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PRAC 6635 Assignment: Analyzing Group Techniques PRAC 6635 Assignment: Analyzing Group Techniques PRAC 6635 Assignment: Analyzing Group Techniques Group therapy is one of the most important strategies that can be used to support individuals. By offering a collaborative and supportive environment, group therapy enables an individual to overcome feelings of isolation and share difficult feelings to foster the process of healing (Karaca et al., 2019). Depending on the individual needs, the group leader can choose particular techniques to help the individual to fully understand themselves and their experience. The purpose of this assignment is to analyze therapy techniques applied in a group therapy session in a chosen video. The Group Therapy Techniques Demonstrated in the Video The chosen video is interpersonal group therapy for addition recovery featuring a young man, Jimmy, whose mother died the year before. Even though he used to give the mother medication to relieve her pain, he still stole the drugs and used them because of addiction. He has been using drugs such as heroin and has an addiction (Cats, 2016). The technique demonstrated in the video is the use of the interpersonal technique with the therapists allowing the group members to share their experiences and participate as they see fit. The other technique used is active listening. The therapists and the group members gave Jimmy enough time, and they were keen to listen to him express his thoughts (Cats, 2016).  The interpersonal technique utilizes the psychodynamic approach to facilitate a positive change. The implication is that an individual’s feelings, subconscious beliefs, and early life experiences are considered the foundation of their behaviors and personality. I believe that this technique was well demonstrated in the video session. For instance, one of the participants tried to help Jimmy make more disclosure.  He shows interpersonal sensitivity with his identification and refrains from focusing on the history of the content of the disclosure and allows the second stage of the session to have an enhanced interpersonal experience (Cats, 2016). Evidence from the Literature             While conducting the session, the therapists majorly followed the principles of the interpersonal process and allowed the group participants to be as active as them. From literature, it has been shown that interpersonal strategies can be effective in helping patients manage various conditions such as addictions and mental health illnesses. For instance, the technique has been used among patients with schizophrenia to help in managing the symptoms (Burlingame et al., 2020). By the end of the study, a patient who underwent group therapy using the interpersonal process technique had better and enhanced functionality as compared to other strategies such as waiting lists and painting therapy. What the Therapists Did Well In my opinion, the therapist did a good job in making Jimmy open up on one of the most difficult and embarrassing secrets of his life, including how he stole medication from his mother to satisfy his addiction. The therapists kept chose a round seating position to ensure that every member felt accommodated (Cats, 2016). They also kept close eye contact with Jimmy. The approach enabled Jimmy not to lose focus but revealed what needed to reveal. The therapists also did well to empathize with Jimmy, show him support, and congratulate him for taking a step to reveal the secrets. Jimmy, therefore, felt loved by the group members was able to open up on his use of drugs such as heroin. What I would have Handled Differently             As earlier indicated, the therapies did a good job. However, there are various things I could have done differently. Even though the therapists already knew Jimmy, there is a possibility that the group members did not know each other well (Cats, 2016). So I would start such a session with the first few minutes spent for introduction for the members to know each other well. Knowing one another improves trust, and the group members can therefore disclose what they need to disclose more easily with confidence. Indeed Jimmy was hesitant to disclose some information until it took the intervention of one of the therapists who brilliantly engaged Jimmy to open up effectively. Insight Gained from the Group Therapy Watching the therapist handle the session was insightful. I noted how they gave Jimmy sufficient time even to sob before he could compose himself to talk and disclose the information (Cats, 2016). I, therefore, realized that empathy is key in handling group therapy sessions. I was also impressed by the leadership skills used by the therapists in allowing the patient to recreate his past and re-enact his problem in the group. Jimmy explored and said who would want someone like him, revealing how he feared rejection that may occur if he opened up and people judged him. Therefore, I gained an insight that an enabling environment is necessary during the group therapy sessions to ensure that the patient effectively participates and gets help from the session. Leading a Group Session When handling a group session, various challenges can arise, such as a disruptive group member that can threaten the success of the PRAC 6635 Assignment Analyzing Group Techniques session. In handling a disruptive group member, I would address the whole group and seek their opinion on what we should do as members are talking and we need to start or go on with the session. Such questions may calm down a disruptive member (Terrazas-Carrillo et al., 2021). I would also remind them of group rules and personally talk to them before and after the session. In some cases, it is important to elicit the participation of the group members. I can achieve this through role-play and sharing my experience. I would also inform members that the experiences shared in the group session would be respected, and no one would judge them. Various stages of the session have various anticipations. For instance, in a transition stage of the therapy, I anticipate that members will show anxiety and would find it difficult to share their experiences or disclose information. However, I anticipate that they will be more comfortable in the working stage. I would also anticipate various. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PRAC 6635 Assignment: Analyzing Group Techniques Some of the benefits of group theory include helping the group members to develop socialization and communication skills which are key in adapting. It also allows group members to develop self-awareness as they listen to others who have similar experiences and problems (Fogarty et al., 2019). On the other hand, group therapy has various challenges such as patients’ wide functionality variability, maintaining or improving outcomes, uncomfortably, loss of trust, and possible personality clashes. Conclusion In conclusion, group therapy can be essential in helping individuals manage various problems such as addiction. This write-up has explored a group therapy session majorly for Jimmy suffering from addiction. Various strategies used in the session, some of the things that the therapists did right, and what I could have done differently have been explored. In addition, potential benefits and challenges of group therapy have been identified. All the sources are scholarly since they are all peer-reviewed apart from the video source having the case study.       References Burlingame, G. M., Svien, H., Hoppe, L., Hunt, I., & Rosendahl, J. (2020). Group therapy for schizophrenia: A meta-analysis. Psychotherapy, 57(2), 219. https://psycnet.apa.org/doi/10.1037/pst0000293 Cats C. (2016) Interpersonal Group Therapy for Addiction Recovery Demonstration .https://www.youtube.com/watch?v=szS31h0kMI0. Fogarty, C., Hevey, D., & McCarthy, O. (2019). Effectiveness of cognitive behavioural group therapy for social anxiety disorder: Long-term benefits and aftercare. Behavioural and cognitive psychotherapy, 47(5), 501-513. https://doi.org/10.1017/S1352465819000079 Karaca, A., Yavuzcan, A., Batmaz, S., Cangür, Ş., & Çalişkan, A. (2019). The effect of cognitive behavioral group therapy on infertility stress, general health, and negative cognitions: a randomized controlled trial. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(4), 375-394. https://doi.org/10.1007/s10942-019-00317-3. Terrazas-Carrillo, E., Garcia, E., & Rodriguez, A. S. (2021). “I’m Like A Chameleon”: An Exploration of the Experiences of Mexican American Women Who Are Group Psychotherapists-In-Training. International Journal of Group Psychotherapy, 71(1), 116-143. https://doi.org/10.1080/00207284.2020.1742126 Assignment: Analyzing Group Techniques Photo Credit: Getty Images 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: 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. Reminder 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. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name. Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 3 Assignment Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 3 Assignment draft and review the originality report. Submit Your Assignment by Day 7 of Week 3 To participate in this Assignment: Week 3 Assignment   Name: NRNP_6645_Week3_Assignment_Rubric Grid View List View 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. Total Points: 100 Name: NRNP_6645_Week3_Assignment_Rubric Order Now