Tag: Clinical-Nursing

  • leadership questions

    leadership questions

     

    Give an example of how you can manage competing priorities

     

     

    Give examples of how you administer and how you innovate, how you control (or attempt to) and how you inspire trust

     

     

     

     

    Give an example of how you plan to balance work and the rest of life once you become an employed R.N.

     

     

    Why is life long learning essential for a person in leadership?

     

     

     

    Proverbs 3:6 reads: In all your ways acknowledge him, and he will make your paths straight. How have you acknowledged the Lord lately and share an example of how He has made your journey a little easier.

  • Natural or Man-Made Disaster Essay

    Select a potential natural or man-made disaster that could happen in

    >    your community. Then, write a 3- to 4-page paper about the disaster from

    >    the community nurse’s perspective.

    >

    > Section 1: The Disaster, Man-Made or Natural

    >

    >    – What disasters may strike your community and why? For example, do you

    >    live in “Tornado Alley,” or has climate change resulted in unusual cold

    >    weather snaps or blizzards in your community? Are you located in a flood

    >    plain? Include possible diseases that may result from a natural

    > disaster,

    >    such as tetanus or cholera.

    >

    > Section 2: The Nursing Response

    >

    >    – Formulate responses to the disaster, considering systems and community

    >    levels of intervention.

    >    – Review websites where a disaster plan may be available for the public,

    >    or if one is not currently available, call public health department to

    > see

    >    if a disaster plan exists for your community and what the plan contains.

    >    – In addition to reviewing websites for information about your local

    >    disaster plan, you will need to locate best practice/evidence-based

    >    practice guidelines in professional literature to determine whether your

    >    community’s disaster plan is as sound as it might be or if there is room

    >    for improvement.

    >

    > Section 3: Is My Community Prepared for a Disaster?

    >

    >    – What conclusions can you draw about your community’s preparedness plan

    >    from having completed this evaluation?

    >

    >

    > Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders

    >

    >    – Public health surveillance is one way that public health officials

    >    target intervention strategies (Turlock, 2016). Often, it is through

    > prompt

    >    recognition of and reporting of incidents of communicable disease that a

    >    disaster can be averted (Turlock, 2016). Surveillance activities often

    >    prompt questions such as, What is causing the disease? How is it

    > spreading?

    >    And who is at risk (Turlock, 2016)? While it is true that preparedness

    >    planning cannot eliminate all traces of threat to a community, planning

    >    assures that medical services and treatment are deployed in an

    > effective,

    >    efficient, and rapid manner (Turlock, 2016). Public health plays a vital

    >    role in coordination of providers, assurance of supplies particularly

    > when

    >    the Strategic National Stockpile pharmaceuticals and supplies are

    > required,

    >    and mobilization of state and national response systems. Public health

    >    officials may also provide health care services when required (Turlock,

    >    2016).

    >    – Stanhope (2016) noted that evidence-based practice (EBP) has become

    >    more important in health care for many reasons: increased expectations

    > of

    >    consumers, increased availability of information through the Internet,

    >    increased accountability for results, health care economic changes, and

    >    growing numbers of lawsuits, among other reasons. EBP is a lifelong

    >    problem-solving approach that regularly produces excellent results and

    >    often provides the theoretical underpinnings for programs to mitigate

    >    problems in the community. Once programs are in place, evaluation of

    > their

    >    effectiveness should be conducted to determine whether they are worth

    > the

    >    continued expenditure of resources. Use of EBP is vital to assure safe

    >    outcomes for populations during disasters, such as massive communicable

    >    disease outbreaks, and should be the foundation of disaster-planning

    >    strategies.

    >

    >

    > Required Readings

    >

    > Stanhope, M., & Lancaster, J. (2016). Public health nursing:

    > Population-centered health care in the community (9th ed.). St. Louis, MO:

    > Elsevier.

    >

    >    – Chapter 15, “Evidence-Based Practice” (pp. 342–354)

    >    – Chapter 23, “Public Health Nursing Practice and the Disaster

    >    Management Cycle” (pp. 503–528)

    >    – Chapter 24, “Public Health Surveillance and Outbreak Investigation”

    >    (pp. 529–544)

    >    – Chapter 25, “Program Management” (pp. 545–567)

    >

    > Required Media

    >

    >    – Laureate Education (Producer). (2009a). Family, community and

    >    population-based care: Emergency preparedness and disaster response in

    >    community health nursing [Video file]. Baltimore, MD: Author.

    >    – TED. (2012). How to step up in the face of disaster [Video file].

    >    Retrieved from

    >

    > 

    >    – This Ted Talk describes the actions of two sisters who step up as

    >    leaders during a tornado disaster in their community.

  • Medical surgical disorders case study nursing

    Medical surgical disorders case study nursing

    Objectives of this assignment are to:

    Apply the theoretical knowledge about medical surgical disorders and the drug treatment to actual clinical practice.

    Compare and contrast expected presentations of the disorder and use of pharma-cotherapeutics with the disease and the drug treatment used in an actual client case.

    Critically analyze the pathophysiologic and pharmacotherapeutic components of an actual clinical case presentation.

    Synthesize knowledge gained about disease and the drug treatment by creating an appropriate case study of a selected disease process and drug treatment.

    Improve critical thinking and communication skills through writing and developing a case study.

     

    Guidelines for writing a case study:  This must be done individually

    Choose 1 area studied in this course from weeks 1 and two, write a case study based on an actual client you cared for during the adult health clinical rotation, or base it on a disease topic discussed in class.

    You must protect client confidentiality in the case study. Names or initials will not be used, nor will other identifying information such as the health care facility or city, among others. Client’s age, gender, and race may be included.

    The case study must be submitted through the course shell in the Drop Box labeled, “Missed Clinical Assignments”on or before the due date.
    NO EXCEPTIONS.
    The course coordinator will determine the due date for the case study.

    Students are required to support research material with appropriate citations using current APA format. Resources must include
    at least 3 nursing journals
    .

    Include a title page, table of contents, an abstract, and a reference page.

    The case study will include the following components:

    Demographic data (protecting confidentiality)

    Pertinent past medical history and current diagnosis

    Clinical presentation: Signs/symptoms, physical findings upon assessment

    Description of medical diagnosis (including pathophysiology & nursing needs)

    Lab and diagnostic test results with rationale

    Pharmacotherapeutic treatment with rationale

    A table listing
    expected
    and
    actual
    presentation findings, lab/diagnostic studies, drug treatment based on pertinent past medical history and current diagnosis.

    3 care plans which include:

    Prioritized nursing diagnoses (one diagnosis on each care plan; one must be psychosocial)

    Goal statements (short term and long term)

    Minimum of 6 nursing interventions with rationale statements

    Evaluation statement of short term goal

    A minimum of
    5-typed pages
    is required. This does not include the title page, table of contents, abstract, or reference page.

    If this assignment is not turned in by the due date or is incomplete, a clinical Unsatisfactory /“U” will be given and this may result in a clinical failure.

    A Satisfactory / “S” grade must be obtained to meet clinical competency for the day.

     

    Grading Rubric for Clinical Make-Up Assignment

     

    Satisfactory

    Unsatisfactory

    Content:  Clear presentation of Case Study

     

     

    Demographic data

     

    Pertinent past medical history and current diagnosis

     

    Clinical presentation: signs and symptoms, physical findings

     

    Description of medical diagnosis (including pathophysiology and nursing needs)

     

    Lab and diagnostic test results with rationales

     

    Pharmacotherapy treatment with rationale

     

    Table comparing expected and actual presentation findings

     

    3 Care plans which include: nursing diagnoses (one psychosocial), goal (short term and long term), minimum of 6 nursing interventions with rationale statements, evaluation statement of short term goal

     

    Mechanics

     

    ·         Minimum of 5 pages typed.

    ·         The paper, including tables and graphs, headings, title page, abstract, appendices, and reference page are consistent with current APA formatting guidelines.

    ·         The introduction provides sufficient background on the topic and previews major points.

    ·         Intellectual property is recognized with in-text citations and a reference page.

    ·         The paper presents with effective use of level headings, font styles, and space.

    ·         Rules of grammar, usage, and punctuation are followed; spelling is correct.

    ·         Conclusion is logical, flows, and reviews the major points.

     

    Grade

  • Therapeutic relationships in nursing essay

    Therapeutic relationships in nursing essay

    Therapeutic relationships in healthcare settings facilitate fundamental provision of effective nursing care through utilisation of effective communication that promotes health and well-being of patients (Foster & Hawkins, 2015). Effective communication and active listening skills from both patient and health professionals promote emotional engagement between the two. This aspect ensures accurate assessment and understanding of patient’s needs and delivery of effective patient centered care by health professionals. Welch, 2015 also states that therapeutic relationships have several benefits on patients such as; provision of psychological support, effective communication of distressing thoughts and feelings, promotion of self-care as well as delivery of care at the right time of patient’s choice. This enables patients to take ownership of their care, promoting independence and positive health outcomes (Doherty and Thompson, 2014). Consequently, there has been renewed focus on the importance of how nurses interact with patients in practice, in order to promote positive health outcomes (Nursing and Midwifery Council, 2015; Sutcliffe, 2011.

    The essay aims to discuss the process of building therapeutic relationships in clinical practices, demonstrating professional values that provide safe, effective and person centred care.  Doherty (2014) defines therapeutic relationship as ‘one in which patients feel comfortable being open and honest with the nurse, which facilitates development of productive relationships that include empathy, genuineness, trust and valuing each other’s beliefs. The definition suggests that in order to develop therapeutic relationships, nurses have must be caring, open, warm and genuine.  Canning, etal (2016) suggests that therapeutic communication displays empathy and warmth that helps patients to feel relaxed and secure. When patients are listened to, they feel respected and gain trust and confidence to discuss their anxieties and worries.  In this instance nurses will also be strengthening positive patient-nurse relationship which also creates connectedness between nurse and patients. McCabe and Timmons, 2016 also suggest that listening is a vital component of building rapport with patients where personal judgements are not displayed. A hospital environment can be distressing for patients, therefore open communication nurtures trust, that creates harmony and healing (Watson, 2015). Hence, by showing empathy the patients get reassurance that nurses understand their emotions and feelings. When nurses identify with patients’ needs, they develop insight understanding of patients’ circumstances that’s facilitating holistic treatment of patient (Nursing and Midwifery Council, 2015; Sutcliffe, 2011).

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    Effective therapeutic relationships develop over time through effective communication, listening and promoting compassionate care by health professionals. However, time constraints can be a barrier where staff shortages result in failure on the part of nurses to effectively listen and devote time to patients as nurses work rapidly providing medication on specific times (Foster and Hawkins, 2015). In this instance nurses cannot effectively engage with patients to promote therapeutic relationships, which also results in negative implications such as compassionate fatigue. When this happens, patients feel neglected and lose their independence which limits positive health outcomes. (Foster and Hawkins, 2015).

    Staff shortages can also create negative staff attitudes as a result of tiredness from staff who have little time and therefore developing therapeutic relationships might then be viewed as irrelevant.

    According to the Nursing and Midwifery Council Code of Conduct(2015), nurses must practice effectively and prioritize patients, putting them at the heart of their practice. In this instance, it rests and nurse’s responsibilities to address these mishaps through their managers and ensure their patients are not neglected as a result of mismanaging priorities by health officials.

    There are several concepts of building therapeutic relationships that can be utilized by nurses which are communication, compassion, empathy, trust and respect. Nursing and Midwifery Council code of conduct (2015) underlies these key concepts with the principle of prioritizing individuals to facilitate maintenance of dignity while engaging with patients. I will reflect on three concepts which are empathy, compassion and communication as well as how my professional values supported developing and engaging in therapeutic relationships in my clinical placement. The Royal College of Nursing, (2014) defines reflection as a type of thinking associated with deep thought, aimed at achieving better understanding through recapture of day to day experiences and evaluating nursing practice. Throughout the essay pseudonyms names will be utilized to facilitate confidentiality.

    John was admitted to the ward as a result of deterioration from the stroke he suffered a year earlier.  My first encounter with John was to undertake some clinical observation and report to the nurse. I introduced myself to John, shaking his hand to quickly establish trust and respect, and ensure he feels at ease. I went on to tell him my role and then requested his consent to undertake a clinical observation procedure. Jones and Bartlett (2013) states that good communication is the cornerstone of nurse-patient relationship that empowers patients with trust and confidence to verbalize their insight feelings, preferences and needs. The goal of requesting patient’s permission before undertaking any procedure reassures them that they are respected, accepted as unique individuals who are valued in their own right.

    By requesting John’s consent to take clinical observations, I was exercising compassion and empathy towards him. Therefore, displaying empathy to John ensured I am aware and understood his pain and grief as he also displayed understanding by being at ease while nodding his head with a smile on his face. Hobbs (2012) defines empathy as ability to put oneself into patient’s position and trying to understand the pain or grief in their terms.  Understanding patient’s circumstances and their explanations is of paramount value to their positive emotional well-being and health outcomes.

    Therefore, to facilitate this aspect, as a student nurse, I utilized my active listening skills to achieve this aspect and wrote this Therapeutic relationships in nursing essay. Research suggests importance of active listening skills that allow patient to legitimize their feelings and recognize that nurses have the ability to relate to their emotional experiences (Balzar-Riley 2013). Shipley, (2013) suggest that remaining silent and listening are essential techniques that build rapport with nurse-patient relationship.

    Patients feel valued as persons of worth when listened to by clinicians as some would have lost their self-esteem, therefore listening to them boosts this aspect. In this way they also get encouragement to share their personal insight thoughts and feelings with confidence and trust while contributing to informed decisions relating to their care. During the insight conversation, I also displayed empathy by a light touch of the patients arm to support understanding of how the patient feels about their situations.

    However, touching the patients arm may be misconstrued by some, yet evidence suggests its value in maintaining a helpful approach while developing therapeutic relationships (Playfair, 2012). In this instance nurses have to reflect on their practice that includes self-knowledge and awareness of professional boundaries and maintain limits of the professional role.  Thus also understanding the current phase of the relationship with the patient as therapy aims to be a purposeful, goal oriented relationships directed at advancing the best interest and positive health outcome of the patient.

    Another concept I used to support therapeutic relationship at my clinical placement was displaying compassion. Nyatanga,(2013) defines compassion as ‘showing feelings towards the plight of others through relationships based on empathy, respect and dignity – it can also be described as intelligent kindness, central to how people perceive their care.  Being in a hospital environment can be a distressing experience, therefore displaying compassion to patients ensures them to adjust to their circumstances at that stage.

    Chochinov, 2016).  Department of Health (2014) states that compassion entails emotional response that goes beyond acts of basic care, going extra mile to offer kindness, and displaying interest without stereotyping.  Nurses have to provide compassionate care by respecting, listening and treating patients with dignity. This aspect is crucial to patient recovery and positive health outcomes, also being supported by the Nursing and Midwifery Code of Conduct (2015) that all nurses have to adhere to.  The element of compassion demands searching for anything that could offer and relieve the patients suffering, even a glass of water resembles a sense of care (Chochinov, 2016).

    Phil, was admitted to the ward after an accident which resulted in severe head injuries.  Phil was of albino statue and I felt he could be conscious of being judged against his colour or stereotyped by staff. His body was covered in blood as a result of several bleeds from his self and he was just lying in his bed under extreme shock about the whole incident. I noticed Phil had not touched his food and went to him to introduce myself, requesting if l could warm his meal which was cold at that time. He displayed a smile, looked pleased about this and while eating his meal, I sat next to Phil and tried having a non – clinical dialogue about his family, work and hobbies.

     

    Jones and Ballert (2013) suggests that encouraging patients to share their life stories makes them feel valued as people of worth not just as diagnoses or procedures. Sharing information with Phil enabled me to understand his life, priorities and challenging adjustments he had to go through as a result of the accident as a result I changed his care plan to involve Phil’s preferences of care. I asked him if there was anything else I could do to make him feel better to display understanding of the pain Phil was going through, seeking consent to help him with washing the blood on his self although he was capable of doing this.  Jones and Ballert (2013) also states that several ways of displaying compassionate care by nurses is displaying insight awareness of the patients suffering with desire to relieve pain while responding with humanity and kindness to the person’s pain, distress or anxiety. From the patients point of view, this can facilitate holistic healing where co- ordination of interpersonal and professional skills contributes to successful patient-nurse relationship.

    Good communication as well has been put at the core of developing positive therapeutic relationships with patients that promote positive feelings of self – worth from patients and feelings of achievement from nurses. Lewis, (2014) defines communication as a two-way process, where patients gain confidence to verbalize their needs and wishes in relation to their care as well as insight fears and hopes, while nurses exercise active listening that facilitate understanding of message conveyed.

    Communication can also require use of non-verbal techniques to be applied where individuals have verbal communication challenges.  Mast, (2011) defines non-verbal communication as behaviour in the absence of linguistic content and where nurses might fail to recognize cues, promoting risk of no development of a meaningful therapeutic encounters.  While communication is meant to establish relationship through information shared with nurses, some patients who come into hospital environment may have speaking challenges. It is important in such cases that specialist support has to be sourced from nurses or families to ensure appropriate delivery of care for individuals.   Purtilo and Haddard (2013) state that in these circumstances body language can be used to build rapport with patients such as warmth expressed through friendly facial expression, maintaining comfortable eye contact and smiling which helps the patient to relax and feel at ease.

    By being open and sensitive to their language, nurses develop endanger trust in patients thereby promoting therapeutic relationship (McCabe and Timmins, 2013. The nursing and Midwifery Council (2015) advocates communication, trust, dignity and respect as fundamental aspects of care delivery that facilitate effective therapeutic relationships. Respect involves accepting other individual’s beliefs despite nurse’s personal feelings as patients come from a variety of backgrounds.  Jones and Bartlett (2012) puts emphasis on the importance of non- judgmental attitudes about patients and accepting everyone as unique human beings in their own right.

    As nurses, being an effective communicator with culturally diverse patients, it is important to be aware of different cultures and norms that affect values and behaviors in different societies and maintain professional boundaries. Therefore, in order to achieve this, as a student nurses, I made sure I spend time communicating with patients with a focus to establishing information to facilitates effective person centered care. Promoting dialogue also facilitates understanding of people’s cultures, respecting their boundaries thereby acting as professionals rather than personal friend (Rushton, 2014). This kind of relationship promotes dignity and gives patients confidence to share their concerns and be involved in their care to support holistic healing of patient.  This therapeutic relationships in nursing essay was my goal of to facilitate development of therapeutic relationships in a professional manner.

     

    In addition to this, there are facilitators that contribute to development of therapeutic relationships when nurses listen to patients in order to build trust from patients. Arnold, (2014) states that building trust involves values and emotions that results from interacting with patients and acting in trust.  therapeutic relationships in nursing essay. In this way, nurses understand patients’ values.  This aspect also helps to raise patient’s self-esteem and feelings of worth as respected individuals. The concept promotes prioritizing people as underpinned by Nursing and Midwifery Council code of conduct (2015).

     

    The therapeutic relationships in nursing essay demonstrates that therapeutic relationships can only be effective when underpinned by gaining patients co-operation and encouraging patients involvement in all stages of assessment and care planning purposes.  These aspects facilitate tailoring care towards patient’s preferences and needs while valuing them as people of worth.  Effective communication, recognizing and maintaining professional boundaries also facilitate comprehensive development of therapeutic relationships that promote positive health outcomes for all patients.

  • Neuro-imaging technique

    Name two major neuro-imaging techniques and describe their use for the psychiatric patient. Discuss how these techniques have influenced care of the patient with mental disorders. Summarize your findings in a 1 page paper. (APA formatted summary is required)

  • Educational preparation and role(s) of the clinical nurse leader (CNL)

    To respond to the following discussions on Educational preparation and role(s) of the clinical nurse leader (CNL)

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    Identify the educational preparation and role(s) of the clinical nurse leader (CNL) designation. Give an example of how the CNL influences direct patient care whether in a hospital or out in the community.

    According to American Nurse Today, an American Nurses Association (ANA) journal, the Clinical Nurse Leader requires a minimum of a Masters’ of Science in Nursing (MSN) (Monaghan, 2011). They often compared to Clinical Nurse Educators and Clinical Nurse Specialists as the educational preparation is the same and some responsibilities overlap in the clinical setting.

    The role of the CNL is be part of the interdisplinary team as they integrate evidenced based practice at the point of care (Monaghan, 2011). The CNL role consist of six elements:

    Leadership and change

    Interdisciplinary relationships

    Knowledge transfer

    Outcomes management

    Clinician at the point of care

    Professional development (Monaghan, 2011).

    In the hospital setting an example of how the CNL influences care by being a facilitator of direct care. This means supporting floor nurses, being liaison for changes and setting positive examples for nurses (Monaghan, 2011).

    Reference:

    Monaghan, H., RN, MHSC. (2011). Clarifying the clinical Nurse Leader Role: Guardian of Care. American Nurse Today,6(4). Retrieved October 2, 2017, from www.americannursetoday.com.

  • Health Care

    Now that you know a little more about creative problem solving and the importance of health literacy, you will take the next step to approaching a problem by completing the initial phase of Creative Problem Solving: Problem Scoping. This process establishes clear requirements for creating a viable final solution. It often is initiated by the identification of a need or issue. This part of the problem-solving process focuses on the issue/need by gathering and analyzing information. In other words, you will clearly define what needs to be done prior to creating an effective solution.

    This SLP will help you practice your problem-scoping skills by completing a clear, focused Problem Scoping Document. This will provide a clear problem definition and target for solution development.

    Problem Scoping Assignment Instructions:

    As you complete the problem-scoping phase, your proposed document will include the following information:

    Develop      a problem statement.

    Determine      any potential constraints.

    Determine      the criteria.

    Identify      the stakeholders.

    Develop      a procedure for gathering data prior to decision making.

    Be sure to thoroughly complete and submit the 
    Problem Scoping Document Template
    .

    Select a public health issue from the CDC website that you reviewed for Module 3 at 
    http://www.cdc.gov/features/datastatistics.html 
    and incorporate the information found there into a Problem Scoping document by following these steps:

    Determine      what questions you would ask yourself:

    Scope       of the problem—Part of the Problem Statement.

    When       and where the problem occurs—Part of the Problem Statement.

    Impact—Part       of the Problem Statement.

    Identify       two criteria related to the problem statement that you created.

    Who       is directly involved with the problem? Stakeholders?

    Determine      how you would gather data important to educating the public on this issue.

  • Levy family – Assessing Clients With Addictive Disorders

    Levy family – Assessing Clients With Addictive Disorders

    To prepare:

    Review this week’s Learning Resources and consider the insights they provide.

    Review the 
    Levy Family
     video Episodes 1 through 5.

    The Levy family – Assessing Clients With Addictive Disorders  Assignment

    In a 2- to 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.

     

    Transcript of video Levy Family:

    Episode 1

    Program Transcript

    [MUSIC PLAYING]

    FEMALE SPEAKER:
    You
    ‘re not dressed
    ?
    You
    ‘re
    going to be late for work.

    MALE SPEAKER:
    I
    ‘m
    not going to work.
    I
    ‘m
    sick.

    FEMALE SPEAKER: Of course
    you
    ‘re
    sick.
    You
    ‘re
    hungover.
    Idon’t
    want the

    boys
    to see
    you
    like this. Go back to bed.

    MALE SPEAKER: See
    me
    like what?
    I
    told
    you
    ,
    I’m
    sick.

    FEMALE SPEAKER: Well, what do
    you
    call it when someone is sick almost

    every morning, because they drink every night while they sit in the dark watching

    TV?

    MALE SPEAKER:
    You
    calling
    me
    a drunk?

    FEMALE SPEAKER: What do
    you
    call it?

    MALE SPEAKER: I call it, leave me the hell alone.

    FEMALE SPEAKER: Baby, you need to stop this. It’s tearing us up. The drinking,

    the anger– you’re depressed.

    MALE SPEAKER: You said, for better or worse.

    FEMALE SPEAKER: My vows don’t cover this. You were never like this before.

    You’ve changed. I want us back, the way we used to be.

    MALE SPEAKER: That way is dead. It died when I went to Iraq

     

     

    Levy Family: Episode 2

    Program Transcript

    FEMALE SPEAKER: I want to thank you for getting me this Levy case. I think it’s

    so interesting. Just can’t wait to meet with the client.

    MALE SPEAKER: What do you find interesting about it?

    FEMALE SPEAKER: Well, he’s just 31. Usually the vets I work with are older. If

    they have PTSD, it’s from traumas a long time ago. But Jake, this is all pretty

    new to him. He just left Iraq a year ago.

    You know, Iwas thinkinghe’d be perfect for one of those newer treatment

    options, art therapy, meditation, yoga, something like that.

    MALE SPEAKER: Why?

    FEMALE SPEAKER: Well, I’ve been dying to try one of them. I’ve read a lot of

    good things. Why? What are you thinking?

    MALE SPEAKER: I’m thinkingyou should really think about it some more. Think

    about your priorities. It’s a good idea to be open-minded about treatment options,

    but the needs of the client have to come first, not just some treatment that you or

    I might be interested in.

    FEMALE SPEAKER: I mean, Iwasn’t saying it like that. I always think of my

    clients first.

    MALE SPEAKER: OK. But you mentioned meditation, yoga, art therapy. Have

    youseen any research or data that measures how effective they are in

    treatment?

    FEMALE SPEAKER: No.

    MALE SPEAKER: Neither have I. There may be good research out there, and

    maybe one or two of the treatments that you mentioned might be really good

    ideas. I just want to point out that you should meet your client first, meet Jake

    before you make any decisions about how to address his issues. Make sense?

    FEMALE SPEAKER: Yeah.

    Levy Family: Episode 2

    Additional Content Attribution

    © 2016 Laureate Education, Inc.

     

    Levy Family: Episode 3

    Program Transcript

    JAKE LEVY: We’d be out on recon in our Humvees, and it would get so hot. We

    used to put our water bottles in wet socks and hang them right outside the

    window just so the water would cool off of a bit, and maybe then you could drink

    it.

    Man, it was cramped in there. You’dbe drenched, nowhere to breathe. It’s like

    riding around in an oven. And you’d have your helmet on you, 100 pounds of

    gear and ammo. I swear, sometimes I feel like it’s still on me, like it’s all still

    strapped on me.

    FEMALE SPEAKER: How many tours did you do in Iraq?

    JAKE LEVY: Three. After that last recon, I just– There were 26 of us. Five

    marines in the Humvee I was in. I remember I was wearing my night vision

    goggles. We passed through a village and everything was green, like I was in a

    dream or under water.

    And then there was a flash, bright light just blinded me. There was this explosion.

    Ican’t– Ican’t–

    FEMALE SPEAKER: It’s OK, Jake. Take it easy. I understand this is difficult.

    There’s something I;d like to try with you. It’s called exposure therapy, and it’s a

    treatment that’s used a lot with war veterans, especially those struggling with

    anxiety and PTSD.

    JAKE LEVY: Exposure therapy?

    FEMALE SPEAKER: Yes. It’s to help someone like yourself to confront your

    feelings and anxieties about a traumatic situation that you’ve experienced. It’s a–

    It’s meant to help you get more control of your thoughts, to make sense of what’s

    happened, and to not be so afraid of your memories.

    JAKE LEVY: Put that in a bottle and I’ll buy 10 cases of it.

    FEMALE SPEAKER: Well, one part of it is learning to control your breathing. And

    whenyou practice that, you can learn to manage your anxiety, to get more

    control of it, not let it control you, to protect yourself. Do you want to try it?

    JAKE LEVY: Right now?

    FEMALE SPEAKER: Sure.

    JAKE LEVY: Why not?

     

    Levy Family: Episode 3

    FEMALE SPEAKER: OK. Well, I know this sounds crazy, but a lot of people don’t

    breathe properly. And it really comes from bad habits. When they inhale and

    exhale, all the effort is here in their chest and shoulders. And the problem with

    that is you get a really short, shallow breath. And that really increases the stress

    and anxiety in your body.

    Instead, a more natural breath should always involve your diaphragm, right here

    in your abdomen. When you breath in, your belly should expand. And when you

    breath out, your belly should fall. OKJAKE LEVY: OK.

    FEMALE SPEAKER: So, let’s practice. Close your eyes. Now, I want you put one

    hand on your abdomen and the other across your chest. Good. Good. Now, I just

    want you to take a few breaths, just like normal. What are you feeling?

    JAKE LEVY: I feel my chest moving up and down. But my belly, nothing.

    FEMALE SPEAKER: OK. So that’s what I was just talking about. That’s OK. Let’s

    try this. I want you take a breath. And this time, I only want you to allow your

    abdomen to expend when you breathe in and to fall when you breathe out.

    OK, let’s try it. Breathe in. Breathe out. Breathe in. Breathe out.

    You feeling better? More relaxed?

    JAKE LEVY: Yes.

    FEMALE SPEAKER: And the more you practice it the easier it will become. So

    when you find that stress and anxiety coming on, just do your breathing. You can

    keep yourself from getting swept by all those bad thoughts. OK?

    JAKE LEVY: Yes. Thank you.

    FEMALE SPEAKER: So, do you want to try to go back to what you were telling

    me about before?

    JAKE LEVY: I can try. It was night. We were out on recon. It was my third tour in

    Iraq

     

     

    © 2016 Laureate Education, Inc. 1

    Levy Family: Episode 5

    Program Transcript

    FEMALE SPEAKER: It was such an intense story. I just kept seeing things the

    way he did, you know. The weird green of his night-vision goggles, his sergeant

    screaming for Jake to kill him. I just keep seeing it all in my head.

    [MUSIC PLAYING]

    MALE SPEAKER: Why, do you think?

    FEMALE SPEAKER: Why what?

    MALE SPEAKER: Why do you think you keep thinking about this story, this

    particular case?

    FEMALE SPEAKER: I don’t know, maybe because it’s so vivid.You know, I went

    home last night, turned on the TV to try to get my mind off it. And a commercial

    for the Marines came on, and there was all over again– the explosion, the

    screams, the man dying. Such a nightmare to live with, and he’s got a baby on

    they way.

    MALE SPEAKER: Could that be it, the baby?

    FEMALE SPEAKER: Maybe. That’s interesting you say that. I mean, the other

    vets I work with are older, and they have grown kids. But Jake is different.

    I just keep picturing him with a newborn. And I guess it scares me. I wonder if

    he’ll be able to deal with it.

    Levy Family: Episode 5

    Additional Content Attribution

    MUSIC:

    Music by Clean Cuts

    Substance Abuse Addiction. In Their Own Words

    Program Transcript

    NICOLE: My name is Nicole. And May 30, I will have five years in recovery.

    RICKY: My name is Ricky. I’ve been in recovery for 10 years.

    GRETCHEN: My name is Gretchen. And I’ve been in recovery for about three

    years.

    JASON: Myname’s Jason, and I’ve been in recovery for five months.

    ODESSA: My name is Odessa, and I have been in recovery for six years.

    SHANE: My name is Shane, and I have 11 years clean.

    FEMALE SPEAKER: Six addicts, six remarkable stories of addiction, treatment,

    and recovery in their own words.

    GRETCHEN: My addictions are prescription pain pills and alcohol. I’m a survivor

    of childhood sexual trauma, so that’s– and my parents are addicts. And my

    parents always used around me. Their friends always used around me.

    I grew up thinking that was normal. I grew up thinking chaos was normal and

    negative type behaviors. My mother had breast cancer, and mymother has other

    health issues. And she’s addicted to her pain pills.

    I would try and reach out to her for help, and she would just say, you know, go

    get me a bottle or go getme a beer or go get this. And she would take those pain

    pills with that alcohol. When you sit there and you watch your mother do that and

    not help you and not support you and not listen to you, and the whole time I was

    there I was telling her I needed to get help.

    I needed help. I needed counseling. I needed treatment. I needed something.

    In the worst stage of my addiction, I just kind of went off the deep end with it all. I

    just realized that Icouldn’t handle it anymore and Ididn’t know how to fix it. SoI

    just self-medicated and drank, and drank, and drank, and took pills and drank.

    And some things happened that just caused me to realize that I was going to die

    if I didn’t reach for help.

    JASON: I snuck into a Casino with a fake ID at 14 and won $1,000 playing

    Blackjack, and then it was like my whole life went this way. It was like college,

    that all canwait, because there’s no way I can make this much money. So it was

    just off to the races from then.

    © 2016 Laureate Education, Inc. 1

     

    In Their Own Words

    I can remember one time I cashed out my 401k, took out like $30,000, went

    straight to the casino. Doubled that and didn’t leave. And then lost $40,000.

    I think I got the same feeling losing or winning. It was as long asI was gambling.

    It didn’t matter. It’s the same. It’s the rush.

    I would go to the casino. And, of course, they’d give me a room for a week or two

    weeks, whatever I wanted. I would stay there literally. I just wouldn’t go to work.

    And of course, no employer’s going to put up with that.

    I pretty much just lost everything. And I knew it was time to do something.

    RICKY: My daddy, when I finished high school, he passed away. So that just,

    that left me, the oldest son, on the farm. So I had to drop everything. There was a

    lot of pressure. There was a lot of disappointment, and the only way I could cover

    that up was by drinking.

    NICOLE: My addiction began when I was a child. I was ADHD, always bouncing

    off the walls. And that’s when I first got my first experience with pills.

    And I remember that chemical feeling of feeling relaxed, and I liked it. And

    throughout my adolescence I experimented with marijuana, pills, alcohol,

    whatever.

    I had a schedule where I would drink at noon, and then I would drink at 2:00. You

    know I had this whole schedule of– it was really silly. It’s funny how you have this

    whole mindset and you can trick yourself. And you’re thinking in addiction is

    absolutely crazy.

    My addiction got really bad. I was in an abusive marriage. I had a heart attack

    during that time. And anyway, it was just really, really bad. And basically, I just

    wanted to numb the bad feelings.

    ODESSA: Addiction started for me at an early age, probably around eight-yearsold,

    nine-years-old. My grandparents made homemade wine, and I would like

    taste it. So that’s where I think it actually started for me.

    It started with alcohol, marijuana, and cocaine, and then later crack cocaine. For

    most of my 20s and 30s, I was an active addict. I could stop for many years and

    then start back. But every time I would start back, the addiction would get worse

    and worse.

    Once I got to a point in my life where things were falling totally apart. Foreclosure

    on homes, repo of vehicles, family dynamic totally destroyed, living on the

    streets, prostituting, doing whatever I had to do to get drugs. That’s when I

    realized I needed help.

    © 2016 Laureate Education, Inc. 2

     

     

    In Their Own Words

    SHANE: I found my drug of choice right out of high school, which was

    methamphetamine. When I found my drug of choice, nothing else really mattered

    to me. It was just the getting and using and finding ways and means to get more.

    Through that period of life I got married a coupletimes, but one thing was clear, I

    stayed married to methamphetamine. Ididn’t have the ability to get away from it.

    It became a normal part of life for me.

    And I called myself being a functioning addict, because Ihad the ability to go to

    work. Ihad the ability to be an energetic father, and all these lies I kept telling

    myself, because I was able to function in everyday society. That addiction cost

    me two marriages. It almost cost me my family. And it pretty much destroyed my

    relationship with my kids.

    First treatment center I went to they brought a guy by me in a straight jacket, and

    I left out after about three hours, because I knew that if I talked to somebody that

    they were going to know I was crazy. Because I knew the things that were

    happening in my head were not supposed to be in my head. SoI ran. Told them I

    needed to get a bag out of the car, and I was gone.

    I guess some of the first events that happened to me that allowed me to begin to

    open my eyes was, first of all, was a suicide attempt. I had a pistol in the truck,

    and Icouldn’t pull the trigger. I had it to the roof my mouth, and I had that blink of

    something’s wrong and I need help. I can’t do this on my own. And I want to die. I

    just couldn’t do it.

    Second glimmer was I had hit– I had gotten arrested. And I can remember laying

    there in that jail cell, and looking up at that ceiling, being on suicide watch in a

    paper suit, not really thinking the substance was a problem, but thinking that

    something was a problem.

    I am not meant to be in this cell. Something’s wrong, and I need to get some

    help. That time, they released me straight out of jail into treatment. All those

    things came flooding back up, and I just wanted to live right back in that denial

    again and blame it on everybody else but myself. But that was the start.

    The steps that helped me the most from my addictions counselor’s standpoint is

    the ability to sit down and talk to me like a human being. I guess I had a definition

    of myself when I got to treatment the last time from being in jail and being called

    a convict that I was just trash and that I’d never amount to anything.

    And thenyou hear all the rumors of when somebody’s an addict, they’re always

    an addict. And there’s no help for people like us. That addictions counselor

    actually treated me like a human being, and he asked me a point blank question.

    What do I want to do with my life?

    © 2016 Laureate Education, Inc. 3

     

    In Their Own Words

    And hereI was a 28-year-old man that didn’t have a clue what he wanted to do

    with his life. That was the starting point that hey, this guy wants me to do

    something. So maybe I should start thinking about my dreams again.

    Everybody had dreams as a child. But I had lost mine somewhere. I had gotten

    into this monotonous life of getting high, going to work, that didn’t work anymore.

    What was I going to do with my life?

    He built me up. He gave me confidence to walk into a 12-step meeting, to walk

    into a public place and actually talk.

    ODESSA: I had to relapse several times to understand that Icouldn’t do this by

    myself. Icouldn’t beat this thing. The first step, I had to admit that I was an

    addict. For years, Ididn’t want to accept that, because I had been so productive

    for so long.

    And the second thing was for me to be able to surrender to something. It’s hard

    to surrender to something that youdon’t know anything about. So to be able to

    trust someone in recovery was like foreign land to me.

    RICKY: If Idon’t do anything about this, I’m going to die. And I had to come out of

    this denial stage and realize that. I began to come open-minded to suggestions,

    because Iwasn’t living. I was trying to survive. Iwasn’t living.

    JASON: The first 30 days, 35 days or so, it was like extensive group therapy

    every morning of the week, where you get in groups with a bunch of people,

    maybe 10, 15 people with my addiction. We talk about it, talk about what we’re

    going through, and what not, what’s on our mind, just whatever, and just be open.

    And then you have these classes that you deal with about the addiction. And

    then, of course, the meetings at night, 12-step meetings. After the 35 days,

    another 60 days of the same thing, but a little bit more freedom, not so intense,

    but staying around people in recovery and not just going back out there to where

    I came from.

    I’ve been in treatment four times. And I’ve always gone back. Gotten out and

    gone back to where I came from. It does help to kind of relocate and then be

    around people that are trying to do what you’re doing for sure.

    Because every time I would go back to that old environment– of course, I’m with

    my old friends. They don’t have that problem, but they’re going to do it. And then

    here you are getting dragged back into it.

    NICOLE: This lady who had been my cousin’s sponsor, her name popped into

    my head. And so I called her and I said, Idon’t know what’s going on with me. I

    said,I tried to quit drinking.

    © 2016 Laureate Education, Inc. 4

     

     

     

    In Their Own Words

    But I feel like if Idon’t get a drink, I’m going to die. And I know that that means

    something is wrong. And she was like, well, I’m going to chair a meeting tonight,

    a narcotics anonymous meeting. Why don’t you come?

    And I was like, well, Idon’t need a meeting. I’ve never done cocaine or shot

    needles in my arms. I don’t need a meeting. And so I got through the afternoon

    by the grace of my higher power somehow. And I was throwing up. I was so sick.

    And I was like, no, I’m not going. Yes, I’m going to go. No, I’m not going to go.

    And finally, I went. And I’ll never forget that day.

    And I walked in, and it was full of people. And I’m so scared. And when they did

    the readings at the meeting, I was like, it just got chills. And I knew I was home.

    GRETCHEN: I would not suggest to anybody to do it the way I did. I would

    suggest someone maybe in my position to get medical detox, which I didn’t do. It

    could have killed me. But I detoxed at home.

    I was very violently ill. And I just kept telling myself, God doesn’t want me to

    forget what this feels like. He doesn’t want me to forget this time.

    And the people at my church and the people in my meetings, they helped me.

    They helped me through it. They helped me to understand that I was going to be

    all right and that even though it didn’t seem like that there was going to be a

    better day, there was.

    And I just reached out to every resource I could find to get information on why I

    might be doing the things I was doing or feeling the way I was feeling and what to

    do about it. And I’m still doing that, and I’m not going to stop. Nothing stopped me

    when I was in my addition, and now, nothing’s going to stop me in my recovery.

    JASON: The best program out there for me is the 12-step program. I meet a lot

    of people that are coming into the program, and they think once they go to

    church and get saved, and all this kind of stuff, they’ll be fine. Which if it works for

    them, good. But for me it didn’t, because I wasn’t around those people with the

    same problems that I had. So the 12-step program has definitely been the most

    beneficial to me.

    SHANE: I think the most successful treatment that helped me would be cognitive

    behavior. It allowed me to see that the problem wasn’t the problem. It was the

    thought about the problem. I would think it, and then all of sudden, it became a

    problem, because it would be rethought, and rethought, and rethought before it

    becomes this monstrous mountain I can’t get through.

    SoI was beginning to see that if I just dealt with my problems as they came

    along, they didn’t become these monsters. They were just life. And then of

    © 2016 Laureate Education, Inc. 5

     

     

    In Their Own Words

    course, the motivational interviewing, the being able to sit down right where I am,

    and meetme there, and then walk from me there was just amazing to me.

    Of course, the 12-steps played a monstrous role. And I continue working the 12

    steps today. It is part of the maintenance program that I utilize day in and day

    out. Those three things are probably the most powerful things that happened in

    my life and some of the things that I’m the biggest proponent of today.

    RICKY: Connecting with God, spirituality. When that clicked in, it was on. All of it

    began to make sense, all of it. I made that connection. And Idon’t think I would

    have made that connection without the 12 steps. Iwouldn’t be sitting here to be

    honest with you. It saved my life. Literally, it did. I made that connection with

    God.

    ODESSA: 12 steps was the most helpful for me. It gave me an outlet. And not

    only with people that are just like me, but people that were totally opposite.

    People that you could say that youwouldn’t think would be there were there, the

    support. They understood.

    NICOLE: 12 step was really the only I’ve– I mean it worked. We started a

    women’s only group, which has been great, a coupleyears ago. And that’smy

    home group. And so I go to a couple a week. I’m always working on step work,

    and I will be the rest of my life.

    GRETCHEN: I just kind of winged it myself. But that’s dangerous. I realize that

    now. I mean I knew I was sick when I was withdrawing. I knew, but I didn’t know

    what physically could have happened to me really. I’m here now.

    RICKY: The most successful thing that I learned that guarded me against relapse

    was seeing the people coming to treatment and realizing that it’s still out there,

    bigger than ever, badder than ever. And allI had to do is take that one slip and

    that’s it.

    JASON: The most successful things I’ve learned to guard myself against relapse

    would be like triggers. Certain kinds of music is a trigger for me, as weird as it

    sounds. Or definitely talking about it, entertaining glory stories of, man, one time I

    went, and I won this amount of money.

    Entertaining that thought, and then my blood is flowing, and that becomes my

    obsession in my head. So just realizing the fact that I’ll never be able to gamble

    again, not keeping that reservation in the back of my mind that, well, maybe one

    day if I’ll be able to manage it.

    ODESSA: Cravings still come, thoughts of using. Just driving past a place that

    you’re familiar with. To be able to pick up the telephone and call someone and

    © 2016 Laureate Education, Inc. 6

     

    In Their Own Words

    tell them about the things that you’re thinking. That was a hard, hard thing for me

    to do.

    And to ask for help from others, it is was just almost unheard of. But that was the

    main thing that helped me to start my road to recovery.

    SHANE: Some of the things that I learned in treatment that allowed me to begin

    to see what some barriers would be or what would be some walls that I could put

    up to stop me from relapsing, of course, was the ability to talk to people. When I

    was able to share those sick thoughts, then they dissipated. They would leave

    me.

    I can remember the very first time I did that with an individual, the first person I

    called, my sponsor. And I reached out and I said, here’s the craziness that I’m

    thinking, that I could go out and use just one time, that I could be successful with

    it this time, or just use on the weekends.

    And he said, man, do you know how crazy that sounds. And it hit me. He did. He

    knew how crazy that sounds because he had thought the same thing. That

    connection was the beginning of being able to trust people again. And that there

    were people just like me.

    NICOLE: To make a cake you have to have all the ingredients. And if you leave

    out one of those ingredients, the cake’s not going to turn out. So to prevent

    relapse, you have to have all the ingredients, which is have a sponsor go to

    meetings and learn the steps with your sponsor.

    GRETCHEN: I’ve watched other people die. I’ve watched other people relapse.

    And I came to a place inside of my addiction, where I could have really died. I

    knew I was going to. I knew I was. if I didn’t stop it.

    And now I’m seeing it happen to other people, and everybody thinks it’s not going

    to happened to me. Yes, it happens. It can happen to you. And it scares me. I’m

    scared.

    But my last relapse, just all the events that took place, really reality hit. And I

    became very afraid, and my fear of it seems to keep me, it seems to drive me

    towards recovery, more and more every day.

    SHANE: I still go to 12-step meetings. I still have a sponsor. I still talk to my

    sponsor if not every day, but every other day, because those sick thoughts will

    come back. And that beast is waiting on me.

    JASON: Man, how am I going to enjoy football or sports without betting on them.

    I even told myself for a little while that maybe I’ll do it again one day, but just not

    © 2016 Laureate Education, Inc. 7

     

     

     

    In Their Own Words

    today. I’m going to, just today, I’m not going to think about gambling. I’m not

    going to gamble. I’m not going– I’m just going to be.

    GRETCHEN: It’s kind of like you’re in a boat with a pale, and you’re throwing the

    water out of the boat, and youdon’t want to give your pale to anybody, because

    you know you’ll sink. But at the same time, you know you are trying to help others

    as well.

    Ihave to remember that I’m still in recovery, and I have to take care of me first.

    Or I’ll be a disaster, and Iwon’t be able to take care of anybody else.

    RICKY: What I do now, I’m an alcohol and drug counselor. It feel good to know

    you’re helping others in the same predicament that you were once in. And I’m

    going to continue doing that, because I know what it’slike.

    SHANE: One of the counselors had a mirror in his office, and he said, go look in

    that mirror. And I walked into that mirror. And he said, now, look straight in the

    eyes of the person that’s looking at you in that mirror and say, if that’s not the

    problem, there is no solution, because Ican’t change anything else but that.

    And that scared me. It scared me, because I was the one destroying everybody

    around me, including myself. It’s like I was OK with dying. I was afraid of living.

    And boy, it impacted so much in my life. It’s one of the things that still draws me

    to recovery today.

    And I want tear up thinking about it right now, because it’s one of the powerful

    things that keeps me going. And that addictions counselor doesn’t know how

    much he’s helped me.

    NICOLE: An addiction counselor helped me and pushed me to go back to school

    and back to college. And I graduated with honors, and I would have never even

    tried it if it weren’t for him. And we got married. And he’s my husband today.

    ODESSA: For so many years, I only believed in me and what I was incapable of

    doing. But no man is an island. And I’ve learned that. And reaching out to others

    and working in a 12-step program and being held accountable has made my life

    successful. Matter of fact, all the years that I thought I was productive, Iwasn’t at

    peace. Today, I’m at peace.

    © 2016 Laureate Education, Inc. 8

     

     

     

    Week 6: Psychotherapy for Addictive Disorders

    “A long-standing debate has roiled over whether addicts have a choice over their behaviors. The disease creates distortions in thinking, feelings, and perceptions, which drive people to behave in ways that are not understandable to others around them. Simply put, addiction is not a choice. Addictive behaviors are a manifestation of the disease, not a cause.”

    –Dr. Raju Hajela, former president of the Canadian Society of Addiction Medicine

    A common misconception is that addiction is a choice, and addicts are often labeled as individuals who lack morals, willpower, or responsibility. However, addiction is a clinical disorder that must be treated with the support of a health care professional. Although many people who are exposed to potentially addictive substances and behaviors continue life unaltered by their experiences, some people are fueled by these experiences and spiral out of control. In your role as the psychiatric mental health nurse practitioner, you must be prepared to not only work with these individuals who struggle with addiction, but also help them and their families overcome the social stigmas associated with addictive behavior.

    This week, as you explore psychotherapy for addiction, you assess clients presenting with addictive disorders. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

    Photo Credit: Laureate Education

    Learning Resources

    Required Readings

    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)

    American Psychiatric Association. (2013).
    Diagnostic and statistical manual of mental disorders
    (5th ed.). Washington, DC: Author.

     

    Note:
    You will access this text from the Walden Library databases.

    Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview. German Medical Science Psycho-Social-Medicine, 4, 1–11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

    Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

    Walden University. (2016). ASC success strategies: Studying for and taking a test. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting

     

    Required Media

    Laureate Education (Producer). (2013c).
    Levy family: Episodes 1
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 2 minutes.Laureate Education (Producer). (2013c).
    Levy family: Episodes 2
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 2 minutes.

    Laureate Education (Producer). (2013c).
    Levy family: Episodes 3
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 6 minutes.

     

    Laureate Education (Producer). (2013c).
    Levy family: Episodes 4
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 5 minutes.

    Laureate Education (Producer). (2013c).
    Levy family: Episodes 5
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 2 minutes.

     

    Laureate Education (Producer). (2012c).
    In their own words
    [Video file]. Baltimore, MD: Author.

     

    Note:
    The approximate length of this media piece is 23 minutes.

     

    Dronen, S. O. (2012). New research about Facebook addiction. Retrieved from http://www.uib.no/en/news/36380/new-research-about-facebook-addiction

    Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for adults in the criminal justice system. Treatment Improvement Protocol (TIP) Series 44. Rockville, MD: Author. Retrieved from http://store.samhsa.gov/shin/content//SMA13-4056/SMA13-4056.pdf

    Substance Abuse and Mental Health Services Administration. (2007). Problem gambling toolkit. Retrieved from http://store.samhsa.gov/product/Problem-Gambling-Toolkit/PGKIT-07

    Substance Abuse and Mental Health Services Administration. (2013). Substance abuse treatment for persons with co-occurring disorders: A treatment improvement protocol. Treatment Improvement Protocol (TIP) Series 42. Rockville, MD: Author. Retrieved from http://store.samhsa.gov/shin/content//SMA13-3992/SMA13-3992.pdf

  • Health of people and the country

    Health of people and the country

    We are constantly looking for information on the health of people and the country. According to one site, health statistics provide key indicators that help us know about the conditions of life in a country (Importance, n.d.). The author goes on to say these statistics help us understand the impact of health on people and work for their betterment. As we monitor the health of a population, we enhance our understanding of strategies to promote its health (Importance, n.d.).

    Discuss whether or not you feel health planners, government officials, and healthcare organizations are using social issues/pressures or health statistics to determine strategies? Which is more reliable?

    Reference:

    Importance. (n.d.). Retrieved from 
    http://www.nlm.nih.gov/nichsr/usestats/importance.html

    Uses. (n.d.). Retrieved from 
    http://www.nlm.nih.gov/nichsr/usestats/uses.html

  • Patient with undifferentiated schizophrenia about medications

    Patient with undifferentiated schizophrenia about medications

    How would your plan for teaching a patient with undifferentiated schizophrenia about medications differ from the plan for a patient with depression? What issues would you consider when teaching a patient with paranoid schizophrenia about his or her medication? Provide your responses in a 450-word APA format summary. Include list of all references used to support your answer.