Categorize the systems/influences that impact behavior from a

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Multidimensional Perspective 

The multidimensional perspective is a theory that considers three basic dimensions of assessing human behavior and the social environment: biological, psychological, and social. Together they are referred to as the biopsychosocial theory or multidimensional perspective. This theory includes multiple systems that are organized in a hierarchy of levels from the smallest (cellular) to the largest (social). These systems are in a constant state of interaction with each other and influence human behavior.

Assignment Directions

In this assignment, you will have the option of reviewing one of two case studies: “Case A: Mrs. Morgan” or “Case B: El Centro” (located in your text on pages 41-43). After reviewing one of these case studies, use the Unit 2 Assignment Template ( I uploaded the te,plate on the files section) to incorporate the biopsychosocial perspective in relation to the 4P’s of case formulation: Predisposing, Precipitating, Perpetuating and Protective. (The book we are using is called  Human Behavior in the Social Environment: A Multidimensional Perspective, 6th Edition)

Please respond to the following:

  • List a risk factor and a protective factor (strength) in each of the biopsychosocial perspectives in relation to the 4P’s of case formulation.
    • A sample case study and completed template can be found on pages 63-66 of the textbook.
  • Select two risk factors within each of the three biopsychosocial perspectives. Provide a brief discussion (2-3 paragraphs) of how a human services professional can assist the client to change all six risk factors to protective factors (strengths).

 

Assignment Guidelines

The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose that is clearly established and sustained. The communication of your thoughts must be highly ordered, logical, and unified, displaying exceptional content, organization, style, and mechanics (including the use of correct grammar, punctuation, and sentence structure).

Term Papers Week 5 Assignment

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Term Papers

Term papers on practically every subject imaginable are available on the Internet. Many of those who submit the papers as their own work defend their practice in Various ways: (1) These papers are posted to assist in research in the same way any other resource is posted on the Web and should simply be cited if used; (2) these papers are posted in order to encourage faculty to modify paper topics and/or exams and not to simply bring back assignments that have been used countless times in the past, (3) they don’t have time to complete a paper and since they have paid for the course they have in effect paid for the degree, and (4) if the professor doesn’t “catch” them what harm has been done?

Write a 3 page, APA style paper addressing the ethical issue involved while answering the following:

  1. Is there anything unethical about this service?
  2. Who should be held accountable, the poster, the ultimate user (student), the professor, the university, or someone else?

Use the ethical decision making model process to determine the ethics of the term paper service.

Provide 3-5 APA style references (other than the textbook) to support your analysis.

Your paper should reflect scholarly writing and current APA standards. Please include citations to support the ideas.

 

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Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families

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Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families

Discussion: Cognitive Behavioral Therapy: Group Settings Versus Family Settings As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups. Learning Objectives Students will: • Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families • Analyze challenges of using cognitive behavioral therapy for groups • Recommend effective strategies in cognitive behavioral therapy for groups To prepare: • Reflect on your practicum experiences with CBT in group and family settings. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit! By Day 3 Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media. Read a selection of your colleagues’ responses. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6650_Week8_Discussion_Rubric • Grid View • List View Show Descriptions Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.– Outstanding Performance 44 (44%) – 44 (44%) • Thoroughly responds to the discusion question(s) • Is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. • Supported by at least 3 current, credible sources Excellent Performance 40 (40%) – 43 (43%) • Responds to the discusion question(s) • Is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. • 75% of post has exceptional depth and breadth • Supported by at least 3 credible references Competent Performance 35 (35%) – 39 (39%) • Responds to most of the discusion question(s) • Is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. • 50% of post has exceptional depth and breadth • Supported by at least 3 credible references Proficient Performance 31 (31%) – 34 (34%) • Responds to some of the discusion question(s) • One to two criteria are not addressed or are superficially addresed • Is somewhat lacking reflection and critical analysis and synthesis • Somewhat represents knowledge gained from the course readings for the module. • Post is cited with fewer than 2 credible references Room for Improvement 0 (0%) – 30 (30%) • Does not respond to the discusion question(s) • Lacks depth or superficially addresses criteria •lacks reflection and critical analysis and synthesis • Does not represent knowledge gained from the course readings for the module. • Contains only 1 or no credible references Main Posting: Writing– Outstanding Performance 6 (6%) – 6 (6%) • Written clearly and concisely • Contains no grammatical or spelling errors • Fully adheres to current APA manual writing rules and style Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) • Written clearly and concisely • May contain one or no grammatical or spelling error • Adheres to current APA manual writing rules and style Competent Performance 5 (5%) – 5 (5%) • Written concisely • May contain one to two grammatical or spelling error • Adheres to current APA manual writing rules and style Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) •Writtten somewhat concisely • May contain more than two2 spelling or grammatical errors • Contains some APA formatting erros Room for Improvement 0 (0%) – 4 (4%) • Not written clearly or concisely • Contains more than two spelling or grammatical errors • Does not adhere to current APA manual writing rules and style Main Posting: Timely and full participation– Outstanding Performance 10 (10%) – 10 (10%) • Meets requirements for timely and full participation • Posts main discussion by due date Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 6 (6%) • Does not meet requirement for full participation First Reponse Post to colleague’s main post that is reflective and justified with credible sources.– Outstanding Performance 9 (9%) – 9 (9%) • Response exhibits critical thinking and application to practice settings • Responds to questions posed by faculty • The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) • Response exhibits critical thinking and application to practice settings Competent Performance 7.5 (7.5%) – 8 (8%) • Response has some depth and may exhibit critical thinking or application to practice setting Proficient Performance 6.5 (6.5%) – 7 (7%) • Response is on topic, may have some depth Room for Improvement 0 (0%) – 6 (6%) • Reponse may not be on topic, lacks depth First Reponse: Writing– Outstanding Performance 6 (6%) – 6 (6%) • Communication is professional and respectful to colleagues • Response to faculty questions are fully answered if posed • Provides clear, concise opinions and ideas that are supported by two or more credible sources • Response is effectively written in Standard Edited English Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) • Communication is professional and respectful to colleagues • Response to faculty questions are answered if posed • Provides clear, concise opinions and ideas that are supported by two or more credible sources • Response is effectively written in Standard Edited English Competent Performance 5 (5%) – 5 (5%) • Communication is mostly professional and respectful to colleagues • Response to faculty questions are mostly answered if posed • Provides opinions and ideas that are supported by few credible sources • Response is written in Standard Edited English Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) • Responses posted in the discussion may lack effective professional communication • Response to faculty questions are somewhat answered if posed • Few or no credible sources are cited Room for Improvement 0 (0%) – 4 (4%) • Responses posted in the discussion lack effective • Response to faculty questions are missing • No credible sources are cited First Reponse: Timely and full participation– Outstanding Performance 5 (5%) – 5 (5%) • Meets requirements for timely and full participation • Posts by due date Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 4 (4%) • Does not meet requirement for full participation Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.– Outstanding Performance 9 (9%) – 9 (9%) • Response exhibits critical thinking and application to practice settings • Responds to questions posed by faculty • The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) • Response exhibits critical thinking and application to practice settings Competent Performance 7.5 (7.5%) – 8 (8%) • Response has some depth and may exhibit critical thinking or application to practice setting Proficient Performance 6.5 (6.5%) – 7 (7%) • Response is on topic, may have some depth Room for Improvement 0 (0%) – 6 (6%) • Response may not be on topic, lacks depth Second Reponse: Writing– Outstanding Performance 6 (6%) – 6 (6%) • Communication is professional and respectful to colleagues • Response to faculty questions are fully answered if posed • Provides clear, concise opinions and ideas that are supported by two or more credible sources • Response is effectively written in Standard Edited English Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) • Communication is professional and respectful to colleagues • Response to faculty questions are answered if posed • Provides clear, concise opinions and ideas that are supported by two or more credible sources • Response is effectively written in Standard Edited English Competent Performance 5 (5%) – 5 (5%) • Communication is mostly professional and respectful to colleagues • Response to faculty questions are mostly answered if posed • Provides opinions and ideas that are supported by few credible sources • Response is written in Standard Edited English Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) • Responses posted in the discussion may lack effective professional communication • Response to faculty questions are somewhat answered if posed • Few or no credible sources are cited Room for Improvement 0 (0%) – 4 (4%) >• Responses posted in the discussion lack effective • Response to faculty questions are missing • No credible sources are cited Second Reponse: Timely and full participation– Outstanding Performance 5 (5%) – 5 (5%) • Meets requirements for timely and full participation • Posts by due date Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 0 (0%) • Does not meet requirement for full participation Total Points: 100 Name: NURS_6650_Week8_Discussion_Rubric Week 8: Cognitive Behavioral Therapy for Groups CBT is the most widely researched psychotherapeutic model with demonstrated effectiveness in the treatment of a wide range of emotional and behavioral problems. CBT is the first order of business and treatment of choice for most patients who need internal resources and coping skills enhanced. —Dr. Sharon M. Freeman Clevenger, Psychotherapy for the Advanced Practice Psychiatric Nurse Although designed for therapy with individuals, cognitive behavioral therapy (CBT) has also proven effective in group settings. With its many benefits, including cost-effectiveness and efficiency, this therapeutic approach allows the psychiatric mental health nurse practitioner to effectively treat a greater number of clients in a relatively short length of time. With the widespread use of CBT with groups, it is important for you to understand how to use this therapeutic approach in clinical settings. This week, as you explore CBT for groups, you compare CBT in group and family settings. You also develop diagnoses for clients receiving group psychotherapy and consider legal and ethical implications of counseling these clients. Learning Resources Required Readings Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. • Chapter 11, “In the Beginning” (pp. 309–344) Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. • Chapter 12, “The Advanced Group” (pp. 345–390) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., & … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034-1042. doi:10.1002/da.20877 Safak, Y., Karadere, M. E., Ozdel, K., Ozcan, T., Türkçapar, M. H., Kuru, E., & Yücens, B. (2014). The effectiveness of cognitive behavioral group psychotherapy for obsessive-compulsive disorder. Turkish Journal of Psychiatry, 25(4), 225-233. Document: Group Therapy Progress Note

 

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Assessing Client Family Progress

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Assessing Client Family Progress

Assignment 2: Practicum – Assessing Client Family Progress

Learning Objectives

Students will:

  • Create progress notes
  • Create privileged notes
  • Justify the inclusion or exclusion of information in progress and privileged notes
  • Evaluate preceptor notes

To prepare:

  • Reflect on the client family you selected for the Week 3 Practicum Assignment.

The Assignment

Part 1: Progress Note

Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:

  • Treatment modality used and efficacy of approach
  • Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)
  • Modification(s) of the treatment plan that were made based on progress/lack of progress
  • Clinical impressions regarding diagnosis and or symptoms
  • Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
  • Safety issues
  • Clinical emergencies/actions taken
  • Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them
  • Treatment compliance/lack of compliance
  • Clinical consultations
  • Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
  • The therapist’s recommendations, including whether the client agreed to the recommendations
  • Referrals made/reasons for making referrals
  • Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
  • Issues related to consent and/or informed consent for treatment
  • Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
  • Information reflecting the therapist’s exercise of clinical judgment

Note: Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.

In your progress note, address the following:

  • Include items that you would not typically include in a note as part of the clinical record.
  • Explain why the items you included in the privileged note would not be included in the client family’s progress note.
  • Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

 

 

 

 

 

 

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6650_Week7_Assignment2_Rubric

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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_Week7_Assignment2_Rubric

 

 

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