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Assessing clients with addictive disorder Health, Medicine Essay

Essay Instructions:

Needs more than 3 references and references shouldn't be more than 5years old

 

Rubric Detail 

 

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Name: NURS_6640_Week6_Assignment1_Rubric

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Excellent

Good

Fair

Poor

 

Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.

27 (27%) - 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

24 (24%) - 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

21 (21%) - 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

0 (0%) - 20 (20%)

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.

5 (5%) - 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

4 (4%) - 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) - 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

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.

9 (9%) - 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

8 (8%) - 8 (8%)

Demonstrates a clear understanding of key concepts.

7 (7%) - 7 (7%)

Shows some degree of understanding of key concepts.

0 (0%) - 6 (6%)

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.

18 (18%) - 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

16 (16%) - 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

14 (14%) - 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

0 (0%) - 13 (13%)

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.

18 (18%) - 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

16 (16%) - 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

14 (14%) - 15 (15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

0 (0%) - 13 (13%)

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.

5 (5%) - 5 (5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

4 (4%) - 4 (4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

3.5 (3.5%) - 3.5 (3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.

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

5 (5%) - 5 (5%)

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

4 (4%) - 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) - 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) - 3 (3%)

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.

5 (5%) - 5 (5%)

Uses correct APA format with no errors.

4 (4%) - 4 (4%)

Contains a few (1-2) APA format errors.

3.5 (3.5%) - 3.5 (3.5%)

Contains several (3-4) APA format errors.

0 (0%) - 3 (3%)

Contains many (≥ 5) APA format errors.

Total Points: 100 

 
             

Name: NURS_6640_Week6_Assignment1_Rubric

 

Week 6: Psychotherapy for Addictive Disorders

“A long-standing debate has roiled over whether addicts have a choice over their behaviors. The disease creates distortions in thinking, feelings, and perceptions, which drive people to behave in ways that are not understandable to others around them. Simply put, addiction is not a choice. Addictive behaviors are a manifestation of the disease, not a cause."

–Dr. Raju Hajela, former president of the Canadian Society of Addiction Medicine

A common misconception is that addiction is a choice, and addicts are often labeled as individuals who lack morals, willpower, or responsibility. However, addiction is a clinical disorder that must be treated with the support of a health care professional. Although many people who are exposed to potentially addictive substances and behaviors continue life unaltered by their experiences, some people are fueled by these experiences and spiral out of control. In your role as the psychiatric mental health nurse practitioner, you must be prepared to not only work with these individuals who struggle with addiction, but also help them and their families overcome the social stigmas associated with addictive behavior.

This week, as you explore psychotherapy for addiction, you assess clients presenting with addictive disorders. 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: Laureate Education 

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 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.

 

 

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 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

 

 

Fisher, M. A. (2016a). 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

 

Required Media

Laureate Education (Producer). (2013c). Levy family: Episodes 1 [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 2 minutes.

 

Accessible player 

Laureate Education (Producer). (2013c). Levy family: Episodes 2 [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 2 minutes.

 

Accessible player 

Laureate Education (Producer). (2013c). Levy family: Episodes 3 [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 6 minutes.

 

Accessible player 

Laureate Education (Producer). (2013c). Levy family: Episodes 4 [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 5 minutes.

 

Accessible player 

Laureate Education (Producer). (2013c). Levy family: Episodes 5 [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 2 minutes.

 

Accessible player 

Laureate Education (Producer). (2012c). In their own words [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 23 minutes.

 

Accessible player 

Optional Resources

 

Dronen, S. O. (2012). New research about Facebook addiction. Retrieved from http://www.uib.no/en/news/36380/new-research-about-facebook-addiction

 

Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for adults in the criminal justice system. Treatment Improvement Protocol (TIP) Series 44. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma13-4056.pdf

 

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

 

 

Assignment 1: Assessing Clients With Addictive Disorders

 

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families. For this Assignment, as you examine the Levy Family video in this week’s Learning Resources, consider how you might assess and treat clients presenting with addiction.

 

Learning Objectives

 

Students will:

  • Assess clients presenting with addictive disorders
  • Analyze therapeutic approaches for treating clients with addictive disorders
  • Evaluate outcomes for clients with addictive disorders
  •  

To prepare: 

 

  • Review this week’s Learning Resources and consider the insights they provide.
  • Review the Levy Family video Episodes 1 through 5.

 

 

 

The Assignment

 

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

  • After watching Episode 1, describe:
  • What is Mr. Levy’s perception of the problem?
  • What is Mrs. Levy’s perception of the problem?
  • What can be some of the implications of the problem on the family as a whole?
  • After watching Episode 2, describe:
  • What did you think of Mr. Levy’s social worker’s ideas?
  • 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:
  • What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?
  • What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?
  • Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.
  • 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.
  • Discuss how you would have responded to this revelation.
  • 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.
  • 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 at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

 

Essay Sample Content Preview:

PTSD and Therapy
Author’s Name
Institutional Affiliation
Episode 1
Mr Levy has the least insight about his alcohol intake. Though he seems to be hungover, he does not realize the amount of alcohol he has up taken rather justifies it by stating that it helps him cope with his post-war trauma. He also displays partial denial by asserting that he is sick rather than experiencing the aftereffect of excessive drinking. He also displays short-temperament when he is confronted by his wife about his drinking problem. He asks her to leave him alone as it is his life and he has control over it. Mr Levy perceives his wife’s blaming as a problem rather than his own drinking.
Mrs Levy seems to be agitated by her husband’s problems. She implies that her husband has alcohol addiction which he should give up. She perceives her husband’s problem as a catalyst in destroying their familial relationships and becoming a negative impact on their children. She also compares past times with present and tells him that he has changed. Mrs Levy appears to know what the actual problem is and offers to help him if he complies.
With a poor insight, the Levy family has a potential behavioural and psychological problem in their family. Frequent anger, irritability and agitation may ruin the spousal relationship resulting in separation or divorce. Moreover, Mr Levy’s increased leave from work may also put the burden of their children on Mrs Levy which may further disrupt the family. The children may also become prone to substance abuse or other behavioural problems such as oppositional/defiant behaviour, asociality, criminal charges etc.
Episode 2
Mr Levy’s social worker seemed to be enthusiastic in finding new and innovative therapies to deal with the case but did not have an empirical or research-proven basis to conclude that the proposed therapies will be effective in Mr Levy’s case. Though she displayed positive intentions, her professionalism was slightly offhand as her own interests and the client’s needs were conflictual. In the end, she also showed an understanding and appreciable subordinate behaviour by listening to her supervisor’s suggestions and intending to implement them.
The supervisor showed commendable listening and teaching methods as he appreciated his trainee’s input rather than disregarding them completely. He asked for proof or a solid basis to continue but when his trainee could not come up with any, he decided to lead her to the right track by lining the client’s symptoms with what therapies are conventionally considered better.
Episode 3
Mr Levy’s therapist showed high professionalism in handling the stress, anxiety and tension during the session. She was an active listener who also tried to empathize with non-verbal communication (showing concerned expressions). She probed some details which Mr Levy left out but was ...
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