Discuss Presenting for Psychotherapy

Discussion: Presenting for Psychotherapy
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Discussion: Presenting for Psychotherapy

Discussion: Presenting for Psychotherapy

Discussion: Presenting for Psychotherapy

Question Description
APA Format Please

It has part 1 and 2.
Assignment 1: Practicum – Assessing Client Families
Learning Objectives
STUDENTS WILL:
Assess client families presenting for psychotherapy
Develop genograms for client families presenting for psychotherapy
To prepare:
Select a client family that you have observed or counseled at your practicum site.
Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.
The Assignment
Part 1: Comprehensive Client Family Assessment

Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

Demographic information
Presenting problem
History or present illness
Past psychiatric history
Medical history
Substance use history
Developmental history
Family psychiatric history

Discussion: Presenting for Psychotherapy
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan
Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Week 3: Experiential and Narrative Family Therapy
The Smiths, a family of five, present with their 14-year-old male son, Joshua, who is identified as “the patient.” Almost immediately, the psychiatric mental health nurse practitioner notices the subtle struggle between the parents to be heard first, often talking over one another. Joshua finally blurts out, “You see, you two are crazy, and you think it’s me.” Joshua’s father immediately becomes angry, and Joshua’s mom is quick to rush to Joshua’s side. She begins to argue with her husband about his treatment of their son.

The Smiths and other clients like them may be candidates for both experiential therapy and narrative family therapy, and it is important to note that these are distinctly different therapeutic approaches. Experiential therapy examines experiences of the “here and now,” whereas narrative family therapy focuses on retelling one’s story to understand why one behaves in certain ways. When assessing client families and selecting one of these therapies, you must not only select the one that is best for the clients, but also the approach that most aligns to your own skill set.

This week, as you explore experiential and narrative family therapy, you assess families presenting for psychotherapy. You also examine the effectiveness of therapeutic approaches for client families with impaired family functioning.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

REQUIRED READINGS
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.Standard 5B “Health Teaching and Health Promotion” (pages 55-56)
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.Chapter 8, “Experiential Family Therapy” (pp. 129–147)
Chapter 13, “Narrative Therapy” (pp. 243–258)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.“Genograms” pp. 137-142
Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73–77. doi:10.1080/08975353.2014.881696
Note: Retrieved from Walden Library databases.

Escudero, V., Boogmans, E., Loots, G., & Friedlander, M. L. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49(1), 26–37. doi:10.1037/a0026747
Note: Retrieved from Walden Library databases.

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20–30. doi:10.1002/anzf.1043
Note: Retrieved from Walden Library databases.

Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22(2), 128–147. doi:10.1080/08975353.2011.578036
Note: Retrieved from Walden Library databases.

Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16(3), 294–310. doi:10.1007/s10567-013-0142-2
Note: Retrieved from Walden Library databases.

REQUIRED MEDIA
Governors State University (Producer). (2009). Emotionally focused couples therapy [Video file]. Chicago, IL: Author.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 115 minutes.

Laureate Education (Producer). (2013b). Hernandez family genogram [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes. Accessible player –Downloads–
Download Video w/CC
Download Audio
Download Transcript
Credit: Provided courtesy of the Laureate International Network of Universities.

Psychotherapy.net (Producer). (1998). Narrative family therapy [Video file]. San Francisco, CA: Author.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 111 minutes.

OPTIONAL RESOURCES
Psychotherapy.net (Producer). (2007). Existential psychotherapy [Video file]. San Francisco, CA: Author.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 61 minutes.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 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.