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NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

NRNP 6645 Week 3 Assignment: Analyzing Group Techniques

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Analyzing Group Techniques
Group therapy is a non-pharmacological intervention used for mental health problems, including depression, anxiety, and eating disorders. Patients learn more about their disorders by interacting with others and the therapist. Group therapy is used alongside pharmacotherapy to improve care outcomes, including relapse prevention and sustained symptom management. Therefore, this essay examines the group therapy techniques and therapy session handling by a therapist. The paper also examines insights gained from the video, handling a disruptive group member, eliciting participation, benefits, and challenges of group therapy.

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Group Therapy Techniques
The video, Role Play: Group Counseling for Adolescents with Anxiety was selected for this essay. The video demonstrates the effective use of different group therapy techniques. First, the therapist incorporated psychoeducation into the session. Psychoeducation imparts group session participants knowledge about aspects related to their mental health problems, including symptoms, causes, management, and prevention. The therapist educated the participants about the importance of yoga in anxiety management. The video also demonstrates an effective use of process discussion. The participants explored their feelings, thoughts, and reactions about yoga and their experiences with the sessions. The therapist guided them to gain a better insight into their experiences and learn from them. The therapist also adopted supportive feedback as a group therapy technique. She encouraged the participants to give feedback and explore approaches to meet their diverse needs (Ganaprakasam & Selvaraja, 2020). She also validated their feedback and challenged their thoughts. This was important in stimulating the participants to identify their conflicts and collaborate in resolving them.
What the Therapist Did Well
The therapist did well during the therapy session. Firstly, the therapist began the session by recapping their previous encounter. Recapping helps, the participants connect the relationship between the last and current session activities. It also sets the tone for the session. The therapist also asked open-ended questions. Group therapy sessions should encourage participant self-expression. Open-ended questions allow the participants to express themselves beyond the asked questions. The therapist can gain more insights into the participant’s experiences by asking open-ended questions. The video also demonstrates active participant involvement during the therapy session. Two participants responded actively to the questions asked by the therapist. Active participation ensures that participants explore their thoughts, feelings, and experiences for their recovery from mental health problems. The therapist also rephrased the participants’ responses. Rephrasing informs the participants of the therapist’s attentiveness and presence (Putri et al., 2024). It also gives a platform to ask more questions to help the participants further explore their thoughts, feelings, and experiences.
Something I Would Have Handled Differently
I would have minimized the participants’ movements if I were to guide the therapy session. Two participants constantly shifted their sitting positions during the session. One of the participants kept rocking back and forth during the therapy sessions. Such movements distract the participants from the session activities. The therapist should set rules at the beginning of the session to guide participant behaviors. The other aspect I would change in the session is encouraging active participation. One of the participants was least involved during the therapy session. She was silent. I would ask her questions to elicit information about her thoughts, feelings, or experiences. I would also seek to understand the issues contributing to her non-participation (Putri et al., 2024). Inadequate participation would hinder optimum therapy outcomes.
Insight Gained from Watching the Therapist Handle the Group Therapy
I gained considerable insights from watching how the therapist handled the group therapy. I learned about obtaining participants’ baseline awareness about an issue before initiating session activities. Therapists should assess the participant’s knowledge of a topic before introducing it. This helps identify gaps in understanding and areas of emphasis for knowledge and skill acquisition. I also learned about effective skills for eliciting active participation in a group therapy session. The video demonstrated the effectiveness of strategies, including asking open-ended questions, reflection, rephrasing, and silence in enhancing active engagement (Pouyanfard et al., 2020). Therefore, I will incorporate the knowledge gained from the experience into my practice.
Handling Disruptive Member
I will explore some strategies to handle a disruptive member in a group session. Firstly, I will assess the nature of the disruption. I will determine if it is mild, moderate, or severe. If mild or moderate, I will address the behavior directly. I will inform the participant about the unwanted nature of the behavior and associated consequences if no change is observed. If severe, I will halt the session and escort the patient out of the session. This will be appropriate to prevent escalation and further interruption of the session activities. I will also set clear rules and expectations before the session. This is to regulate participant behaviors. I will restate the expected behaviors and consequences should the members violate them. I will also redirect the disruptive participant’s attention (Constantino et al., 2020). Redirecting will bring the participant back to the session activities and allow other members to be involved.
Eliciting Participation
I will explore some strategies to elicit participant participation. One of them will be asking the participants open-ended questions. Open-ended questions will allow participants to explore their issues in detail. They will also share their feelings, thoughts, and experiences freely. I will also encourage open communication. I will ensure each participant freely expresses his or her opinions without fearing scrutiny or isolation from the group. I will also promote two-way communication. I will seek and provide feedback to the participants. I will also set rules and norms that guide group therapy sessions (Putri et al., 2024). The rules and norms will inform participant relationships and behaviors.
Phases of Group Therapy
I anticipate varying findings in the different phases of group therapy. Group members will be anxious and eager to know each other in the forming stage. They will expect the therapist to guide and offer reassurance for them. The participants will be actively involved in the group’s activities in the storming, norming, and performing stages. The participants trust each other. They can freely express their feelings, thoughts, and emotions. I also expect conflicts between the group members during this stage as they collaborate in resolving their issues (Pouyanfard et al., 2020). The participants will experience sadness or anxiety in the adjourning phase since the group will be terminated.
Benefits and Challenges of Group Therapy
Group therapy is associated with significant patient benefits. Patients benefit from the social support they get from other participants. The social support can be physical, social, emotional, or spiritual. Patients also benefit from knowledge and skill acquisition on effective mental health problem management. Patients learn from the therapist and others about effective coping skills for mental health problems. Healthcare costs and disease burden are also reduced with group therapy. Group therapy sessions lower mental health problems relapse rate, hospitalization, and emergency department visits (Rezaian Langroudi et al., 2020). Despite the benefits, group therapy is associated with challenges, including time-consuming, difficult to handle due to varying participant expectations, and problems with protecting information confidentiality.

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Conclusion
In summary, the therapist did well in handling the therapy session. I gained insights into effective strategies for handling group therapy. Therapists should explore strategies to elicit active participation in group therapy and manage disruptive behaviors. This essay has used scholarly resources. They are relevant to psychiatric practice, peer-reviewed, and were published in the last five years.
References
Constantino, M. J., Coyne, A. E., & Muir, H. J. (2020). Evidence-Based Therapist Responsivity to Disruptive Clinical Process. Cognitive and Behavioral Practice, 27(4), 405–416. https://doi.org/10.1016/j.cbpra.2020.01.003
Ganaprakasam, C., & Selvaraja, T. (2020). Cognitive Behavioural Group Therapy on Test Anxiety Among Primary School Students. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(6), Article 6. https://doi.org/10.47405/mjssh.v5i6.427
Pouyanfard, S., Mohammadpour, M., ParviziFard, A. A., & Sadeghi, K. (2020). Effectiveness of mindfulness-integrated cognitive behavior therapy on anxiety, depression and hope in multiple sclerosis patients: A randomized clinical trial. Trends in Psychiatry and Psychotherapy, 42, 55–63. https://doi.org/10.1590/2237-6089-2018-0105
Putri, F. Y., Nurwahidin, M., & Rahmayanthi, R. (2024). Literature Review: Group Guidance Techniques to Reduce Public Speaking Anxiety. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 9(2), 327–336. https://doi.org/10.33394/jtp.v9i2.11087
Rezaian Langroudi, R., Ghiasian, M., Roozbehani, M., & Shamsaei, F. (2020). Comparison of the Effectiveness of Group Therapy Based on Acceptance and Commitment and Amantadine on Pain, Fatigue and Quality of Life in Patients with Multiple Sclerosis. Avicenna Journal of Nursing and Midwifery Care, 28(3), 251–262. https://doi.org/10.30699/ajnmc.28.3.251

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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.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY 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 anxiety

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=h6CF09f5S1M

PsychotherapyNet. (2009, May 6). Irvin Yalom inpatient group psychotherapy video

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=05Elmr65RDg

PsychotherapyNet. (2009, May 7). Irvin Yalom outpatient group psychotherapy video

Links to an external site. [Video]. YouTube. https://youtu.be/PwnfWMNbg48

Optional Resources

Psychotherapy.net. (n.d.-a). Group therapy: A live demonstration – With Irvin Yalom

Links to an external site. [Video]. https://waldenu.kanopy.com/video/group-therapy-live-demonstration

Psychotherapy.net. (n.d.-b). Group therapy for addictions: An interpersonal relapse prevention approach

Links to an external site. [Video]. https://waldenu.kanopy.com/video/group-therapy-addictions-interpersonal-relap

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

Links 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.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK3Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

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Rubric

NRNP_6645_Week3_Assignment_Rubric

NRNP_6645_Week3_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome 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.
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 Outcome 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.
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 Outcome 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.
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 Outcome Written 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 Outcome 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.
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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