Structural and Strategic Family Therapy

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Week 4: Structural and Strategic Family Therapy

 

Assignment 1: Structural Versus Strategic Family Therapies

 

Students will:

· Compare structural family therapy to strategic family therapy

· Create structural family maps

· Justify recommendations for family therapy

 

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide on structural and strategic family therapies.

· Refer to Gerlach (2015) in this week’s Learning Resources for guidance on creating a structural family map.

 

The Assignment

In a 2- to 3-page paper, (excluding title and reference page) address the following:

Structural Family Therapy

 

Strategic Family Therapy

 

Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each.

 

Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations.

 

Recommend a specific therapy for the family, and justify your choice using the Learning Resources.

Required Readings

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

· Chapter 5, “Bowen Family Systems Therapy” (pp. 69–88)

· Chapter 6, “Strategic Family Therapy” (pp. 89–109)

· Chapter 7, “Structural Family Therapy” (pp. 110–128)

 

Gerlach, P. K. (2015). Use structural maps to manage your family well: Basic premises and examples. Retrieved from http://sfhelp.org/fam/map.htm

 

McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013). Low-income families with potential adolescent gang involvement: A structural community family therapy integration model. American Journal of Family Therapy, 41(2), 110–120. doi:10.1080/01926187.2011.649110

 

Méndez, N. A., Qureshi, M. E., Carnerio, R., & Hort, F. (2014). The intersection of Facebook and structural family therapy volume 1. American Journal of Family Therapy, 42(2), 167–174. doi:10.1080/01926187.2013.794046

 

Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective. Family Process, 52(2), 207–215. doi:10.1111/famp.12025

 

Ryan, W. J., Conti, R. P., & Simon, G. M. (2013). Presupposition compatibility facilitates treatment fidelity in therapists learning structural family therapy. American Journal of Family Therapy, 41(5), 403–414. doi:10.1080/01926187.2012.727673

 

Sheehan, A. H., & Friedlander, M. L. (2015). Therapeutic alliance and retention in brief strategic family therapy: A mixed-methods study. Journal of Marital and Family Therapy, 41(4), 415–427. doi:10.1111/jmft.12113

 

Szapocznik, J., Muir, J. A., Duff, J. H., Schwartz, S. J., & Brown, C. H. (2015). Brief strategic family therapy: Implementing evidence-based models in community settings. Psychotherapy Research, 25(1), 121–133. doi:10.1080/10503307.2013.856044

 

Psychotherapy.net (Producer). (2010). Bowenian family therapy [Video file]. Mill Valley, CA: Author.

 

Triangle Productions (Producer). (2001). Brief strategic therapy with couples [Video file]. La Jolla, CA: Author.

 

Coatsworth, J. D., Santisteban, D. A., McBride, C. K., & Szapocznik, J. (2001). Brief strategic family therapy versus community control: Engagement, retention, and an exploration of the moderating role of adolescent symptom severity. Family Process, 40(3), 313–332. Retrieved from http://www.familyprocess.org/family-process-journal/

 

Golden Triad Films (Producer). (1986). The essence of change. [Video file]. Mill Valley, CA: Psychotherapy.net.

 

National Institute on Drug Abuse. (2003). Brief strategic family therapy for adolescent drug abuse. Retrieved from https://archives.drugabuse.gov/TXManuals/BSFT/BSFTIndex.html

 

Navarre, S. (1998). Salvador Minuchin’s structural family therapy and its application to multicultural family systems. Issues in Mental Health Nursing, 19(6), 557–570. doi:10.1080/016128498248845

 

Psychotherapy.net (Producer). (2000b). Satir family therapy [Video file]. Mill Valley, CA: Author.

Psychotherapy.net (Producer). (2011b). Salvador Minuchin on family therapy [Video file]. Mill Valley, CA: Author.

Radohl, T. (2011). Incorporating family into the formula: Family-directed structural therapy for children with serious emotional disturbance. Child & Family Social Work, 16(2), 127–137. doi:10.1111/j.1365-2206.2010.00720.x

Robbins, M. S., Feaster, D. J., Horigian, V. E., Rohrbaugh, M., Shoham, V., Bachrach, K., … Szapocznik, J. (2011). Brief strategic family therapy versus treatment as usual: Results of a multisite randomized trial for substance using adolescents. Journal of Consulting and Clinical Psychology, 79(6), 713–727. doi:10.1037/a0025477

Santisteban, D. A., Suarez-Morales, L., Robbins, M. S., & Szapocznik, J. (2006). Brief strategic family therapy: Lessons learned in efficacy research and challenges to blending research and practice. Family Process, 45(2), 259–271. doi:10.1111/j.1545-5300.2006.00094.x

Szapocznik, J., Schwartz, S. J., Muir, J. A., & Brown, C. H. (2012). Brief strategic family therapy: An intervention to reduce adolescent risk behavior. Couple & Family Psychology, 1(2), 134–145. doi:10.1037/a0029002

Szapocznik, J., Zarate, M., Duff, J., & Muir, J. (2013). Brief strategic family therapy: Engaging drug using/problem behavior adolescents and their families in treatment. Social Work in Public Health, 28(3-4), 206–223. doi:10.1080/19371918.2013.774666

 

Vetere, A. (2001). Therapy matters: Structural family therapy. Child Psychology & Psychiatry Review, 6(3), 133–139. Retrieved from http://www.iupui.edu/~mswd/D642/multimedia/word_doc/StructuralFamilyTherapy_Vetare.pdf

 

Weaver, A., Greeno, C. G., Marcus, S. C., Fusco, R. A., Zimmerman, T., & Anderson, C. (2013). Effects of structural family therapy on child and maternal mental health symptomatology. Research on Social Work Practice, 23(3), 294–303.

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Nursing informatics is a discipline that is still evolving.

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Nursing informatics is a discipline that is still evolving. Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. For example, a nurse informaticist who works as a consultant for a health care technology company and a nurse informaticist who works as a professor at a university will share much of the same expertise and knowledge. However, they will also have distinct competencies specific to their unique roles.

 

In this Discussion, you explore informatics competencies within the informatics functional area you selected for the Week 1 Assignment.

 

To prepare:

 

  • Review nursing informatics competencies such as those outlined by the American Nurses Association (ANA), the Technology Informatics Guiding Education Reform (TIGER), and the Quality and Safety Education for Nurses (QSEN).
  • Review this week’s media presentation Competencies for Nurse Informaticists, and reflect on the competencies outlined by the presenters.
  • Recall the informatics functional area you identified in the Week 1 Assignment. With this in mind, what competencies would be most important for you to master? How might you go about developing these competencies?
  • Create a list of competencies you would like to master.

 

Post on Tuesday 06/21/16 a minimum of 550 words in APA format with 3 references addressing the level one headings below:

 

1)  A brief description of the informatics functional area in which you are interested

 

2) Then, identify at least four ANA, TIGER and/or QSEN competencies that you believe to be vital for success in this functional area, and justify your choices.

 

3) Explain how you might successfully develop and master each of these competencies

 

Required Resources

 

Readings

 

  • American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

    Read the following chapter:

    • “Informatics Competencies: Spanning Careers and Roles ”

      In this section, the authors explain the competencies necessary for nurse informaticists to be successful. The section also highlights which competencies are applicable for various informatics roles and functional areas.

  • Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill.
    • Chapter 2, “Computer Hardware”

      This chapter discusses introduces the basics of computer hardware used for nursing informatics.

    • Chapter 4, “Computer Software”
      This chapter introduces computer software, as well as the programs that are most relevant to nursing informatics.
    • Chapter 11, System Life Cycle: A Framework”

      In this chapter, the authors introduce the systems life cycle (SDLC) and its stages. These stages are often used by organizations for large-scale projects, such as implementing or upgrading health information technology.

    • Chapter 13, “System Life Cycle Tools”

      Chapter 13 focuses on the tools needed to assist with each phase of the System Life Cycle. Successful implementation projects require clinical expertise as well as technical knowledge from nurse informaticists.

    • Chapter 9, “Computer Interaction ”

      This chapter explains the need for nurses to be informed about human-machine interactions to prevent unintended consequences. Increased awareness of these factors can result in improved performance and outcomes in nursing informatics and other technologies.

  • Preheim, G. J., Armstrong, G. E., & Barton, A. J. (2009). The new fundamentals in nursing: Introducing beginning quality and safety education for nurses’ competencies. The Journal of Nursing Education, 48(12), 694–697.
    Retrieved from the Walden Library databases.

    This article discusses the Quality and Safety Education for Nurses (QSEN) initiative and its six competencies, including informatics, that are essential for nursing practice. The authors emphasize that nursing education should shift from task-training and development to more current skills and competencies for informatics and patient-centered care.

  • Quality and Safety Education for Nurses. (2012). Informatics. Retrieved from http://qsen.org/competencies/graduate-ksas/#informatics

    Access this website to explore the knowledge, skills, and attitudes expected of informatics graduates.

  • Healthcare Information and Management Systems Society. (2015). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies.pdf

    This comprehensive report provides you with an overview of the TIGER collaborative as well as informatics competencies.

 

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Chamberlain College of Nursing NR394 Transcultural Nursing

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Chamberlain College of Nursing NR394 Transcultural Nursing

Course Project Milestone 3: Transcultural Assessment and Course Project Reflections Template

 

Use this template to record your information for this assignment. Do not modify the template. Do not rely only on this template to determine everything you must include! Please review Milestone 3: Transcultural Assessment and Course Project Reflections guidelines, grading criteria, and grading rubric on the assignment page in order to learn details of what to include on this template.

Once you have completed this template, click Save as and save the file with Assignment name and your last name e.g., NR394_Milestone3_Smith). Submit to assignment page by 11:59 p.m. MT at the end of Week 6 by 11:59 p.m. MT.

Note: This template is expandable to accommodate your typing.

 

Title: Milestone 3 (Fill in all the blanks in this section)

Your Name: __________________________Individual’s Initials______________

Date & Time of Interview ________________Place of Interview_____________________

Working phone number or Email of Individual Assessed _________________________

Individual’s Culture of Origin_________________Age_____________Career/Profession_________________

Assignment Criteria Type statements into the boxes below. Use direct quotes or paraphrasing.

NOTE: See Milestone 3 Grading Rubric for details required in each area.
 
Introduction of Student, Individual being Assessed and Purpose of Assessment

 

  
Individual Gives Permission for Assessment;

States Understanding of Ability to Refuse Answers and Stop Assessment

 

  

 

 

 

 
Questions and Answers:

 

In the left column name the category based on those selected in Milestone 2. Your instructor needs to know to which category your questions and the answers pertain.

 
Primary Question #1:

Fill in Category________________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #2:

Fill in Category________________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #3:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #4:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #5:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer

 
Course Project Reflections See grading rubric for evaluation criteria.

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Patient care hinges in part on adequate and timely information exchange between treating providers.

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Patient care hinges in part on adequate and timely information exchange between treating providers. Referral and reply letters are common means by which doctors and nurse practitioners exchange information pertinent to patient care. Ensuring that letters meet the needs of letter recipients saves time for clinicians and patients, reduces unnecessary repetition of diagnostic investigations, and helps to avoid patient dissatisfaction and loss of confidence in medical practitioners.

As a Nurse Practitioner (NP) you will need to know the difference between a consultation and a referral for treatment, when ordering and when carrying out consultations or referrals.

Consultations

A consultation is a request for opinion or advice, so that the requestor can manage the patient. A consultation is billed under one of the consultation codes listed in Physicians’ Current Procedural Terminology (CPT) (99241-99245 for outpatient of office consultations). If the NP is the consultant, the NP should document the request for a consultation, the reason for the consult, and the NP’s evaluation and recommendations.

When an NP requests a consultation from another provider, the N P should request “consultation” on the referral form, rather than “referring.”

Referrals:

A referral is made when the referring provider wants to turn the management of the patient over to the referred-to provider, at least for the current complaint.

When a NP refers a patient, the NP should state on the referral form that the NP is “referring the patient for evaluation and treatment.” The referred-to provider will bill an evaluation and management code, rather than a consultation code.

Writing Assignment: Consult:

Write up a consult request and include all key elements.

Ms. Perez has been referred to Ms. Wilson FNP-C,APRN, MSN  for consultation regarding eczema unresponsive to treatment in the past six months.

Document the evaluation and recommendations for how Ms. Wilson FNP-C,APRN,MSN should deal with the consultation request and bill a consultation code.

Writing Assignment: Referral:

Write up a referral request and include all key elements.

As an NP and Ms. Perez primary care provider, you decide to refer her to Dr. Owens a dermatologist for evaluation and treatment regarding eczema unresponsive to treatment in the past six months.

1. Document your referral to Dr. Owens

2. Document the evaluation and recommendations for how Dr. Owens should deal with the referral and bill a referral code.

Written Paper (Microsoft Word doc): minimum 5 FULL PAGES, doubled spaced, words using 6th edition APA formatting

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