Health, 2015). This scale is not utilized in adults, because it specifically measures the child’s level of functioning in areas such as school, with peers, emotional functioning, and functioning within society (NSW Department of Health, 2015). The HEADSSS questionnaire, however, was developed to determine adolescent risk factors in the following areas: home, Education/employment, activities, drugs, sexuality, suicide/self-image, and safety (Heard Alliance, 2011). This assessment tool is used for adolescents only to determine specific risk factors in the child’s life. Afterall, certain risk factors can lead to at-risk behaviors. This assessment tool identifies those factors in hopes of establishing protective mechanisms.

Two Treatment Options for Children/Adolescents that are Not Used in Adults

There are several treatment modalities favored in the child/adolescent populations that are often not employed in adult mental health treatment. These include the use of parental participation and favoritism toward psychotherapy opposed to medication usage. Many psychotropic medications and other medications used in the mental health treatment of children and adolescents are based on evidence-based treatment regimens, opposed to actual pediatric dosing. In addition, side effects of medications warrant caution in younger age groups. Because of this, psychotherapy is the most highly recommended treatment option for children. Psychotherapy is equally utilized in adult psychiatric treatment. However, adult treatment is often augmented with psychopharmacological intervention. In addition, treatment for children entails frequent evaluation. For example, the NIMH (2019) proposed that the incorporation of “teaching skills” and “practicing skills” within the home are unique to child/adolescent psychiatric care. This requires frequent evalution to determine if these skills are resolving the child’s mental health concerns, whether it be improvements adacemically, improved social skills, or a decrease in disruptive behaviors.

Parental Role in Assessment and Treatment of Children/Adolescents

Parents play a major role in their child’s psychiatric care. Per Haine-Schlagel and Walsh (2015), the mental health of children and adolescents is largely influenced by their interpersonal interactions, family, and social life. A child’s family interactions and environment represents the largest contributor to childhood behavioral problems (Haine-Schlagel & Walsh, 2015). Because of this, Haine-Schlagel and Walsh (2015) discuss the importance of incorporating family, if possible, into the child’s psychiatric treatment. This can be accomplished through family therapy, or having educational sessions with the parents to discuss communication strategies, discipline strategies, and other helpful tactics. Per Haine-Schlagel and Walsh (2015), parental participation is often difficult related to feelings of “blame” or difficulty with understanding the therapeutic point of view (pg. 135). However, is is suggested that parental involvement is an evidence-based treatment modality– promoting child and adolescent treatment outcomes for a variety of disparities, including depression, defiant disorders, eating disorders, disruptive disorders, and childhood anxiety disorders.

References

Bellman, M., Byrne, O., & Sege, R. (2013). Developmental Assessment of Children. British Journal of Medicine, 346(21), 31-35. Retrieved from Walden Library databases.

Haine-Schlagel, R., & Walsh, N. E. (2015). A Review of Parent Participation Engagement in Child and Family Mental Health Treatment. Clinical Child and Family Psychology Review, 18(2), 133-150. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4433419/.

Heard Alliance. (2011). HEADSSS Assessment: Risk and Protective Factors. Retrieved from http://www.heardalliance.org/wp-content/uploads/2011/04/HEADSS.pdf

NIMH. (2019). Children and Mental Health: Is This Just a Stage? Retrieved from National Institute of Mental Health: /orders/www.nimh.nih.gov/health/publications/children-and-mental-health/index.shtml

NSW Department of Health. (2015). Children’s Global Assessment Scale (CGAS). Retrieved from http://www.thereachinstitute.org/images/CGAS.pdf

NYU Langone Health. (2019). Types of Developmental Delays in Children. Retrieved from Hassenfeld Children’s Hospital at NYU Lagone: /orders/nyulangone.org/conditions/developmental-delays-in-children/types

Shogren, K. A., Seo, H., Wehmeyer, M. L., Palmer, S. B., Thompson, J. R., Hughes, C., & Little, T. D. (2015). Support Needs of Children with Intellectual and Developmental Disabilities: Age-Related Implications for Assessment. Psychology in the Schools, 52(9), 874-891. Retrieved from Walden Library databases.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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 “good post,” 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’s 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’s level and deduct points accordingly. As Masters’ 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’s 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.

• LopesWrite Policy

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 “final submit” 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’s 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.

• Late Policy

The university’s 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.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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NURS 6640 Week 8 Existential-Humanistic Therapy

NURS 6640 Week 8 Existential-Humanistic Therapy

Student Support and Calendar Information

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

• Syllabus, including the Course Schedule, located below as a linked PDF
• Term Calendar
• Student Support

Photo Credit: Steve Hix/Fuse/Getty Images

Credit Hours

• 5 quarter hours in 11 weeks

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

Course Description

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

Note: This course requires a minimum 144 practicum hours

Course Prerequisites

• NURS 6630 Psychopharmacological Approaches for Treatment of Psychopathology

Course Outcomes

By the end of this course, students will:

• Evaluate evidence-based psychotherapeutic counseling theories
• Apply psychotherapeutic counseling techniques and tools
• Assess clients presenting for psychotherapy
• Develop psychiatric diagnoses for clients across the lifespan
• Evaluate the use of psychopharmacological agents with clients across the lifespan
• Evaluate ethical and legal implications of counseling clients presenting for psychotherapy
• Analyze strategies to become a social change agent for psychiatric mental health

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

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

Course Materials

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

Course Text

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

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

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

Course Readings List

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

NURS 6640 Course Readings List

Media

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

Dedicated Support for Course Media

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

Course Assignments

Online Discussion and Clinical Supervision

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

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

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

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

Assignments and Projects

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

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

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

http://writingcenter.waldenu.edu/

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

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

All assignments must be completed to pass the course.

Practicum Activities

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

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

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

All assignments must be completed to pass the course.

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

Grading Criteria and Total Components of a Grade

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

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

Grading Scale

Letter grades will be assigned as follows:

90%–100% = A

80%–89% = B

70%–79% = C

70% or below = F

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

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

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

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

Feedback Schedule

• The Instructor will log into the course at least 3–4 times during the week to monitor the weekly Discussion area. Feedback will be provided via the Discussion area and/or the Announcements page. Requests for more specific feedback may be made in the Discussion area or in the Contact the Instructor thread.
• The Instructor will respond to at least one main post each week but will usually not respond to all posts.
• Timely Review and Return of Student Work. As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.
• Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the Contact the Instructor area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the Guidelines and Policiesarea.

Preferred Methods for Delivering Assignments

Submitting Course Postings to the Weekly Discussion Areas

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

Submitting Assignments and Projects

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

E-mailing Your Instructor

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

Policies on Late Assignments

Discussion and Assignment Postings

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

Assignments

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

Keeping Your Coursework

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

Instructor Feedback Schedule

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

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

Students With Disabilities

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

Classroom Participation

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

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

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

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

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

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

Checklist

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

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

To View the Calendar

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

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

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

Document: NURS 6640: Course Schedule (PDF)

Checklist

Bibliography

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

NURS 6640 Week 7 Supportive and Interpersonal Psychotherapy

NURS 6640 Week 7 Supportive and Interpersonal Psychotherapy – Syllabus

NURS 6640 Week 6 Psychotherapy for Addictive Disorders

NURS 6640 Week 6 Psychotherapy for Addictive Disorders

NURS 6640 Week 5 Psychotherapy With Trauma

NURS 6640 Week 5 Psychotherapy With Trauma

Disorders resulting from trauma are significantly different from other psychiatric mental health issues. Unlike disorders such as schizophrenia or major depressive disorder, trauma-related disorders do not occur randomly in the population. Instead, trauma is something that occurs as a result of the lived experience of a traumatic event. According to the National Center for PTSD, more than half of the population will experience trauma during their lifetime (National Center for PTSD, 2010). Although most people will recover from the trauma on their own, some require therapeutic interventions. While there are medications that can help individuals with trauma and posttraumatic stress disorder (PTSD), the foundation of treatment continues to be psychotherapy. NRNP-6640-14 Week 5: Psychotherapy With Trauma

This week, as you explore psychotherapy with trauma, you assess clients presenting with posttraumatic stress disorder. You also examine therapies for treating these clients and consider potential outcomes.  

Photo Credit: RoosterHD/Creatas Video/Getty Images 

Learning Resources

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

• Standard 3 “Outcomes Identification” (pages 48-49)

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

• Chapter 13, “Stabilization for Trauma and Dissociation” (pp. 469–508)

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

Required Media

Laureate Education (Producer). (2012a). Academic year in residence: Thompson family case study [Multimedia file]. Baltimore, MD: Author.

Ochberg, F. (2012). Psychotherapy for chronic PTSD [Video file]. Mill Valley, CA: Psychotherapy.net.

Optional Resources

Substance Abuse and Mental Health Services Administration. (2012). Behavioral health issues among Afghanistan and Iraq U.S. war veterans. In Brief, 7(1), 1–7. Retrieved from /orders/store.samhsa.gov/product/Behavioral-Health-Issues-Among-Afghanistan-and-Iraq-U-S-War-Veterans/SMA12-4670

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Rockville, MD: Author. Retrieved from /orders/store.samhsa.gov/system/files/sma14-4884.pdf

Wolpe, J. (n.d.). Joseph Wolpe on systematic desensitization [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 59 minutes.

Bruce, T., & Jongsma, A. (2010b). Evidence-based treatment planning for post-traumatic stress disorder [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 74 minutes.

Wilson, R. (2012). Exposure therapy for phobias [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes. NRNP-6640-14 Week 5: Psychotherapy With Trauma

Discussion: Posttraumatic Stress Disorder

It is estimated that more than 6% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Center for PTSD, 2010). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to substance abuse issues and even physical ailments. For this Discussion, as you examine the Thompson Family Case Study in this week’s Learning Resources, consider how you might assess and treat clients presenting with PTSD.

Learning Objectives

Students will:

• Assess clients presenting with posttraumatic stress disorder
• Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder
• Evaluate outcomes for clients with posttraumatic stress disorder

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.
• View the media Academic Year in Residence: Thompson Family Case Study, and assess the client in the case study.
• For guidance on assessing the client, refer to pages 137–142 of the Wheeler text in this week’s Learning Resources.

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

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

By Day 3

Post on or before Day 3 an explanation of your observations of the client William in Thompson Family Case Study, including behaviors that align to the PTSD criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.

Read a selection of your colleagues’ responses.

By Day 6

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion

Week in Review

Now that you have:

• Assessed clients presenting with posttraumatic stress disorder
• Analyzed therapeutic approaches for treating clients presenting with posttraumatic stress disorder
• Evaluated outcomes for clients with posttraumatic stress disorder

Next week, you will:

• Assess clients presenting with addictive disorders
• Analyze therapeutic approaches for treating clients with addictive disorders
• Evaluate outcomes for clients with addictive disorders
• Assess knowledge of concepts and principles related to the psychotherapy of individuals

Next Week NRNP-6640-14 Week 5: Psychotherapy With Trauma

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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 “good post,” 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’s 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’s level and deduct points accordingly. As Masters’ 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’s 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.

• LopesWrite Policy

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 “final submit” 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’s 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.

• Late Policy

The university’s 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.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS 6640 Week 4 Cognitive Behavioral Assignment

NURS 6640 Week 4 Cognitive Behavioral Assignment

Resources Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.· Chapter 8, “Cognitive Behavioral Therapy” (pp. 313–346)·
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: You will access this text from the Walden Library databases.
Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice[Video file]. Mill Valley, CA: Psychotherapy.net.
Note: For this week, view Behavior Therapy and Cognitive Behavioral Therapy only. You will access this media from the Walden Library databases.
Beck, A. (1994). Aaron Beck on cognitive therapy [Video file]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50minutes.
Eysenck, H. (n.d.). Hans Eysenck on behavior therapy [Videofile]. Mill Valley, CA: Psychotherapy.net. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50minutes. © 2017 Laureate Education, Inc. Page 10 of 31
 
NURS 6640 Week 4 Cognitive Behavioral Assignment
Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
In a 1- to 2-page paper, address the following:

• Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.
• Explain at least three differences between CBT and REBT.Include how these differences might impact your practice as a mental health counselor.
• Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach evidence-based literature. Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttp://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
• Submit your Assignment by Day 7 of Week 4.

Cognitive Behavioral Therapy in the Family and Individual Settings
CBT, or Cognitive-Behavioral Therapy, is a mental treatment that was created through logical research. That is, the entirety of the parts of CBT have been tried by analysts to decide if they are compelling and that they do what they are expected to do. Research has demonstrated that CBT is one of the best medications for the administration of tension. Fortunately in spite of the fact that it is best finished with a prepared CBT advisor, you can apply CBT standards at home to deal with your own nervousness and overcome your feelings of dread. What are the Principles of CBT? CBT includes adapting new aptitudes to deal with your manifestations. It shows you better approaches for deduction and carrying on that can assist you with dealing with your nervousness over the long haul. There are a couple of rules that are critical to comprehend when utilizing CBT (Corey, 2013). .
CBT centers around the present time and place. A significant standard of CBT is that treatment includes managing the indications that you are battling with this moment, instead of concentrating on the reason for your concern. Despite the fact that it very well may be fascinating to see how your uneasiness grew, simply knowing why you have nervousness issues is regularly insufficient to assist you with dealing with your tension.
CBT underscores the significance of schoolwork. Regardless of whether you are getting CBT from a prepared advisor or you are utilizing self improvement CBT systems at home, schoolwork is a key part. Doing schoolwork for CBT fundamentally implies that from week to week, you should rehearse the new abilities that you are learning and apply them to your day by day life. Furthermore, similar to the schoolwork that you were given in school, you have to rehearse those abilities consistently. For what reason is schoolwork so significant? Except if you practice the new procedures that you figure out how to oversee uneasiness, you won’t utilize them well indeed, and you will likely neglect to utilize them when you need them most: when you are feeling exceptionally on edge. Adapting better approaches to oversee uneasiness is similar to building up another solid propensity. On the off chance that for instance, you needed to begin practicing normally, you would need to fit in another activity routine into your timetable. It would be troublesome from the start, however on the off chance that you kept at it, that new standard would turn into a propensity, and in the end a piece of your customary exercises. The equivalent is valid with CBT abilities: on the off chance that you practice them consistently, they will end up being a piece of your every day schedule. Fortunately the more you utilize your CBT aptitudes, the simpler it gets, and the better you will become at dealing with your tension.
Components of cognitive behavioral family therapy
A measured way to deal with psychological conduct treatment incorporates a few fundamental parts, which are successively conveyed. Self-observing, self-guidance, balanced examination, and social order speak to the major systems.
Self-checking expects patients to watch and record explicit physiological, subjective, social, enthusiastic, and relational procedures. Recording these information focuses gives a springboard to intercession and grapples assessment of progress. The Circle of Perception practice is a fantastic self-observing undertaking, which uncovers the level of coalition/distance individuals see. He prescribed every part get a perfect bit of unlined white paper, a pen or pencil, and gets the guidance to draw the family framework utilizing one hover to speak to every part. They are advised to make an outline where individuals’ circles are put because of their impression of enthusiastic closeness. In the event that circles contact or interface, they are viewed as adjusted and close. On the off chance that a separation isolates them, it speaks to less closeness. In the second piece of the activity, the relatives’ take another bit of paper and draw how they might want to see the family. One creator recommended handling the drawings by asking what experienced their brains about the activity, regardless of whether they saw contrasts in the first and second drawings and in what ways did the drawings vary from one another? A few specialists change this activity utilizing hovers cut out of development paper marked with the relatives’ names.
Every relative makes an outline and afterward shares it with the others. The paper circles make the errand fairly increasingly concrete for families who experience issues with progressively equivocal or dynamic undertakings. Day by day Thought Records (DTR) are effectively coordinated into family work. Consider the accompanying model where all the relatives experience a typical stressor (for example a family contention). Be that as it may, every individual part has various attributions and sentiments related with the difference. The twelve-year-old little girl considers her to be’s responses as nonsensical because of an infringement of her apparent rights (for example “They reserve no privilege to instruct me. They are too bossy.”). The dad is discouraged and says to himself, “My family is a wreck and I am defenseless to transform it.” The mother then again is angered at both the girl and father thinking the two of them cheapen her for example “(I am the one in particular who successfully make things work out. Nobody in the family acknowledges me.”). Contrasting the idea journals for a similar circumstance gives the establishment to ensuing self-instructional or reasonable investigation intercession. Self-guidance Simply, self-instructional systems target thought content (for example programmed considerations) and psychological procedures (for example subjective contortions). They change misappraisals of explicit circumstances to increasingly precise clarifications. Self-instructional mediations work to change the idea of every relative’s interior exchange. A few creators prescribe testing programmed musings within the sight of other relatives so they bolster each other’s rebuilding endeavors (Huether and McCance, 2017; Hammer and McPhee, 2014).
References
Corey, G. (2013). Theory and practice of counseling and psychotherapy, 9th ed. Belmont, CA: Cengage Learning.
Hammer, D.G., & McPhee, S.J. (Eds). (2014). Pathophysiology of disease: An introduction to clinical medicine, 7^th ed. New York, NY: McGraw-Hill Education.
Huether, S.E. & McCance, K.L. (2017). Understanding pathophysiology, 6^th ed. St. Louis, MO: Elsevier, Inc.
Katzung, B.G. (Ed) (2018). Basic and clinical pharmacology, 14^th ed. New York, NY: McGraw-Hill Education.