NRNP 6640 Week 9 Discussion: Counseling Adolescents
Walden University NRNP 6640 Week 9 Discussion: Counseling Adolescents-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6640 Week 9 Discussion: Counseling Adolescents 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 9 Discussion: Counseling Adolescents
Whether one passes or fails an academic assignment such as the Walden University NRNP 6640 Week 9 Discussion: Counseling Adolescents 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 9 Discussion: Counseling Adolescents
The introduction for the Walden University NRNP 6640 Week 9 Discussion: Counseling Adolescents 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 9 Discussion: Counseling Adolescents
After the introduction, move into the main part of the NRNP 6640 Week 9 Discussion: Counseling Adolescents 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 9 Discussion: Counseling Adolescents
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 9 Discussion: Counseling Adolescents
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.
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NRNP 6640 Week 9 Discussion: Counseling Adolescents
Discussion: Counseling Adolescents
The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior.
Learning Objectives
Students will:
- Assess clients presenting with disruptive behavior
- Analyze therapeutic approaches for treating clients presenting with disruptive behavior
- Evaluate outcomes for clients presenting with disruptive behavior
To prepare:
- Review this week’s Learning Resources and reflect on the insights they provide.
- View the media, Disruptive Behaviors. Select one of the four case studies and assess the client.
- For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.
Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.
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 an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.
Also Read: Discussion: Comparing Existential-Humanistic Therapy to Other Types of Therapy NRNP 6640-14
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 9 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 9 Discussion
Week in Review
Now that you have:
- Assessed clients presenting with disruptive behavior
- Analyzed therapeutic approaches for treating clients presenting with disruptive behavior
NRNP 6640 Week 9 Discussion Counseling Adolescents - Evaluated outcomes for clients presenting with disruptive behavior
Next week, you will:
- Assess clients presenting for psychotherapy
- Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy
Sample Answer for NRNP 6640 Week 9 Discussion: Counseling Adolescents
Case Overview
The client in the case study is a female adolescent with anger issues who argues and tells the counselor that he is horrible and stupid. She states that she hates been there and hate talking to the counselor. She further says that the session is worthless and refuses to say anything about her. The adolescent has behaviors aligned to Oppositional defiant disorder, which is a persistent pattern of rebellious, aggressive, and defiant behavior but without violation of social norms or other people’s rights (Cooper, 2018). The disorder is characterized by a child or adolescent anger outbursts, refusal to observe rules, and irritating behaviors.
In oppositional defiant disorder, the child repeatedly argues with adults, loses temper and is resentful, angry, and easily irritated by others (Cooper, 2018). Besides, the child actively opposes adults’ requests and rules and intentionally annoy others. Defiant children and adolescents often blame other people for their behavior and mistakes (Cooper, 2018). The child’s behavior also exceeds the expectations of other children in the same age group. Adolescents with a history of oppositional defiant disorder have a high risk of developing another mental disease in the future and hence should be appropriately managed to minimize the risk.
Therapeutic Approaches
The adolescent client will be managed with a combination of psychotherapy and pharmacotherapy. Psychotherapy interventions will include:
- Parent management training: This will involve training of the client’s parents on adolescent management skills (Kazdin, 2017). The parents will be trained on behavior change and hence change the adolescent’s behavior at home. Besides, they will be advised to be attentive to disruptive behavior and to adopt effective and non-aversive punishments (Kazdin, 2017). A thorough assessment of the family interaction will also be conducted.
- Behavior therapy: It will involve positive reinforcement of appropriate behaviors and not reinforcing negative behaviors.
- Individual psychotherapy: This approach will involve training the adolescent on adaptive responses, anger-management, and ways to express her feelings without offending others.
- Cognitive problem-solving training: Training on problem-solving aims at helping the client recognize and change the thought patterns that result in negative behavior (Kazdin, 2017). The training will also be done in collaboration with the parent to enable them to identify practical solutions (Kazdin, 2017). Besides, it will help in reducing undesirable behaviors by teaching the client how to respond to stressful situations positively.
- Social skills training: The client will be trained on social skills to enable her to interact with others and will involve teaching verbal and non-verbal behaviors that are crucial when interacting with peopl
Pharmacotherapy will aim at treating comorbid conditions such as anxiety or depression. Literature studies suggest that drugs used to treat Attention deficit hyperactive disorder may be successful in the management of oppositional defiant disorder (Connor, 2015). The client will be managed with Atomoxetine and Carbamazepine, which is a mood stabilizer.
Expected Outcomes
By the end of the psychotherapy sessions, the client is expected to demonstrate positive behaviors when interacting with others. She should be able to effectively express her feelings, control, and manage her anger and exhibit appropriate adaptive responses. Moreover, she should demonstrate practical problem-solving skills and appropriate social skills when communicating with adults and peers. Furthermore, the parents should report a change in her behavior at home, respect to her parents and adults, and obeying rules and those in authority. The mood stabilizers will act to control anxiety disorders and will help control the client’s mood disorders.
References
Connor, D. F. (2015). Pharmacological management of pediatric patients with comorbid attention-deficit hyperactivity disorder oppositional defiant disorder. Pediatric Drugs, 17(5), 361-371.
Cooper, R. (2018). Diagnosing the diagnostic and statistical manual of mental disorders. Routledge.
Kazdin, A. E. (2017). Parent management training and problem-solving skills training for child and adolescent conduct problems. Evidence-based psychotherapies for children and adolescents, 142-158.
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