Assessing Clients with Addictive Disorders Essay

Assessing Clients with Addictive Disorders Essay

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Assessing Clients with Addictive Disorders Essay

Assessing, Clients, Addictive, Disorders, Essay

Levy family – Assessing Clients with Addictive Disorders

In 3-page paper, address the following:

• After watching Episode 1, describe:
• What is Mr. Levy’s perception of the problem?
• What is Mrs. Levy’s perception of the problem?
• What can be some of the implications of the problem on the family as a whole?
• After watching Episode 2, describe:
• What did you think of Mr. Levy’s social worker’s ideas?
• What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr. Levy’s supervisor?
• After watching Episode 3, discuss the following:
• What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?
• What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?
• Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.
• Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?
• In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.
• Discuss how you would have responded to this revelation.
• Describe how this information would inform your therapeutic approach. What would you say/do next?
• In Episode 5, Mr. Levy’s therapist is having issues with his story.
• Imagine that you were providing supervision to this therapist, how would you respond to her concerns?
• Support your approach with evidence-based literature.

RESOURCES

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 7, “Motivational Interviewing” (pp. 299–312)
• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596)

1. Diagnostic instruments for behavioural addiction: an overview

Diagnostic instruments for behavioural addiction: an overview. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

The ethical ABCs of conditional confidentiality.Fisher, Mary Alice. University of Virginia, Charlottesville, VA, US

https://store.samhsa.gov/system/files/sma13-3992.pdf

 

 

 

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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