NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
Walden University NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy 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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
Whether one passes or fails an academic assignment such as the Walden University NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy 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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
The introduction for the Walden University NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy 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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
After the introduction, move into the main part of the NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy 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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
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 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
NRNP – 6650 Psychotherapy With Groups and Families
Week 1: Legal and Ethical Considerations for Group and Family Therapy
Members of a cohesive group feel warmth and comfort in the group and a sense of belongingness; they value the group and feel in turn that they are valued, accepted, and supported by other members.
—Irvin D. Yalom, The Theory and Practice of Group Psychotherapy
Laureate Education (Producer). (2017). Introduction to psychotherapy with groups and families [Video file]. Baltimore, MD: Author.
The 2010 IOM report had four key messages or recommendations for nurses to position themselves strategically in healthcare provision. Firstly, the report stresses the need for nurses to practice to the fullest level of their education and training without any hindrances imposed by state boards of nursing. The message influences nursing practice as it means that nurses should be barred from practicing what they have trained on in different specialties (Price & Reichert, 2018). Secondly, the report asserted that nurses should engage in lifelong learning to acquire higher levels of education and training based on a better education system. The message means that the nursing practice requires professional nurses to engage in continual professional development to attain the latest skills and knowledge in healthcare provision, especially the deployment of technology.
Note: The approximate length of this media piece is 2 minutes.
Accessible player
Group and family therapy offers a unique sense of community and support that may not be achieved through other therapeutic approaches. As you help clients effect change within themselves, they are able to in turn help others within the group change. Although many clients thrive in this environment, it is important to recognize that group and family therapy is not appropriate for everyone. Like any other therapeutic approach, group and family therapy has limitations that must be considered.
This week, as you begin exploring group and family therapy, you examine legal and ethical considerations of this therapeutic approach.
Learning Resources
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
- Standard 5A “Coordination of Care” (page 54)
Note: Throughout the program you will be reading excerpts from the ANA’s Scope & Standards of Practice for
Psychiatric-Mental Health Nursing. It is essential to your success on the ANCC board certification exam for Psychiatric/Mental Health Nurse Practitioners that you know the scope of practice of the advanced practice psychiatric/mental health nurse. You should also be able to differentiate between the generalist RN role in psychiatric/mental health nursing and the advanced practice nurse role.
Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson.
- Chapter 1, “Introduction Becoming a Family Therapist” (pp. 1–5)
- Chapter 1, “The Evolution of Family Therapy” (pp. 6-22)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.
- Chapter 11, “Group Therapy” (pp. 407–428)
Document: Midterm Exam Study Guide (Word document)
Document: Final Exam Study Guide (Word document)
Required Media
Laureate Education (Producer). (2015). Microskills: Family counseling techniques 1 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 32 minutes.
Accessible player
Laureate Education (Producer). (2015). Microskills: Family counseling techniques 2 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 32 minutes.
Accessible player
Laureate Education (Producer). (2015). Microskills: Family counseling techniques 3 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 24 minutes.
Accessible player
Read Also: NRNP 6650 Week 2 Discussion: Legal and Ethical Considerations for Group and Family Therapy
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 140 minutes.
Optional Resources
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 191 minutes.
Sample Answer for NRNP 6650 Week 1 Assignment: Legal and Ethical Considerations for Group and Family Therapy
Therapy can be a broad term used to describe the styles as well as the modes of treatment for individuals with psychological issues. The intervention can be categorized into individual, family and group therapies. The legal and ethical considerations for group as well as family therapies take into account many facets as compared to individual therapy (Battle, 2015). A therapist must consider informed consent as well as privacy and confidentiality issues when administering group or family therapy. Seeking the permission of the clients before the therapy commences is an important aspect of consideration so that the patient is not coerced into undertaking the entire process. However, the care provider must guarantee privacy to ensure that the rights of the client are protected. Moreover, a professional counselor must adhere to the ethical aspect of neutrality and dual relationships when administering group or family therapy. Koukourikos and Pasmatzi (2014) posit that even though these ethical and legal considerations apply for individual therapy, complexities are often encountered when using the same for group or family therapy. As opposed to individual therapy, both family and group therapies take into account different ages and circumstances of patients, which must be factored in during the intervention (Khawaja, Pollock, & Westermeyer, 2011). Nonetheless, perceived inequities among participants in group and family therapies pose difficulties in ethical and legal practices during intervention as opposed to individual therapy.
The above differences in legal and ethical considerations will influence how I administer services to my clients. Particularly, for the group and family therapies, I will consider good practice by responding to the concerns of all participants without bias. I will use defendable reasons as I administer relational therapy so that couples in dispute can find a fair ground to resolve their conflict. According to Khawaja, Pollock and Westermeyer (2011), defendable reason, as opposed to justifications, lays a framework to acknowledge the feelings of patients equally. It ensures that the plight of all individuals in a group or family therapy are addressed without bias. Moreover, it allows individuals in crisis to express their willingness to explore issues of concern and develop a solution for the problem. For these reasons, that will be my preferential mode of operation during such therapies.
References
Battle, K. (2015). An analysis of select barriers to grief counseling groups for adolescents by school social workers in Georgia public schools. Georgia, GA: Atlanta University Press.
Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: a commentary and recommendations for change. Innovations in clinical neuroscience, 8(11), 20.
Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400.
Name: Assignment Rubric
| Excellent | Good | Fair | Poor | |||
| Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. | 32 (32%) – 35 (35%)
The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described. |
28 (28%) – 31 (31%)
The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described. |
25 (25%) – 27 (27%)
The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described. |
0 (0%) – 24 (24%)
The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing. |
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| Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. | 45 (45%) – 50 (50%)
The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
40 (40%) – 44 (44%)
The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
35 (35%) – 39 (39%)
The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data. |
0 (0%) – 34 (34%)
The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing. |
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| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. |
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| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
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| Total Points: 100 | ||||||
Name: Assignment Rubric