NRNP 6645 Week 3 Assignment – Analyzing Group Techniques Assignment Help

NRNP 6645 Week 3 Assignment – Analyzing Group Techniques Assignment Help

Analyzing Group Techniques

Psychotherapy techniques have been a mainstay in the treatment and management of various mental illnesses. As such, specific psychotherapy techniques are chosen and applied based on a patient’s presenting symptoms and the settings. One such approach is group therapy. The group therapy strategy plays an important role in helping a patient overcome their concerns and worries through the provision of a supportive and safe setting where the individuals can open up and share their feelings and opinions with their peers in the group therapy and with the therapist (Barkowski et al.,2020). As such, it is important for the therapist to have adequate knowledge of various aspects, such as helping the group members have a deeper insight into their social and personal difficulties. Therefore, the purpose of this paper is to analyze group techniques by focusing on the Cats Cats video on interpersonal group therapy for addiction recovery demonstration.

The Group Therapy Techniques Demonstrated And Evidence From Literature Supporting the Techniques

When the session started, there was evident tension. However, one of the important techniques used and demonstrated was diffusing that tension at the start of the sessions. Jimmy was finding it hard to share his deep secrets, thoughts, and feelings with the group members (“Cats,” 2016). However, the group members tried their best to make the environment comfortable by encouraging him to speak up, and some thanked him for sharing. Different members also shared their experiences, which made Jimmy realize that everyone has a secret; hence, he was more comfortable sharing. Another important technique demonstrated in the session is active listening. Jimmy became emotional and found it difficult to talk or share his secrets. However, the group members did not hurry him up; they actively listened and offered him ample time to speak and share. Active listening made Jimmy feel more comfortable to talk. All this was based on the interpersonal technique.

Evidence from the literature supports the use of interpersonal techniques in group settings. Therefore, the therapist propagated it by creating an environment where every member could actively participate. The importance of this approach emanates from the fact that various studies have been conducted to explore it more. The strategy has been used to support patients with various mental health challenges to achieve better outcomes. For example, Rose-Clarke et al.(2020) conducted a study to explore the importance of using interpersonal strategies among patients with depression to manage the symptoms that come with this illness. The use of interpersonal techniques among these individuals leads to better and improved life functionality as compared to other strategies.

What the Therapist Did Well

The therapist did various things well during the group therapy session. For example, the therapist applied a directive approach in leading the session, hence ensuring a directly relevant process. This strategy focuses on an active role, hence encouraging making suggestions, giving opinions and interpretations, offering feedback, and making recommendations. The therapist also demonstrated empathy as she perfectly understood Jimmy’s experiences even though Jimmy was not able to give an explicit description of his thoughts and feelings at the start of the session (Cats, 2016). Such an approach enabled him to open up about his embarrassing past to satisfy his craving for addiction at the expense of his ailing mother by stealing her medications. The therapist also chose a seating arrangement that made everyone actively involved, feel accommodated, and part of the group. The therapist also supported Jimmy throughout the group therapy session, showing him empathy and even eventually congratulating him for taking the bold step of letting the group know of his secrets. Therefore, Jimmy was able to reveal his disappointing and dark past, which is key to the healing process.

What I Could Have Handled Differently

As discussed earlier, the therapists did several things right in leading the group therapy session. However, there are also various things I would have done differently. One of them is starting with a period of introduction. It is not immediately evident if an introduction was carried out, even though the therapist called Jimmy by his name (Cats, 2016). I would have spent the first few minutes ensuring that each group member introduced themselves to do away with the potential feeling of having to open up to strangers. Besides, the process can help build trust and confidence, hence ensuring that the members open up when the session commences. Indeed, Jimmy found it hard to speak until there was an interaction with the group members.

Insights Gained From Watching The Therapist Handle the Group Therapy

Watching the video session on group therapy enabled me to gain important insights. One of them is the important role played by empathy in group sessions. It was evident that people may have deep secrets and thoughts that are hard to freely share in group settings, just as in the case of Jimmy. However, the therapist and other group members were patient enough with Jimmy and gave him sufficient time to compose himself and disclose the secrets he had. Avoiding rushing him and encouraging him to speak up showed that they empathized with him. (Cats, 2016). The other insight gained is the importance of leadership skills and awareness in group therapy sessions, as the therapist skillfully led the session from the beginning to the end.  The therapist and other members supported Jimmy in reflecting on his past, which enabled him to share his secrets with the group. Jimmy was not sure of how others would react, and for fear of rejection and judgment, he found it difficult to open up at first; however, in an enabling environment, he opened up. Therefore, another insight gained was creating an enabling environment during the group sessions.

Handling Disruptive Group Members, Eliciting Participation and Challenges of Group Therapy

It is important to handle a disruptive group member appropriately during the session. One strategy is to talk to the group members and let them suggest how to deal with disruptive individuals, hence making the disruptive member cooperate. The next strategy is to remind the member of the need to follow the set group rules (Hauber et al.,2019). It is important to elicit participation among the group members. Therefore, one strategy that can be used to achieve it is role-playing. The other strategy is affirming that what has been discussed in the group will remain confidential.

There are various things I would anticipate finding in different phases of group therapy. For example, in the first or initial phase, some of the findings expected include group members being reserved, cautious, or tentative, as well as the establishment of group norms. In the transition phase, there is a potential conflict as members try to test boundaries, and the roles and norms become more defined. In the working phase, it is anticipated that members engage in more exploration of group themes and personal issues as well as more empathy and support for each other. In the final phase, members may show gratitude due to the group experience. Group therapy has various benefits. For example, it helps group members enhance their socialization and communication skills, which are important for better adaptation (Hauber et al.,2019). Members are also better placed to acquire listening skills and self-awareness as they share their experiences. On the other hand, group therapy also has challenges, such as members feeling uncomfortable sharing, possibilities of personality clashes, potential loss of trust, and the risk of sharing each other’s private and confidential information. The sources used are scholarly since they are peer-reviewed and authored by experts in the field.

Conclusion

Group therapy technique as a psychotherapy approach plays a critical role in improving patient outcomes. The video under consideration has used interpersonal therapy as an approach. The therapies admirably led the group and ensured that members could share their thoughts, secrets, and opinions. One aspect that could be improved is doing an introduction at the start of the session.

References

Barkowski, S., Schwartze, D., Strauss, B., Burlingame, G. M., & Rosendahl, J. (2020). Efficacy of group psychotherapy for anxiety disorders: a systematic review and meta-analysis. Psychotherapy Research, 30(8), 965-982. https://doi.org/10.1080/10503307.2020.1729440

Cats C. (2016). Interpersonal Group Therapy for Addiction Recovery Demonstration .https://www.youtube.com/watch?v=szS31h0kMI0

Hauber, K., Boon, A. E., & Vermeiren, R. (2019). Therapeutic factors that promote recovery in high-risk adolescents intensive group psychotherapeutic MBT programme. Child and Adolescent Psychiatry and Mental Health, 13, 1-10. Doi: 10.1186/s13034-019-0263-6

Rose-Clarke, K., Pradhan, I., Shrestha, P., BK, P., Magar, J., Luitel, N. P., … & Verdeli, H. (2020). Culturally and developmentally adapting group interpersonal therapy for adolescents with depression in rural Nepal. BMC Psychology, 8(1), 1-15. Doi: 10.1186/s40359-020-00452-y

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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.

Resources

Learning Resources

Required Readings

• 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.

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
• PsychotherapyNet. (2009, May 6). Irvin Yalom inpatient group psychotherapy videoLinks to an external site.  [Video]. YouTube. https://www.youtube.com/watch?v=05Elmr65RDg
• PsychotherapyNet. (2009, May 7). Irvin Yalom outpatient group psychotherapy videoLinks to an external site.  [Video]. YouTube. https://youtu.be/PwnfWMNbg48

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

• Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

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.

By Day 7

Submit your Assignment.

ReminderLinks 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.

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 ptsExcellent 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 ptsGood 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 ptsFair 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 ptsPoor 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 ptsExcellent 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 ptsGood 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 ptsFair 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 ptsPoor 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 ptsExcellent 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 ptsGood 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 ptsFair 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 ptsPoor 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 ptsExcellent 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 ptsGood 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 ptsFair 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 ptsPoor 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 ptsExcellent 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 ptsGood 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 ptsFair 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 ptsPoor 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 ptsExcellent 90%–100%Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 ptsGood 80%–89%Contains 1 or 2 grammar, spelling, and punctuation errors. 3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 grammar, spelling, and punctuation errors. 3 to >0 ptsPoor 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 ptsExcellent 90%–100%Uses correct APA format with no errors. 4 to >3.5 ptsGood 80%–89%Contains 1 or 2 APA format errors. 3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 APA format errors. 3 to >0 ptsPoor 0%–69%Contains many (≥ 5) APA format errors.	5 pts

Total Points: 100

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