Analyzing Group Techniques | Nursing Term Paper

Analyzing Group Techniques | Nursing Term Paper

​Assignment: 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.

The Assignment
In a 3- to 4-page paper, identify the video you selected and address the following:
I choose the video –”Interpersonal Group Therapy for Addiction Recovery Demonstration”

 
NB: I watched this video rushing cos of my job schedule … I work too many hrs sometimes I ave no time for nothing so let me know please… I put my friends paper who chose same video. Thanks 
 
Anwer 
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.

Reminder The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references 
​Name: NRNP_6645_Week3_Assignment_Rubric

 
Excellent 90%–100%
Good 80%–89%
Fair 70%–79%
Poor 0%–69%
Develop 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.
Points Range: 23 (23%) – 25 (25%)
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.
Points Range: 20 (20%) – 22 (22%)
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.
Points Range: 18 (18%) – 19 (19%)
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.
Points Range: 0 (0%) – 17 (17%)
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.
·   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.
Points Range: 23 (23%) – 25 (25%)
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.
Points Range: 20 (20%) – 22 (22%)
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.
Points Range: 18 (18%) – 19 (19%)
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.
Points Range: 0 (0%) – 17 (17%)
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.
Imagine 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.
Points Range: 23 (23%) – 25 (25%)
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.
Points Range: 20 (20%) – 22 (22%)
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.
Points Range: 18 (18%) – 19 (19%)
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.
Points Range: 0 (0%) – 17 (17%)
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.
• 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.
Points Range: 9 (9%) – 10 (10%)
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.
Points Range: 8 (8%) – 8 (8%)
Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide appropriate justification for reasoning and represent the latest in standards of care.
Points Range: 7 (7%) – 7 (7%)
Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected 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.
Points Range: 0 (0%) – 6 (6%)
Resources selected are not peer reviewed and evidence based, or provide poor justification for reasoning. Or, resources are missing.
Written 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.
Points Range: 5 (5%) – 5 (5%)
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.
Points Range: 4 (4%) – 4 (4%)
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.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
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.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains 1 or 2 grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
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, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains 1 or 2 APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
 
 
 
BELOW IS AN EXAMPLE FROM A FRIEND
 
 
 
 
Analyzing Group Techniques
 
 
 
College of Nursing-PMHNP, Walden University
 
NRNP 6635: Psychopathology and Diagnostic Reasoning
 
faculty 
date
 
 
 
 
 
 
 
 
 
 
 
Introduction
There is meaningful benefit in group therapy (Yalom & Leszcz, 2005). However, the extent of individual improvement in group therapy relies on many factors. Studies show that a supportive group setting can improve the success of reaching individual goals for the participant (Giannone et al., 2021). However, the skill of the therapist and the approach to therapy is a factor in the success of the group as a whole and the individual. The correct therapy is crucial to the appropriate development of the group (Mahon & Leszcz 2021).
The purpose of this paper is to analyze and discuss the therapeutic approach to the provided case study. Discussion will include therapy techniques, skills of the therapist, and insight gained from the therapist’s interaction with the group members. The paper will conclude with a discussion regarding how this writer would approach this scenario. 
Group Therapy Case Study
In this case study a group member is attempting to disclose a difficult secret he had been keeping (Cats Cats, 2016). The therapist’s technique toward the group member was expressive empathy that was evidenced by her active listening and encouragement (Mahon & Leszcz 2021). This technique was demonstrated with skill and provided the speaker with the ability to continue with their disclosure. Studies regarding techniques such as expressive empathy, support positive outcomes when compared with a control group (Kivlighan III et al., 2020).
The therapist in this case study provided support for the group member who was having difficulty completing his story. She allowed time for the person to express himself at his own pace while gently encouraging him to continue as he stalled. The therapist was later successful in getting the group member to disclose why he felt comfortable in sharing during that particular session (Cats Cats, 2016). The only thing that I would have done differently in this situation is express more praise toward the group as a whole for the support and encouragement of the member disclosing the difficult information. The insight that was gained from the scenario was how the dynamics of the group flowed with the leader interjecting minimally. The openness of the group depends upon the cohesiveness between the members.
Therapeutic groups require structure and processes that will ensure the success of each individual as well as the group as a whole (Mahon & Leszcz 2021). This structure will begin in the initial phase of the group. In the developmental stage of the group, the leader must ensure the rules are clear. The expectations of participation would be discussed. With the expectations in place, difficult group members can be allowed to express themselves within the parameters set by the group. However, if the person repeatedly disregarded the expectations, discussion within the group regarding the continuation of the difficult group member would occur. The more challenging issues of the group would come about in the initial phase of the group during development. However, the benefits of group therapy far outweigh the challenges that occur within the developmental stages. Studies show that positive posttreatment outcomes for individuals can be attributable to group therapy (Kivlighan III et al., 2020).
Tuckman’s five phases of group therapy are forming, storming, working, and adjourning (Ogrodniczuk et al., 2021). In the first stage, forming, I would anticipate being the most active. This phase would lay the groundwork and rules for the group (Ogrodniczuk et al., 2021). In phase two, storming, I would anticipate the members becoming more familiar with each other as each of them define themselves and learn the groups norms (Ogrodniczuk et al., 2021). Phase three, norming, would bring about the cohesiveness of the group and the beginning of holding each other accountable (Ogrodniczuk et al., 2021). In phase four, working, I would anticipate the group to be experiencing growth and productivity. This phase is when I would expect the individual group members to be forthcoming with information and support of one another. The ending phase, adjourning, can be the end of the group as a whole or one-member retiring (Ogrodniczuk et al., 2021). At this phase, the group would go over outcomes or achievements and how they are feeling (Ogrodniczuk et al., 2021). I would anticipate learning from the individuals what has worked well for them and what has not. 
 
Conclusion
In conclusion, group therapy is beneficial to the individual member. The skill of the therapist in leading the group is a factor in the group’s success. Ensuring the group expectations are developed and being followed is necessary for the cohesion of the group. Each individual member must participate in each phase of the group for the success of all. Effective leadership and the support of individual members toward each other will improve the success of reaching individual goals.
 
 
• 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.is in downloads.
 
 
References
 
Cats Cats. (2016). Interpersonal group therapy for addiction recovery demonstration [Video]. YouTube. https://youtu.be/szS31h0kMI0
Giannone, Z. A., Ben-David, S., Cox, D. W., & Kealy, D. (2021). Emerging adults’ experiences of brief group interventions: Two approaches to possible selves. Counselling Psychology Quarterly. https://doi-org.ezp.waldenulibrary.org/10.1080/09515070.2020.1870438
Kivlighan III, D. M., Aloe, A. M., Adams, M. C., Garrison, Y. L., Obrecht, A., Ho, Y. C. S., Kim, J. Y. C., Hooley, I. W., Chan, L., & Deng, K. (2020). Does the Group in Group Psychotherapy Matter? A Meta-Analysis of the Intraclass Correlation Coefficient in Group Treatment Research. Journal of Consulting & Clinical Psychology, 88(4), 322–337.
Mahon, L., & Leszcz, M. (2017). The interpersonal model of group psychotherapy. International Journal of Group Psychotherapy, 67(Supp1), S121–S130. https://doi-org.ezp.waldenulibrary.org/10.1080/00207284.2016.1218286
Ogrodniczuk, J. S., Cheek, J., & Kealy, D. (2021). Group therapy development: Implications for nontherapy groups. In C. D. Parks & G. A. Tasca (Eds.), The psychology of groups: The intersection of social psychology and psychotherapy research. (pp. 231–248). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000201-013
Yalom, I. D., & Leszcz, M. (2005). The therapeutic factors. In The theory and practice of group psychotherapy (5th ed.) (pp. 1–18). Basic Books.
 
 

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