NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
Walden University NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
Whether one passes or fails an academic assignment such as the Walden University NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
The introduction for the Walden University NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
After the introduction, move into the main part of the NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
Discussion: Therapy for Clients with Personality Disorders
Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.
Learning Objectives
Students will:
- Analyze therapeutic approaches to treating clients with personality disorders
To prepare:
- Review this week’s Learning Resources and reflect on the insights they provide.
- Select one of the personality disorders from the DSM-5.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature.
Read Also: DeVRY NR 361 Week 4 discussion Your Patient has a PHR (Personal Health Record)
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 11 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 11 Discussion
Exam: Final Exam
Learning Objectives
Students will:
- Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals
This exam is a test of your knowledge in preparation for your certification exam. No outside resources including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.
This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:
- Supportive and Psychodynamic Psychotherapy
- Interpersonal Psychotherapy
- Humanistic-Existential and Solution-Focused Approaches to Psychotherapy
NRNP 6640 Week 11 Discussion Therapy for Clients with Personality Disorders - Psychotherapy With Children
- Psychotherapy With Older Adults
- Termination and Outcome Evaluation
By Day 7
Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.
Submission
Submit Your Exam by Day 7
To submit your Exam:
Sample Answer for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
Personality disorders comprise multiple features and characteristics and are classified into three main clusters: A, B, and C (Zandersen & Parnas, 2019). People with disabilities in each cluster share essential features, such as quirky and unusual qualities. In cluster A, patients exhibit unusual or irregular conduct, which causes social issues. Cluster A conditions include schizotypal, paranoid, and schizoid personality disorders. Cluster B patients have chaotic and volatile personalities. Cluster B personality disorders are classified into four types: antisocial, borderline, histrionic, and narcissistic. Cluster C patients display scared and anxious characteristics. Cluster C personality disorder is classified into three types: avoidant, dependent, and obsessive-compulsive. The purpose of this paper is to describe paranoid personality disorder and to suggest the best treatment approach.
Paranoid Personality Disorder
PPD (Paranoid Personality Disorder) is classified as Cluster B in the DSM-5. PPD is a personality condition in which people develop a persistent, widespread, and abiding suspicion of others. PPD affects around 2.3 to 4.4% of the overall population in the United States, with males being more affected than females (Perrotta, 2020). According to the DSM-V, a patient must exhibit at least four of the seven symptoms listed to be diagnosed with these illnesses. Symptoms include, always assuming that individuals are lying or using you without evidence, doubting others’ faithfulness and reliability, retaining information to themselves out of fear of being betrayed, believing that other people’s remarks are always heartfelt and threatening, feeling guilt, being always envious and distrustful of others, as well as continually whining (Ni & Wang, 2022). The etiology of PPD is unknown, however, there is minimal evidence that it is caused by biological or environmental causes. However, most individuals can benefit from psychotherapy if they are diagnosed early enough.
Therapeutic Approach
According to available evidence, most individuals with PPD can benefit considerably from CBT. When treating individuals with PPD, substantial emphasis is placed on a deeply rooted system of erroneous beliefs. Information bias reinforces paranoid ideas, and a lack of critical capabilities to confer adaptive traits (Köse & Erbaş, 2020). All of these elements are used in CBT sessions. The first stage in CBT for PPD patients is to acquire coping strategies to increase the patient’s belief in achieving the treatment objective. The therapist will use several tactics, such as self-reflection, to assist the client to modify their maladaptive ideas and interpret things in a more realistic and balanced manner. The patient will also learn interpersonal skills and other tactics to help change paranoid thinking to adaptive ones, resulting in relief and the capacity to have healthy relationships.
Therapeutic Relationship
Most of the time, people with PPD regard others as the problem, with erroneous perspectives of others. This makes diagnosing and treating these people much more difficult. As a result, for excellent treatment outcomes, the therapist must establish therapeutic rapport and a positive connection with the patient (Köse & Erbaş, 2020). To establish a positive relationship with the patient, I would listen to him or her with compassion and without judgment. I would then explain the diagnosis and its implications in detail. I will collaborate with the client to develop therapy objectives. I will always consider the client’s suggestions and make them feel as though I am on their side. But in group therapy, I’ll inform the patient’s family about their sickness and what they can do to help the patient get better.
Conclusion
DSM-V has classified personality disorders into three groups. PPD belongs to Cluster A. This condition is difficult to handle since they already have a negative opinion of others. However, studies demonstrate that by using the most suitable therapy strategy, doctors may build a healthy and trustworthy connection with the client, resulting in the desired outcome.
References
Köse, S. S., & Erbaş, O. (2020). Personality disorders diagnosis, causes, and treatments. Demiroglu Science University Florence Nightingale Transplantation Journal, 5(1-2), 22–31. https://doi.org/10.5606/dsufnjt.2020.013
Ni, C., & Wang, Y. (2022, December). Negative Parenting Practices, Childhood Trauma, and Paranoid Personality Disorder. In 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022) (pp. 2404-2413). Atlantis Press. https://doi.org/10.2991/978-2-494069-31-2_282
Perrotta, G. (2020). Borderline Personality Disorder: definition, differential diagnosis, clinical contexts, and therapeutic approaches. Ann Psychiatry Treatm, 4(1), 043-056. DOI:10.17352/apt.000020
Zandersen, M., & Parnas, J. (2019). Borderline personality disorder or a disorder within the schizophrenia spectrum? A psychopathological study. World Psychiatry, 18(1), 109–110. https://doi.org/10.1002/wps.20598
Sample Answer 2 for NRNP 6640 Week 11 Discussion: Therapy for Clients with Personality Disorders
Personality disorders are a collection of mental diseases in which the patient exhibits fixed patterns of specific behavior and ideas for an extended period. The fifth and most recent version of the DSM-5 recognized ten distinct forms of personality disorders that can be diagnosed as mental illnesses in three distinct groups (Winsper et al., 2020). Cluster A includes schizotypal, schizoid, and paranoid personality disorders; cluster B includes narcissistic, histrionic, borderline, and antisocial personality disorders; and cluster C includes obsessive-compulsive, dependent, and avoidant personality disorders. The goal of this discussion is to define paranoid personality disorder and recommend the best course of action for a patient who has been diagnosed with the disorder.
Paranoid Personality Disorder
The first personality disorder described by DSM-5 under cluster A is paranoid personality disorder (PPD). It is often diagnosed in those who have a persistent, extensive, and long-lasting suspicion of others, as well as a cynical perspective of others and the whole world (Grenyer et al., 2018). PPD patients typically struggle to get along with others because they do badly in collaborative or group work. When patients with PPD are stressed, they might experience short psychotic episodes. However, because there are no usual gross deficiencies in reality testing, PDD patients are not prescribed antipsychotic medicines, but rather psychotherapy.
Therapeutic Approach
Clinical guidelines do not specify a particular treatment option for PPD. The American Psychiatric Association, among other psychiatric organizations, supports CBT (Cognitive Behavioral Therapy) as the most effective treatment for PPD patients (Preti et al., 2020). The treatment of this disease mostly comprises a deeply ingrained system of maladaptive beliefs, the reinforcement of paranoid beliefs owing to information biases, and a lack of adaptability abilities. CBT interventions can change all of these characteristics. PPD patients frequently see other individuals as the source of their problems. This frequently makes it difficult to begin therapy with them. As a result, creating therapeutic rapport and trust is critical for promoting beneficial results with CBT.
Therapeutic Relationship
The therapeutic relationship can be described as the qualities of ideal interpersonal behavior and experience shared by the therapist and the patient, including skillful communication, ability to focus, and enjoyment, and having a significant impact on the patient’s involvement and performance in therapy (Saleh, 2022). Maintaining a positive therapy connection is critical to achieving favorable results. Because people with PPD already regard others as the issue, the therapist must demonstrate proper communication skills, both verbal and nonverbal, with great compassion and empathy while reporting the diagnosis to the patient, without being judgmental. Before accepting the diagnosis, the patient should be given considerable time to consider the symptoms. Communicating the patient’s diagnosis to family members is critical, especially for minors, since they play a significant role in the patient’s recovery. Communicating the diagnosis to them, on the other hand, is a different matter since they must realize that this is merely a mental condition that can be handled, and so they must assist the patient rather than discriminate against them.
Conclusion
Personality disorders are typically identified in people who exhibit unusual patterns of conduct that society considers odd. For example, PPD patients frequently perceive other people as the source of their problems, making it difficult for them to participate in group or team activities and collaborations. However, because no particular measured impairment exists, no psychiatric medicine has been prescribed for these patients. CBT, on the other hand, has been shown in studies to be quite beneficial in the treatment of PPD when combined with a well-developed therapeutic rapport and trust.
References
Grenyer, B. F., Lewis, K. L., Fanaian, M., & Kotze, B. (2018). Treatment of personality disorder using a whole of service stepped care approach: a cluster randomized controlled trial. PloS one, 13(11), e0206472. https://doi.org/10.1371/journal.pone.0206472
Preti, E., Di Pierro, R., Fanti, E., Madeddu, F., & Calati, R. (2020). Personality disorders in time of the pandemic. Current psychiatry reports, 22(12), 1-9. https://doi.org/10.1007/s11920-020-01204-w
Saleh, S. A. (2022). Defense mechanisms and personality disorders. In the Psychology of Consciousness: Theory and Practice (pp. 57-79). Springer, Cham. https://doi.org/10.1007/978-3-030-90692-4_5
Winsper, C., Bilgin, A., Thompson, A., Marwaha, S., Chanen, A. M., Singh, S. P., … & Furtado, V. (2020). The prevalence of personality disorders in the community: a global systematic review and meta-analysis. The British Journal of Psychiatry, 216(2), 69-78. doi:10.1192/bjp.2019.166
Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.
Name: Discussion Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
0–69 |
|||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response:
Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| First Response:
Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: Discussion Rubric