Analyzing Group Techniques
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Analyzing Group Techniques
Nurse practitioners apply both pharmacological and non-pharmacological interventions to manage the underlying mental health issues and needs affecting patients. These interventions are tailored to support the individual needs of the client and help them cope with the underlying issues and needs. Group therapy is one of the key techniques that healthcare professionals often apply to establish a supportive environment to clients, ensuring that they share their experiences, feelings, and support one another in coping with the underlying issues. In group therapy sessions, the nurse practitioner may explore the group strengths and develop strategic measures in which every individual can benefit and work towards addressing their mental health needs. Therefore, the therapist or the nurse practitioner acts as the team leader, supporting each individual to work towards attaining the targeted outcomes and enhancing the overall healthcare outcomes for patients and populations. This paper uses a group therapy video, “Psychotherapy for Schizophrenia,” to explore the components of group therapy and develop appropriate mechanisms for managing the underlying issues and needs.
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Alternative Group Therapy Techniques Demonstrated
During the group therapy session, the therapist applies cognitive-behavioral therapy (CBT) to achieve the targeted session goals. In this session, the therapist acted as facilitators who supported patients manage their fears and cope with the underlying issues. For instance, the healthcare provider encouraged clients to share their fears and describe some of the strategies that they are using to manage them. Research by Moloud et al. (2022) indicates that incorporating CBT sessions during group therapy allows patients to develop individualized strategies for managing their stressors and fears. Thus, the approach makes patients more resilient, adaptive, and compliant to the prescribed treatment plan. In this case, the patient recognizes their experiences and fears as a collective issue, enhances individual responsibility, and supports the patient in working collaboratively with the rest of the team members in managing them. One of the key strategies that the session uses is to empower patients and enhance their self-esteem despite having the underlying condition. This resource is considered scholarly because it is written by health experts and subjected to a review process to ensure the accuracy of the information. Thus, utilizing the resource to recommend various strategies may enhance the best outcomes.
What the Therapist did Well
In the video scenario, the therapist focused on the group goals while helping every individual manage their mental health issues and needs. The leader achieved this by developing goals that were shared among the group members and offering opportunities for each group member to participate in enhancing the group activity. In addition, the therapist created a conducive and supportive work environment where all patients could contribute their opinions, fears, and stressors to the group. This approach boosted the morale of individuals and the group as a whole, promoting acceptance of their conditions and motivating them to actively engage in managing these issues and needs. Research by Marmarosh et al. (2022) demonstrates that the group leader must establish unique opportunities and strategies where the group’s collective activities address the individual needs of group members. Therefore, in this session, I believe the leader motivated every group member to contribute individual roles and responsibilities in managing the underlying needs and enhancing the overall quality of care. However, if I were to design the session, I would assign each group member an assignment or a role to play during the session so that group members have shared accountability and responsibility in carrying out group assignments, unlike the random assignment during the session.
Insights Gained from Watching the Therapist
After watching the group therapy video, I developed an in-depth understanding of the group therapy session. Each group member has a unique role to play, and the collective roles of the individual members contribute to attaining the group’s effectiveness. In addition, I learned that during these sessions, the nurse practitioner or the therapist is the facilitator of the sessions. Therefore, the therapist’s role is to guide the team members through the group activities, initiate the process of developing shared goals, and provide the needed resources for achieving the desired performance (Di Lorenzo et al., 2023). Furthermore, the session must be guided by clear rules and regulations, which every group member must comply with to promote the group’s success. The resource is considered scholarly because it collects real-time data from patients over one year to initiate evidence-based approaches for managing and addressing the issues associated with group therapy.
Handling a Disruptive Group Member
The nurse practitioner is the team leader and is in charge of the group, ensuring that the group works towards achieving the targeted goals. In this case, the nurse practitioner should enforce rules and regulations and clarify the roles and responsibilities of group members. In this case, the healthcare provider must ensure that the group members understand that they have a collective responsibility for attaining the group’s success. Therefore, in the event of a disruptive or temperament group member, it is vital to remind the member of the need to respect the opinions and ideas of other group members and offer them alternative activities to discharge their energy. For instance, the nurse practitioner may assign the disruptive member the responsibility of writing the group’s minutes, discussions, and plans (Marmarosh et al., 2022). In this case, the group member will remain calm, listen, and document what is being discussed, allowing the group to continue smoothly. Furthermore, it is vital to ensure that the group members understand the limits and personal boundaries of other patients and respect one another. The article is considered scholarly because it reviews relevant literature surrounding group therapy, providing high-quality research that allows evaluation of group therapy sessions.
Conclusion
Group therapy sessions offer opportunities where patients can share resources to attain the specific targeted goals. In this case, patients engage one another in handling their stressors, managing their fears, and enforcing their ability to manage these issues and needs in a timely and effective manner. When working with these groups, the mental health and psychiatric nurse must initiate strategies that ensure that every group member benefits from the session and attains the targeted healthcare outcomes. The approach also allows the practitioner to combine various treatment approaches and effectively allows group members to share resources and strategies for enhancing the best outcomes.
References
Di Lorenzo, R., Damore, J. F., Amoretti, S., Bonisoli, J., Gualtieri, F., Ragazzini, I., Rovesti, S., & Ferri, P. (2023). Group therapy with peer support provider participation in an acute psychiatric ward: 1-Year analysis.
Healthcare
,
11
(20), 2772–2772.
https://doi.org/10.3390/healthcare11202772
Marmarosh, C. L., Sandage, S., Wade, N., Captari, L. E., & Crabtree, S. (2022). New horizons in group psychotherapy research and practice from third wave positive psychology: a practice-friendly review.
Research in Psychotherapy: Psychopathology, Process and Outcome
,
25
(3).
https://doi.org/10.4081/ripppo.2022.643
Moloud, R., Saeed, Y., Mahmonir, H., & Rasool, G. A. (2022). Cognitive-behavioral group therapy in major depressive disorder with focus on self-esteem and optimism: An interventional study.
BMC Psychiatry
,
22
(1), 1–11.
https://doi.org/10.1186/s12888-022-03918-y
NRNP-6645-3 WEEK 3 ASSIGNMENT INSTRUCTIONS
TOPIC:
Analyzing Group Techniques
Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.
As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.
To prepare:
Select one of the group therapy video demonstrations from this week’s required media Learning Resources
(
BELOW
).
REQUIRED READING:
American Psychiatric Association. (2022).
Diagnostic and statistical manual of mental disorders
Links to an external site.
(5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
“Culture and Psychiatric Diagnosis”
Wheeler, K. (Ed.). (2020).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(3rd ed.). Springer Publishing.
Chapter 12, “Group Therapy”
Yalom, I. D., & Leszcz, M. (2005). The therapeutic factors. In
The theory and practice of group psychotherapy
Download The theory and practice of group psychotherapy
(5th ed.) (pp. 1–18). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.
Yalom, I. D., & Leszcz, M. (2005). Interpersonal learning. In
The theory and practice of group psychotherapy
Download The theory and practice of group psychotherapy
(5th ed.) (pp. 19–52). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.
Yalom, I. D., & Leszcz, M. (2005). Group cohesiveness. In
The theory and practice of group psychotherapy
Download The theory and practice of group psychotherapy
(5th ed.) (pp. 53–76). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.
Select one of the group therapy video demonstrations from this week’s required media Learning Resources
(
BELOW
).
REQUIRED MEDIA:
Cats Cats. (2016, September 29).
Interpersonal group therapy for addiction recovery demonstration
Links to an external site.
[Video]. YouTube. https://youtu.be/szS31h0kMI0
Gerber, B. (2013, November 21).
Psychotherapy group for schizophrenia
Links to an external site.
[Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA
Henson, B. A. (2017, April 27).
Role play: Group counseling for adolescents with anxietyLinks to an external site.
[Video]. YouTube. https://www.youtube.com/watch?v=h6CF09f5S1M
(2009, May 6).
Irvin Yalom inpatient group psychotherapy videoLinks to an external site.
[Video]. YouTube. https://www.youtube.com/watch?v=05Elmr65RDg
(2009, May 7).
Irvin Yalom outpatient group psychotherapy videoLinks to an external site.
[Video]. YouTube. https://youtu.be/PwnfWMNbg48
ASSIGHNMENT:
In a 3- to 4-page paper, identify the video you selected and address the following:
What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
What evidence from the literature supports the techniques demonstrated?
What did you notice that the therapist did well?
Explain something that you would have handled differently.
What is an insight that you gained from watching the therapist handle the group therapy?
Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
Support your reasoning 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.
Submit
your Assignment.
Reminde
rLinks to an external site.
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.
The assignment is under the section NRNP-6645-3 PSYCHOTHERAPY WITH MULTIPLE MODALITIES, WEEK 3 ASSIGNMENT. THE VIDEOS ARE UNDER LEARNING MEDIA RESOURCES. CHOOSE ONE OF THE VIDEOS. Please let me know if you have any questions. Please, follow the rubric. Thank you.
NRNP_6645_Week3_Assignment_Rubric
NRNP_6645_Week3_Assignment_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDevelop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: · Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.
25 to >22.0 pts
Excellent 90%–100%
The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.
22 to >19.0 pts
Good 80%–89%
The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques.
19 to >17.0 pts
Fair 70%–79%
The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.
17 to >0 pts
Poor 0%–69%
The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.
25 pts
This criterion is linked to a Learning Outcome· Identify what the therapist did well. · Explain something that you would have handled differently. · Identify an insight that you gained form watching the therapist handle the group therapy.
25 to >22.0 pts
Excellent 90%–100%
The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.
22 to >19.0 pts
Good 80%–89%
The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy.
19 to >17.0 pts
Fair 70%–79%
The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.
17 to >0 pts
Poor 0%–69%
The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.
25 pts
This criterion is linked to a Learning OutcomeImagine that you are leading your own group session. · Describe how would you go about handling a difficult group member. · Explain how you would elicit participation in your group. · Describe what you would anticipate to find in different phases of the group therapy. · Explain the benefits and challenges of group therapy.
25 to >22.0 pts
Excellent 90%–100%
The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy.
22 to >19.0 pts
Good 80%–89%
The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy.
19 to >17.0 pts
Fair 70%–79%
The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.
17 to >0 pts
Poor 0%–69%
The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.
25 pts
This criterion is linked to a Learning Outcome• Support your reasoning 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.
10 to >8.0 pts
Excellent 90%–100%
Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached.
8 to >7.0 pts
Good 80%–89%
Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached.
7 to >6.0 pts
Fair 70%–79%
Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached.
6 to >0 pts
Poor 0%–69%
Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing.
10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts
Excellent 90%–100%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.
4 to >3.5 pts
Good 80%–89%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3.5 to >3.0 pts
Fair 70%–79%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.
3 to >0 pts
Poor 0%–69%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts
Excellent 90%–100%
Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.5 pts
Good 80%–89%
Contains 1 or 2 grammar, spelling, and punctuation errors.
3.5 to >3.0 pts
Fair 70%–79%
Contains 3 or 4 grammar, spelling, and punctuation errors.
3 to >0 pts
Poor 0%–69%
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts
Excellent 90%–100%
Uses correct APA format with no errors.
4 to >3.5 pts
Good 80%–89%
Contains 1 or 2 APA format errors.
3.5 to >3.0 pts
Fair 70%–79%
Contains 3 or 4 APA format errors.
3 to >0 pts
Poor 0%–69%
Contains many (≥ 5) APA format errors.
5 pts
Total Points: 100
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