NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques – Step-by-Step Guide

The first step before starting to write the NRNP 6645 Week 3 Assignment: Analyzing Group Techniques, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

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It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques Instructions

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. Have a look at NRNP 6645 Week 5 Discussion – Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings.

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.

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques Example

Analyzing Group Techniques

Group Therapy Techniques Demonstrated

In the video “Psychotherapy Group for Schizophrenia” by Gerber (2013), several group therapy techniques were demonstrated to address the needs of individuals with schizophrenia. Active listening was prominently featured. The therapist demonstrated exceptional skill in actively listening to the participants. Active listening involves hearing words and paying close attention to non-verbal cues, emotions, and the underlying meaning of what is being said. This technique is fundamental in group therapy as it fosters a sense of being heard and understood, which is particularly crucial for individuals with schizophrenia who may often feel marginalized or stigmatized.

Another technique that was effectively demonstrated was empathy. The therapist showed genuine empathy towards the participants by acknowledging and validating their experiences and emotions. Empathy creates a compassionate and non-judgmental atmosphere, which is essential for building trust within the group. Participants with schizophrenia may have complex and distressing experiences, and knowing that someone genuinely understands and cares can be incredibly therapeutic. Validation was a key component of the therapy session. The therapist consistently validated the participants’ feelings and experiences, reinforcing the idea that their emotions were valid and worth exploring. Validation is a powerful tool in group therapy, as it can help individuals with schizophrenia feel more accepted and less isolated in their struggles.

Effectiveness of Demonstrated Techniques

The demonstrated techniques were generally effective in creating a supportive and therapeutic environment. The active listening and empathy displayed by the therapist allowed participants to express themselves freely and without fear of judgment. This is vital in group therapy because it encourages open communication and sharing of thoughts and emotions. Furthermore, the validation provided by the therapist played a significant role in affirming the participants’ experiences. It helped reduce feelings of isolation and fostered a sense of belonging within the group. When individuals with schizophrenia feel validated, it can boost their self-esteem and self-worth, which are often negatively impacted by their condition.

The use of active listening, empathy, and validation in group therapy for individuals with schizophrenia is well-supported by the literature. Numerous studies have highlighted the importance of these techniques in improving the overall well-being of individuals with mental health disorders. For example, Jonsdottir and Fridriksdottir (2020) found that active listening and empathy were associated with improved mental health outcomes.

Similarly, Tabieh et al. (2021) emphasized the role of empathy in group therapy, stating that it enhances group therapy outcomes for individuals with schizophrenia. These findings underscore the evidence-based nature of the techniques demonstrated in the video. They align with established therapeutic principles and contribute to the overall effectiveness of group therapy for individuals with schizophrenia.

Therapist’s Strengths

The therapist in the video displayed several strengths. First, their ability to actively listen to the participants was commendable. They allowed each individual to express themselves fully, which helped build trust and rapport within the group. Additionally, the therapist’s empathy was evident throughout the session. They demonstrated a deep understanding of the challenges faced by individuals with schizophrenia and conveyed genuine care and concern. This empathetic approach created a safe and non-judgmental atmosphere essential in group therapy. The consistent use of validation was another notable strength. The therapist validated the participants’ emotions and experiences, reinforcing their sense of self-worth and acceptance. This validation played a crucial role in enhancing the therapeutic process.

Areas for Improvement

While the therapist demonstrated many strengths, one area that could be improved is handling disruptive group members. In the video, there was a moment when a participant became disruptive, and the therapist struggled to redirect their behavior effectively. To address this challenge, having a predetermined strategy for managing disruptive behavior would be beneficial. This strategy might involve calmly acknowledging the disruption and then skillfully redirecting the conversation back to the therapeutic topic (Tabieh et al., 2021). Having such a plan in place can help maintain the overall flow of the session and prevent one individual from dominating the discussion.

Insights Gained

One significant insight gained from watching the therapist in action was the power of validation. The therapist consistently validated the experiences and emotions of the participants, and it was evident that this validation was highly therapeutic. It reaffirmed the importance of creating a safe space where individuals with schizophrenia can feel heard, understood, and accepted. This insight emphasizes the transformative potential of validation in group therapy settings.

Handling a Disruptive Group Member

If I were leading a group therapy session and encountered a disruptive group member, my approach would involve a combination of validation and redirection. Firstly, I would calmly acknowledge the disruption, ensuring the disruptive member feels heard. Next, I would redirect the conversation back to the therapeutic topic by asking an open-ended question related to the discussion. This approach helps in diffusing tension while maintaining the session’s focus.

Eliciting Participation

I would implement a structured agenda for each session to elicit participation in my group. This agenda would ensure that every participant has an opportunity to share their thoughts and experiences. I would also use open-ended questions to encourage discussion, inviting group members to reflect on their experiences and emotions. Additionally, I would actively practice the techniques of active listening, empathy, and validation to create a safe and supportive environment that encourages participation.

Anticipating Different Phases of Group Therapy

In different phases of group therapy, I would anticipate various dynamics. In the forming stage, participants may initially be hesitant and reserved as they get to know each other and establish trust. The norming stage would involve increased participation as group members become more comfortable with each other and the therapeutic process. As the group progresses to the performing stage, I would expect deeper sharing of experiences and emotions, with participants feeling more connected and supported.

Benefits and Challenges of Group Therapy

The benefits of group therapy include a sense of belonging, reduced isolation, and the opportunity for peer support. Participants can learn from each other’s experiences and gain valuable insights into their own struggles. Group therapy can also provide a safe space for individuals to practice social skills and build a support network (Nesset et al., 2019). However, group therapy also presents challenges. Managing conflicts within the group can be demanding, as different personalities and perspectives may clash. Additionally, maintaining a balance between addressing the needs of individual participants and the group as a whole can be complex. Some participants may be more engaged than others, which can affect the overall dynamics of the group.

Conclusion

The video demonstrated valuable group therapy techniques for individuals with schizophrenia, emphasizing active listening, empathy, and validation. While the therapist displayed skill in these areas, there is room for improvement in handling disruptive behavior. Watching the therapist’s approach provided insights into the importance of validation and creating a safe space. When leading my group session, I would employ structured techniques to encourage participation and anticipate different phases of group therapy, considering its benefits and challenges.

References

Gerber, B. (2013, November 21). Psychotherapy group for schizophrenia. [Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA

Jonsdottir, I. J., & Fridriksdottir, K. (2020). Active listening: Is it the forgotten dimension in managerial communication? International Journal of Listening, 34(3), 178-188. https://doi.org/10.1080/10904018.2019.1613156

Nesset, M. B., Lara-Cabrera, M. L., Dalsbø, T. K., Pedersen, S. A., Bjørngaard, J. H., & Palmstierna, T. (2019). Cognitive behavioral group therapy for male perpetrators of intimate partner violence: a systematic review. BMC Psychiatry, 19(1), 1-13. https://doi.org/10.1186/s12888-019-2010-1

Tabieh, A. A., Al-Hileh, M. M., Abu Afifa, H. M., & Abuzagha, H. Y. (2021). The Effect of Using Digital Storytelling on Developing Active Listening and Creative Thinking Skills. European Journal of Educational Research, 10(1), 13–21. https://eric.ed.gov/?id=EJ1283878