Health Care Reform Debate ppt

Week 7: Supportive and Interpersonal Psychotherapy

Amelia, a 16-year-old high school sophomore, presents with symptoms of weight loss and a very obvious concern for her weight. She has made several references to being “fat” and “pudgy” when, in fact, she is noticeably underweight. Her mother reports that she is quite regimented in her eating and that she insists on preparing her own meals as her mother “puts too many fattening things in the food” that she cooks. After discovering that during the past 3 months Amelia has lost 15 pounds and is well under body weight for someone of similar age/sex/developmental trajectory, the psychiatric mental health nurse practitioner diagnosed Amelia with anorexia nervosa.

Evidence-based research shows that clients like Amelia may respond well to supportive psychotherapy and interpersonal psychotherapy. So which approach might you select? Are both equally effective for all clients? In practice, you will find that many clients may be candidates for both of these therapeutic approaches, but factors such as a client’s psychodynamics and your own skill set as a therapist may impact their effectiveness.

This week, you continue exploring therapeutic approaches and their appropriateness for clients as you examine supportive psychotherapy and interpersonal psychotherapy. You also assess progress for a client receiving psychotherapy and develop progress and privileged psychotherapy notes for the client.

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 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)

· Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)

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:10.1037/12353-048

Note: 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.

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://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.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required 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.

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 110 minutes.

Assignment 1: Supportive Psychotherapy Versus Interpersonal Psychotherapy

Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients.

Learning Objectives

Students will:

· Compare supportive psychotherapy and interpersonal psychotherapy

· Recommend therapeutic approaches for clients presenting for psychotherapy

To prepare:

· Review the media in this week’s Learning Resources.

· Reflect on supportive and interpersonal psychotherapeutic approaches.

The Assignment

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 at http://academicguides.waldenu.edu/writingcenter/templates ). All papers submitted must use this formatting.

As the health care reform debate moves forward, there has been a lot of discussion about stakeholders and potential winners and losers. Prepare a PowerPoint presentation containing 10-15 slides in which you:

Select a stakeholder from among the stakeholder groups described in class.
Describe the stakeholder’s position on health care reform.
Provide rationale. Explain why the stakeholder has taken this position.

While GCU format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rHealth Care Reform Debate ppt

As the health care reform debate moves forward, there has been a lot of discussion about stakeholders and potential winners and losers. Prepare a PowerPoint presentation containing 10-15 slides in which you:

Select a stakeholder from among the stakeholder groups described in class.
Describe the stakeholder’s position on health care reform.
Provide rationale. Explain why the stakeholder has taken this position.

While GCU format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

The Form and Function of the Family

Introduction

The family has an important place in the health promotion paradigm. The roles family members play in providing care to a loved one are crucial to the health and well being of the family system. In order to adequately assist families in achieving health, it is important for the nurse to assess the family as a whole as well as its individual members.

Family Evaluation

When providing care, nurses evaluate families within three domains. First, families are viewed in relation to caring for the individual, with the family as a support system for the person needing care. The perspectives and information provided by the family is important in clinical decision making. Ejaz, Straker, Fox, and Swami (2003) posited that assessing family members’ views on the quality of care provided gives a human face to care, which complements research obtained by statistical measures. Secondly, the family is considered the client, and care is aimed at all members collectively. Lastly, the family is viewed as a system within the community.

Family Function

Family members are the first influence on a person’s view of health. What people are familiar with seeing and experiencing at home is, typically, what they will continue to carry out on their own. Families function as support systems for one another; they assist with providing basic human needs and help younger members learn to socialize with one another and with the world around them. Therefore, families define both acceptable and unacceptable values and behavior.

Family Structural Theory

Salvador Minuchin designed family structural theory through his work with families in crisis. The basis for his theory is that a family is an open social and cultural system that reacts and adapts to the demands placed on it through what is known as transactional patterns of behavior. These transactional patterns define how family members interact and create patterns that demonstrate when, how, and with whom they relate (Vetere, 2001).

Many of the concepts of this theory are familiar and include family rules and roles, family organization, stabilization, boundaries, subsystems, and change. The nurse uses this theory to assess the family in the here and now. Furthermore, this information assists the nurse in planning for family health promotion education and/or behavior changes needed (Vetere, 2001).

Family Developmental Theory

Nursing practice has a foundation of using developmental theory to assist patients through every stage of life. Duvall built upon the theoretical framework of Erikson in his eight stages of psychosocial development. Duvall also created eight stages in her family development theory. Stage one begins with the family as a married couple with no children. Stage two includes childbearing families with children up to 30 months of age. Stage three represents families with preschool children. Stage four is made up of those with school-aged children, 6 through 13 years old. Families with teenagers are at stage five, and those families assisting their young adults out into the world are at stage six. Stage seven is empty nest couples, and stage eight represents old age, from retirement to death (University of North Texas, n.d.).

In addition, Duvall’s theory utilizes a set of eight tasks that families move through in each stage (University of North Texas, n.d.). The successful completion of the task depends on building upon the previous developmental stage. Adaptation and new responsibilities come with each developmental stage and the tasks associated with it. The nurse uses this theory to analyze the family’s progress to anticipate opportunity for health promotion and intervention.

Systems Theory

With systems theory, the family is viewed as a whole unit through which the action of each member influences the others. Within this theory, it is assumed that the family unit is greater than the sum of its members. Nurses familiar with systems theory view the individual client as a functioning and contributing member of a larger family system whereby each member influences the other. Essentially, the nurse must focus attention of the family as a whole instead of only the individual. When there is a change in health status of any individual person, the entire family must adapt.

Gordon’s Functional Health Patterns

Gordon’s functional health patterns are founded on 11 principles that are incorporated within the nursing process. They serve as a framework for clinical assessment and can be applied to the individual, family, and community. Through this framework, data is collected and assessed, allowing for the application of nursing diagnoses and interventions that encompass a holistic view of the client. There are 11 patterns, and within each pattern there are four focal areas.

When used together, the 11 functional health patterns can formulate the basis for a comprehensive nursing assessment and allow for identification of actual or potential health concerns. These functional health patterns will promote holistic nursing care through the evaluation of many physical, social, environmental, and spiritual domains. In order to facilitate effective nursing interventions, it is necessary for the nurse to implement critical thinking skills. This allows for the adequate and accurate assessment of clients based on the data and cues provided by the client.

Provided below is a listing of Gordon’s (1994) functional health patterns (FHPs).

 Pattern of Health Perception and Health Management

 Nutritional − Metabolic Pattern

 Pattern of Elimination

 Pattern of Activity and Exercise

 Cognitive − Perceptual Pattern

 Pattern of Sleep and Rest

 Pattern of Self Perception and Self Concept

 Role − Relationship Pattern

 Sexuality − Reproductive Pattern

 Pattern of Coping and Stress Tolerance

 Pattern of Values and Beliefs

Conclusion

Whether caring for individuals or for entire families, nurses must be cognizant of developmental and system theories that apply to family units. Having an understanding of the family as an integrated, living system provides the nurse with the tools needed to promote healthy living. In addition, recognizing the vital role that families play in ensuring the health and well being of children and family members of all developmental ages poises the nurse to promote a healthy community.

References

Ejaz, F., Straker, J., & Swami, S. (2003). Developing a satisfaction survey for families of Ohio’s nursing home residents. The Gerontologists, 43(4), 447-458.

Gordon, M. (1994). Nursing diagnosis: Process and application(3rd ed.). St. Louis: Mosby.

University of North Texas. (n.d.). Center for parent education. Retrieved November 30, 2007, from http://www.unt.edu/cpe/module2/thrybase.htm

Vetere, A. (2001). Structural family therapy. Child Psychology and Psychiatry Review, 6(3), 133-139.

ubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

The post Week 7: Supportive and Interpersonal Psychotherapy Amelia, a 16-year-old high school sophomore, presents with symptoms of weight loss and a very obvious concern for her weight. She has made several references to being “fat” and “pudgy” when, in fact, she is noticeably underweight. Her mother reports that she is quite regimented in her eating and that she insists on preparing her own meals as her mother “puts too many fattening things in the food” that she cooks. After discovering that during the past 3 months Amelia has lost 15 pounds and is well under body weight for someone of similar age/sex/developmental trajectory, the psychiatric mental health nurse practitioner diagnosed Amelia with anorexia nervosa. Evidence-based research shows that clients like Amelia may respond well to supportive psychotherapy and interpersonal psychotherapy. So which approach might you select? Are both equally effective for all clients? In practice, you will find that many clients may be candidates for both of these therapeutic approaches, but factors such as a client’s psychodynamics and your own skill set as a therapist may impact their effectiveness. This week, you continue exploring therapeutic approaches and their appropriateness for clients as you examine supportive psychotherapy and interpersonal psychotherapy. You also assess progress for a client receiving psychotherapy and develop progress and privileged psychotherapy notes for the client. 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 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242) · Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368) 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:10.1037/12353-048 Note: 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. Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://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.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/ Required 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. 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 110 minutes. Assignment 1: Supportive Psychotherapy Versus Interpersonal Psychotherapy Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients. Learning Objectives Students will: · Compare supportive psychotherapy and interpersonal psychotherapy · Recommend therapeutic approaches for clients presenting for psychotherapy To prepare: · Review the media in this week’s Learning Resources. · Reflect on supportive and interpersonal psychotherapeutic approaches. The Assignment 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 at http://academicguides.waldenu.edu/writingcenter/templates ). All papers submitted must use this formatting. appeared first on Infinite Essays.

                                          Oppression Interview Paper
For this paper, each student should interview someone who is different from the student by race and one other dimension of intersectionality.  The student will also conduct a literature review related to the interviewee.  Once the interview and literature review are completed, write a 10 to 12 pages, double-spaced paper with 1 inch margins and 12-point font. Title page, abstract, and references are not included in the required page count.  Cite the literature you draw from using APA style (use a minimum of 5-7 citations). 
In order to protect confidentiality, use a codename for your interviewee.  In addition to a Title Page, Abstract, Introduction, Conclusion, and References, the paper structure is outlined below. Use this outline in your paper:
I.    Interview
In this paper you are asked to interview someone of a different race and one other dimension of intersectionality: ethnicity, gender, sexual orientation, disability and ability, class, immigration status, and religion.  Ask questions from the topic area that corresponds to your interviewees group.  (These starter interview questions are provided below in the beginning question section).  Additional questions should be added by the student and included in the paper.  Provide a single-spaced verbatim of you actual interview session).
Before you begin your interview, remember to inform your interviewee that their participation is completely voluntary, that they can refuse to answer any or all questions, and their identity will be kept confidential.  Again, be sure to omit any identifying information from your paper.  You should participate together in a social activity where your interviewees group is in the majority (dinner, club, movie, cultural event, etc.) before engaging in the interview.  Describe the social event at the start of your paper.  This is followed by the complete interview, word-for-word and single-spaced.
II.    Literature Review
Do a brief literature review on your interviewees member group (e.g., if you interviewed a lesbian woman, find articles on lesbian women).  Review at least 5-7 sources of current, written within the past 5 years, scholarly literature.
III.    Findings
Compare and contrast your interviewees experience with what you found in the literature.  Develop tentative conclusions regarding how social workers can best assist persons from your respondents group based on a critical analysis of the interview, class materials, the research and your own thinking/experience.
In summary, answer the following questions:

1.    How might your personal values, history and experiences influence the way in which you view others?
2.    What are some of the similarities and differences you encountered between your answers and your interviewees answers?
3.    In what ways might your interviewees views influence your thinking?
4.    Has this exercise raised questions for you concerning your readiness to work with people of different cultures?
5.    How has this experience help to raise your understanding of the intersection of oppression, poverty, racial differences, privilege and any bias that you might have.

                  Beginning Questions Section
Issues of Ethnicity and Race
If you interview someone who is a member of a racial or ethnic group different from your own, ask the following questions:
1.    How do you identify yourself ethnically or racially? Explain why.
2.    Do you recall when you first realized that you were a member of this group? Describe.
3.    What do you think are commonly held misconceptions about your race/ethnicity?
4.    What do you think are the benefits and disadvantages of membership in your race/ethnicity?
5.    What do social workers need to know in order to be effective in assisting people of your race/ethnicity
Issues of Gender
If you interview someone who is of the opposite gender, transgendered, etc., ask the following questions:
1.    Do you recall when you first learned that you were female (or male)? If so, please describe how you felt and what you thought about your gender.
2.    What did your family/caretakers teach you about women and men?
3.    What do you think are commonly held misconceptions about your gender?
4.    What do you think are the benefits and disadvantages of being a member of your gender?
5.    What do social workers need to know in order to effectively assist women/men, boys/girls?
Issues of Sexual Orientation
If you interview someone who is a lesbian or gay male, ask the following questions:
1.    When did you first become aware of your romantic/sexual feelings for members of your gender? When did you identify yourself as a lesbian/gay man?
2.    How out are you? How did you decide to come out (or not come out)?
3.    What do you think are commonly held misconceptions about gay men or lesbians?
4.    How did your family (if they know) react to the news of your sexual orientation?
5.    What has been the most difficult thing about being gay/lesbian? What is the best part?
6.    What do social workers need to know in order to be most helpful to lesbians and gay men?
                     
Issues of Physical Challenge
If you interview someone who is physically challenged or, if you are differently-abled, if you interview someone whose physical challenge is different from yours, ask the following questions:
1.    When did you first become aware that you were differently-abled? What was your reaction? What were the reactions of others?
2.    How would you characterize societys response to physically challenged persons?
3.    What do you think are commonly held misconceptions about persons with physical challenges/your physical challenge?
4.    What do you think are the benefits/disadvantages of being differently-abled?
5.    What do social workers need to know about persons who are physically challenged in order to be most effective in helping them?