Develop effective documentation skills to examine group therapy sessions with children and adolescents

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Develop effective documentation skills to examine group therapy sessions with children and adolescents

Assignment 2: Practicum – Week 10 Journal Entry Learning Objectives Students will: • Develop effective documentation skills to examine group therapy sessions with children and adolescents * • Develop diagnoses for child and adolescent clients receiving group psychotherapy * • Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders * Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients. Then, address in your Practicum Journal the following: • Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session. • Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications. • Using the DSM-5, explain and justify your diagnosis for each client. • Explain any legal and/or ethical implications related to counseling each client. • Support your approach with evidence-based literature. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6650_Week10_Assignment2_Rubric • Grid View • List View Show Descriptions Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.– Satisfactory 26 (26%) – 30 (30%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Unsatisfactory 0 (0%) – 25 (25%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Quality of Work Submitted: The purpose of the paper is clear.– Satisfactory 4 (4%) – 5 (5%) Purpose of the assignment is stated, yet is brief and not descriptive. Unsatisfactory 0 (0%) – 3 (3%) No purpose statement was provided. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts.– Satisfactory 8 (8%) – 10 (10%) Demonstrates a clear understanding of key concepts. Unsatisfactory 0 (0%) – 7 (7%) Shows a lack of understanding of key concepts, deviates from topics. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.– Satisfactory 16 (16%) – 20 (20%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Unsatisfactory 0 (0%) – 15 (15%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.– Satisfactory 16 (16%) – 20 (20%) Summarizes information gleaned from sources to support major points, but does not synthesize. Unsatisfactory 0 (0%) – 15 (15%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.– Satisfactory 4 (4%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Unsatisfactory 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation– Satisfactory 3 (3%) – 5 (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. Unsatisfactory 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.– Satisfactory 3 (3%) – 5 (5%) Contains a few (1-2) APA format errors. Unsatisfactory 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6650_Week10_Assignment2_Rubric Week 10: Group Therapy With Children and Adolescents Effective group treatment with children and adolescents rests upon three essential considerations: the clients that compose the group, the therapists responsible for conducting the group, and the setting in which the group occurs. —Dr. Mark Stone, Cognitive-Behavior Group Therapy with Children and Adolescents Group therapy may be beneficial for children and adolescents, because it often provides an environment that normalizes clients’ thoughts, feelings, and behaviors. However, as with any therapeutic approach, group therapy might not be appropriate for every client, every setting, or even every therapist. When selecting therapies, you must always consider the psychodynamics of the client and your own skill set. This week, as you assess and develop diagnoses for clients presenting for child and adolescent group psychotherapy, you examine the effectiveness of this therapeutic approach. You also consider legal and ethical implications of counseling children and adolescent clients with psychiatric disorders. Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. • Chapter 17, “Psychotherapy with Children” (pp. 597–624) • 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. McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program shows potential in reducing symptoms of depression and stress among young people with ASD. Journal of Autism and Developmental Disorders, 44(8), 2041-2051. doi:10.1007/s10803-014-2087-9 Restek-Petrović, B., Bogović, A., Mihanović, M., Grah, M., Mayer, N., & Ivezić, E. (2014). Changes in aspects of cognitive functioning in young patients with schizophrenia during group psychodynamic psychotherapy: A preliminary study. Nordic Journal of Psychiatry, 68(5), 333-340. doi:10.3109/08039488.2013.839738 Document: Group Therapy Progress Note Required Media Microtraining Associates (Producer). (2009). Leading groups with adolescents [Video file]. Alexandria, VA: Author. Psychotherapy.net (Producer). (2002). Adlerian parent consultation [Video file]. Mill Valley, CA: Author. The approximate length of this media pice is 117 minutes. Optional Resources Psychotherapy.net (Producer). (2012). Group counseling with adolescents: A multicultural approach [Video file]. Mill Valley, CA: Author.