Walden NRNP 6645 Psychotherapy with Multiple Modalities
Walden NRNP 6645 Psychotherapy with Multiple Modalities
Week 1: Foundations of Psychotherapy
Unexpressed emotions will never die. They are buried alive and will come forth later in uglier ways.
—Sigmund Freud
ORDER NOW FOR ORIGINAL, PLAGIARISM-FREE NURSING PAPERS
While working with a patient in the late 1800s, Sigmund Freud discovered the health benefits of talking about emotions and illnesses. When Freud introduced his “talking cure” (fundamental psychotherapy), his efforts were met with considerable skepticism. However, as more and more psychiatrists learned that Freud’s methods brought about change in patients who suffered from a variety of mental health issues, his methods were adopted and refined. Today, psychotherapy is recognized as a viable treatment for a wide variety of mental health issues—many of which are examined throughout this course—and it is used in a variety of settings, such as individual, group, and family therapy. Walden NRNP 6645 Psychotherapy with Multiple Modalities
This week, you explore the foundations of psychotherapy and consider its biological basis. You also examine the influence of culture, religion, and socioeconomics on psychotherapy treatments. Finally, you consider how legal and ethical considerations vary across psychotherapy settings.
Learning Objectives
Students will:
- Evaluate whether psychotherapy treatments have a biological basis
- Analyze influences of culture, religion, and socioeconomics on personal perspectives of psychotherapy treatments
- Compare legal and ethical considerations among individual, family, and group modalities of therapy
- Explain how differences in legal and ethical considerations among individual, family, and group therapy modalities impact therapeutic approaches
Learning Resources – Walden NRNP 6645 Psychotherapy with Multiple Modalities
Getting Started: Analyzing Journal Articles
In this course, you will be asked to support your work with references to peer-reviewed, scholarly references. Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The purpose of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary source and secondary source papers; the former usually is noted as original research and the latter as reviews and commentaries. You may still use professional publications (e.g., professional competencies or practice guidelines) or textbooks, but these should be supporting resources in addition to the required peer-reviewed, scholarly resources. Popular resources that are open source, rely heavily on advertising, or are opinion pieces should be avoided or used only sparing for a specific purpose and identified as such.
Review the following resources for more information about scholarly articles and evaluating resources:
Carnegie Vincent Library. (2013, March 22). Scholarly and popular sources [Video]. YouTube. https://youtu.be/tN8S4CbzGXU
Walden Academic Skills Center. (2020). Critical reading for evaluation. https://waldenacademicskills.wordpress.com/2020/02/24/critical-reading-for-evaluation/
Walden Library. (2020). Evaluation resources: Introduction. https://academicguides.waldenu.edu/library/evaluating/introduction
Acknowledgment
Practicum Manual Acknowledgment
The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.
Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.
PMHNP Study Support Lounge
he PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge, where you can ask questions, offer insights, and interact with your peers. Your Instructor may also weigh in to provide global feedback to the group based on trends, common problems, and common strengths in student posts.
As a peer, you are encouraged to provide constructive, helpful feedback to your peers. Advanced practice nurses always benefit from the feedback of others.
Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images
Your Study Support Lounge posts may be procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results actually mean in the context of this specific patient case?”). Although not mandatory, this is an opportunity to interact and study together as you navigate the assignments, so you are highly encouraged to take part in this activity. Full participation in activities like these is a statistically significant predictor of success. Walden NRNP 6645 Psychotherapy with Multiple Modalities
To participate in this Discussion:
PMHNP Study Support Lounge
Discussion: Biological Basis and Ethical/Legal Considerations of Psychotherapy
Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?
Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.
ORDER NOW FOR ORIGINAL, PLAGIARISM-FREE NURSING PAPERS
Photo Credit: Getty Images/iStockphoto
For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.
To prepare:
- Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).
- Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.
By Day 3
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on 2 different days by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource.
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 on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 6
To Participate in this Discussion:
Week 1 Discussion
Rubric Detail – Walden NRNP 6645 Psychotherapy with Multiple Modalities
Select Grid View or List View to change the rubric’s layout.
| Excellent
Point range: 90–100 |
Good
Point range: 80–89 |
Fair
Point range: 70–79 |
Poor
Point range: 0–69 |
|
|---|---|---|---|---|
| Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least 3 current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least 3 credible references. |
31 (31%) – 34 (34%)
Responds to some of the discussion question(s). One to two criteria are not addressed or are superficially addressed. 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. |
0 (0%) – 30 (30%)
Does not respond to the discussion 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 |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Further adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
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 |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main discussion by due date. |
8 (8%) – 8 (8%)
Posts main discussion by due date. Meets requirements for full participation. |
7 (7%) – 7 (7%)
Posts main discussion by due date.
|
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main discussion by due date. |
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
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. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. Walden NRNP 6645 Psychotherapy with Multiple Modalities
|
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
|
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
|
| First Response: Writing |
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. |
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. |
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
| First Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date.
|
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
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. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
|
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
|
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
|
| Second Response: Writing |
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. |
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. |
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. Walden NRNP 6645 Psychotherapy with Multiple Modalities
|
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
| Total Points: 100 |
|---|