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Implement mental health nursing care informed by psychotherapeutic practice

Learning outcomes:
ILO4: Implement mental health nursing care informed by psychotherapeutic practice, neuroplasticity, psychological trauma, and recovery orientation.
ILO8: Use psychotherapeutic theory and practice to develop a meaningful formulation.
Criteria for assessment
In this assessment task you are required to write an academic essay based on a formulation of a psychotherapeutic session(s). You will be exploring the psychotherapeutic elements of a therapy session(s). The formulation should include the process of establishing a therapeutic relationship to understand the consumer’s narrative (for example, life events, social circumstance, relationships with others), the consumer’s explanation of the causes of their presentation and/or issue, and your explanation of the causes of their presentation and/or issue as a therapist. You will need to demonstrate an understanding of the psychotherapeutic relationship, power and its relationship in therapy, mutuality and connectedness, recovery alliance, and the use of trauma-informed principles of care. The essay should have contemporary and relevant evidence-based literature to support all formulations and clinical decision making.
The formulation can be based on a de-identified consumer. You are not required to provide the therapy session, but to access de-identified clinical information that will support your formulation of a session(s).
To ensure you do not breach consumer and/or carer/family confidentiality, you must make sure there are no identifiable factors, such as no consumer/carer or family member’s name, date of birth, address, dates of admission, health service, staff members associated with the consumer care, and any medical/clinical record dates. If you are unsure of any requirements re: breach of confidentiality, please review Maintaining confidentiality ( a guide for students): Psychotherapy Essentials (NURS90141_2021_SEP (Online)) (unimelb.edu.au)
In preparation for this task, you will need to:
1. Make use of the resources available in each module to support your understanding of the content discussed.
2. Attend the webinar in week 7 to gain a greater understanding of the requirements of the task and provides an opportunity for you to discuss this assessment task with your teacher and your peers.
3. Review the rubric to ensure you have a clear understanding of the criteria for marking.
4. Correctly apply academic rules of grammar, spelling and punctuation, and use APA 7th edition style referencing.
5. Upload your file onto Canvas using the Start Assignment button in the top right-hand corner of this page. Ensure you have followed the process for submissions as per university guidelines for submission. Refer to the LMS for assistance.
6. Check the TurnItIn similarity report for the assignment prior to submission.
7. Submit your essay before the due date and time.
Marking
You will be marked according to the rubric provided. The rubric will indicate a mark out of 50 marks that will be converted to 50 per cent.
Plagiarism declaration
By submitting work for assessment I hereby declare that I understand the University’s policy on academic integrity and that the work submitted is original and solely my work, and that I have not been assisted by any other person (collusion) apart from where the submitted work is for a designated collaborative task, in which case the individual contributions are indicated. I also declare that I have not used any sources without proper acknowledgment (plagiarism). Where the submitted work is a computer program or code, I further declare that any copied code is declared in comments identifying the source at the start of the program or in a header file, that comments inline identify the start and end of the copied code, and that any modifications to code sources elsewhere are commented upon as to the nature of the modification.
Rubric
NURS90141 Assessment task 3: Formulation
NURS90141 Assessment task 3: Formulation
Criteria Ratings Pts
Introduction 5 pts
Outstanding H1: 80–100%
Articulately outlines the key elements of the essay by clearly introducing and explaining what the essay intends to cover. The introduction is of excellent quality, and the parameters and scope are clearly specified with deep reasoning. 4 pts
High standard H2A: 75–79% H2B: 70–74
Outlines key elements of the essay by introducing and explaining what the essay intends to cover. The introduction is of high quality, and the parameters and scope are specified with moderate reasoning. 3 pts
Sound work H3: 65–69%
Outlines some key elements of the essay, introducing and explaining what the essay intends to cover. The introduction is reasonably good quality and the parameters are specified with some reasoning. 2.5 pts
Satisfactory Pass: 50–64%
Outlines minimal key elements of the essay, by introducing what the essay intends to cover. The introduction is of adequate quality; however, the parameters are not clearly specified and there is no associated reasoning. 2 pts
Unsatisfactory work Fail: 49%
Fails to outline the key elements of the essay. The introduction is of poor quality, either too long or brief and does not state the parameter of what it intends to cover.
5 pts
Content 20 to 18.0 pts
Outstanding H1: 80–100%
Demonstrates a high level of formulation by: emphasising the consumer narrative and an exploration of the consumer’s explanatory model; demonstrating a high level of understanding of the psychotherapeutic relationship, power and its relationship in therapy, mutuality and connectedness, recovery alliance, and trauma informed principles of care; accessing contemporary and relevant evidence-based literature to support all formulations and clinical decision making; exploring with reasoning the relationship between the theory and practice; and seeks to explore and analyse concepts on all occasions. 18 to 16.0 pts
High standard H2A: 75–79% H2B: 70–74
Demonstrates a moderate level of formulation by: stating the importance the consumer narrative and an exploration of the consumer’s explanatory model; demonstrating a moderate level of understanding of the psychotherapeutic relationship, power and its relationship in therapy, mutuality and connectedness, recovery alliance, and trauma informed principles of care; accessing contemporary evidence-based literature to support nearly all parts of the formulation and clinical decision making; exploring with reasoning the relationship between the theory and practice; and moderately seeks to explore and analyse concepts. 16 to 13.0 pts
Sound work H3: 65–69%
Demonstrates a reasonable level of formulation by: stating the consumer narrative and consideration to the consumer’s explanatory model; demonstrating a reasonable level of understanding of the psychotherapeutic relationship, power and its relationship in therapy, mutuality and connectedness, recovery alliance, and trauma informed principles of care; accessing evidence-based literature to support parts of the formulation and clinical decision making; exploring with some reasoning the relationship between the theory and practice; and reasonably seeks to explore and analyse concepts. 13 to 10.0 pts
Satisfactory Pass: 50–64%
Demonstrates some level of formulation by: incorporating the consumer narrative; demonstrating some level of understanding of the psychotherapeutic relationship, power and its relationship in therapy, mutuality and connectedness; however, it fails to discuss recovery alliance and trauma informed principles of care, accessing minimal evidence-based literature to support the formulation and clinical decision making; exploring with little reasoning the relationship between the theory and practice, and minimally seeks to explore and analyse concepts. 10 to 0 pts
Unsatisfactory work Fail: 49%
Fails to demonstrate any evidence of formulation by not addressing the consumer narrative, not demonstrating an understanding of any of the psychotherapeutic relationship, and not accessing evidence or exploring theory and practice.
20 pts
Critical analysis 15 to 13.0 pts
Outstanding H1: 80–100%
There is evidence of a strong critical analysis of the relationship between theory and practice. The academic writing demonstrates extensive reading in psychotherapeutic concepts and relationships. Critically and thoroughly examinines the formulation by accurately reflecting on all information discussed, exploring areas of improvement to improve therapeutic outcomes, analysing their own personal learnings, and considering alternatives and multiple perspectives with evidence. 13 to 11.5 pts
High standard H2A: 75–79% H2B: 70–74
There is evidence of moderate critical analysis of the relationship between theory and practice. The academic writing demonstrates reasonable reading in psychotherapeutic concepts and relationships. Critically examinines the formulation by reflecting on nearly all information discussed, exploring areas of improvement to improve therapeutic outcomes and analysing own personal learnings considering alternatives. 11.5 to 9.5 pts
Sound work H3: 65–69%
There is evidence of some critical analysis of the relationship between theory and practice. The academic writing demonstrates some reading in psychotherapeutic concepts and relationships. Examines the formulation by reflecting on parts of information discussed, exploring some areas of improvement and states own personal learnings but does not consider alternatives. 9.5 to 7.5 pts
Satisfactory Pass: 50–64%
There is evidence of minimal analysis of the relationship between theory and practice. The writing demonstrates limited reading in psychotherapeutic concepts and relationships. Makes attempts to examine the formulation by reflecting on some areas, but little evidence of the need to improve or provide personal learnings. 7.5 to 0 pts
Unsatisfactory work Fail: 49%
There is no evidence of analysis of the relationship between theory and practice. There is no demonstration in reading in psychotherapeutic concepts and relationships. No attempts to examine the formulation.
15 pts
Academic writing: grammar, spelling and punctuation 2.5 pts
Outstanding H1: 80–100%
Presents ideas that are highly logical. Uses mental health terminology throughout the discussion and within context. Correctly applies academic rules of grammar, spelling and punctuation. 2 pts
High standard H2A: 75–79% H2B: 70–74
Presents ideas that are moderately logical. Uses mental health terminology on nearly all occasions throughout the discussion and within context. Correctly applies academic rules of grammar, spelling and punctuation. 1.5 pts
Sound work H3: 65–69%
Presents ideas that are logical. Uses mental health terminology on most occasions throughout the discussion and within context. Mostly applies correct academic rules of grammar, spelling and punctuation. 1.25 pts
Satisfactory Pass: 50–64%
Presents ideas that are minimally logical. Uses mental health terminology rarely throughout the discussion and within context. Correctly applies some academic rules of grammar, spelling and punctuation. 1 pts
Unsatisfactory work Fail: 49%
Fails to present logical ideas, use mental health terminology, and/or apply academic rules of grammar, spelling and/ or punctuation.
2.5 pts
Sources and referencing 2.5 pts
Outstanding H1: 80–100%
Uses credible, contemporary and relevant references. This includes mostly peer-reviewed journal articles. Accurate use of APA 7th edition citation referencing style (as set out in Re:cite) on all occasions. In-text referencing and reference list demonstrate a high level of consistency and are formatted correctly and according to APA guidelines. 2 pts
High standard H2A: 75–79% H2B: 70–74
Uses mostly credible, contemporary and relevant references. This includes mostly peer-reviewed journal articles and few grey literature. Accurate use of APA 7th edition citation referencing style (as set out in Re:cite) on nearly all occasions. In-text referencing and reference list demonstrate a moderate level of consistency and are formatted correctly and according to APA guidelines. 1.5 pts
Sound work H3: 65–69%
Uses some relevant references. More use of grey literature than journal articles cited. Accurate use of APA 7th edition citation referencing style (as set out in Re:cite) on some occasions. In-text referencing is good but reference list has some inconsistent adherence with APA guidelines. Some references are more than five years old. 1.25 pts
Satisfactory Pass: 50–64%
Uses limited relevant references and mostly grey literature cited. Minimal accurate APA 7th edition citation referencing. In-text referencing and reference list is inconsistent with the APA guidelines. Many references are more than five years old. 1 pts
Unsatisfactory work Fail: 49%
Fails to use APA 7th edition references both in text and in the reference list. Many inconsistencies with referencing overall.
2.5 pts
Conclusion 5 pts
Outstanding H1: 80–100%
Articulately summarises the main points of the essay and succinctly restates the reasoning and critical analysis. The submission’s conclusion is of excellent quality and links well to the essay. 4 pts
High standard H2A: 75–79% H2B: 70–74
Summarises the main points of the essay and concisely restates the reasoning and critical points. The submission’s conclusion is of high quality, and links well to the essay. 3 pts
Sound work H3: 65–69%
Summarises some of the main points of the essay and restates the reasoning. The submission’s conclusion is of reasonably good quality and links to the essay. 2.5 pts
Satisfactory Pass: 50–64%
States a main point of the essay. The submission’s conclusion is of adequate quality, but does not clearly link to the essay. 2 pts
Unsatisfactory work Fail: 49%
Fails to summarise or state the main point of the essay. Reintroduces new topics to the essay. The submission’s conclusion is of poor quality and not linked to the essay.
5 pts
Total Points: 50

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The Diagnostic and Statistical Manual of Mental Disorders (DSM-5)

Selected: Gender Dysphoria

Gender dysphoria is a condition in which a person feels stressed due to a mismatch between their gender assigned at birth based on their external genitalia and their sense of their gender. People associated with this gender are generally identified as Trans genders. This starts in childhood but some people may not notice it until puberty or much later. Gender identity differs from gender expression. Gender identity refers to one’s perception about their gender and gender at birth is decided based on genitalia. Gender may be guessed based appearance of the person (dress code as well as physical signs). For example in our society person wearing a female dress is considered feminine and wearing a tuxedo is considered a masculine gender expression. These expectations are dependent on gender and may vary from culture to culture. People who are transgender have different sexual orientations and this is very diverse. Treatment may include supporting the individual’s gender expression, hormone therapy, surgery, or even psychological therapy. They come under vulnerable populations because they get humiliation and discrimination from their early life (Davy & Toze, 2018).

This group is not focused on governing bodies and is discussed in our daily life. They may experience a severe level of discrimination and physical abuse due to their physical difference as compared to others (Shah, et al., 2018). This affects them mentally and psychologically leading to compromised working and social relations (Monteiro & Benny, 2019). They are normal creatures and should be treated in a normal way.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides criteria for the diagnosis of Gender Dysphoria among, children, adolescents, and adults (Ashley, 2019). According to DSM-5, two of the following concerns should be present in adults and adolescents lasting for 6 months at least

  • A marked difference between the experienced and gender determined by the sexual characters must be there
  • A strong desire to get rid of primary or by birth gender because of the different experienced gender
  • A strong desire to have sexual characteristics of others rather than own
  • A wish to become another gender rather than be defined at birth
  • A great desire to be treated as a different gender from the assigned gender

DSM-5 states the criteria to diagnose Gender Dysphoria in children as given below. These A strong desire to be of the other gender or an insistence that one is the other gender (or some alternative gender different from one’s assigned gender)

  • A strong desire in boys (assigned gender at birth) a strong attraction towards girls dresses and liking girls toys etc. or for girls (assigned gender at birth) a strong likeness towards wearing boys dressing or strong repulsion to wear female clothes
  • A great likeness for cross-gender roles in actual or fantasy play
  • A strong preference to play with other gender and their toys for example boy  (assigned gender at birth) likes to play with girls and dollhouses
  • Rejection of the usual toys according to their gender-based on sexual characteristics
  • A firm sense of rejection for own anatomy
  • A strong wish to have sexual characteristics attained by another gender

Treatment for dysphoria varies from case to case-specific and is designed according to the needs of the person. The first goal is to address the distress and negative thoughts about assigned gender. Gender identity is not the issue but the unacceptance related to it is the issue. A team consisting of a psychologist, social worker, urologist, andrologist, and surgeon. Counseling is the main step to change their thoughts about their appearance and make them ready for medication or surgical therapy. Hormone therapy may also be provided to develop the characteristics of their desired gender. Surgical procedures like breast implantation, chest reconstruction, vaginoplasty, etc. can be provided in gender affirmation procedures (Hadj-Moussa et al., 2018).

References

Ashley, F. (2019). The misuse of gender dysphoria: Toward greater conceptual clarity in transgender health. Perspectives on Psychological Science, 1(1), 17-22. https://doi.org/10.1177/1745691619872987.

Davy, Z., & Toze, M. (2018). What is gender dysphoria? A critical systematic narrative review. Transgender Health, 3(1), 159-169. https://doi.org/10.1089/trgh.2018.0014.

Hadj-Moussa, M., Ohl, D., & Kuzon Jr, W. (2018). Evaluation and treatment of gender dysphoria to prepare for gender confirmation surgery. Sexual Medicine Reviews, 6(4), 607-617. https://doi.org/10.1016/j.sxmr.2018.03.006.

Monteiro, R., & Benny, J. P. (2019). Quality of life and identity stigma: A qualitative study among Dalit transgenders. New Horizons of Dalit Culture and Literature, 79. https://anubooks.com/wp-content/uploads/2019/05/New-Horizons-of-Dalit-Culture-and-Literature-cOMPLETE.pdf#page=84.

Shah, H., Rashid, F., Atif, I., Hydrie, M., Fawad, M., Muzaffar, H., & Hassan, A. (2018). Challenges faced by marginalized communities such as transgender in Pakistan. The Pan African Medical Journal, 30(1), 2-8. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6191260/.

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Two Effects of Daily Exercise on Mental Health

Two Effects of Daily Exercise on Mental Health

Write an expository essay on the effects of exercises on mental health. Support your opinion with at least 2 credible sources and cite them in APA format.

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Identify international and national concepts of mental health

Learning Outcomes:

  1. Identify international and national concepts of mental health;
  2. Outline biopsychosocial, spiritual and cultural factors that impact on the person’s experience of mental health issues; (GA1, 5)
  3. Describe the role for the mental health nurse within the multidisciplinary team in the provision of collaborative care to people experiencing mental health issues, their family and carers (GA5, GA8)
  4. Demonstrate a sound knowledge of quality use of medicines, non-pharmacological therapeutic interventions and complementary therapies in the mental health context; (GA1,
    3, 4, 5, 8)
  5. Apply the Recovery Framework and the Levett-Jones’ Clinical Reasoning Cycle in planning safe, evidence-based, culturally sensitive, person-centred mental health nursing for individuals, their family and carers; (GA1, 3, 5)
  6. Apply legal and ethical principles in the planning of care for individuals experiencing mental health issues and their family and carers; (GA1, 3, 5, 6)
    You are required to answer all ten (10) of the following questions. Please ensure that you adhere to academic conventions (such as APA references, paraphrasing, accurate grammar/spelling etc). Your response must not exceed 2,000 words in total. You must submit your paper through Turnitin. You must include the questions as they appear below, in your response. In order to pass this supplementary exam, you must achieve 50% or above.
  7. Discuss one culturally sensitive intervention that could be provided/considered when caring for an Indigenous person experiencing a relapse of schizophrenia. Your answer must also provide a rationale/s for this intervention. (LO1, LO2, LO6).
  8. Explain two (2) differences and two (2) similarities between schizophrenia and bipolar disorder. (LO1, LO4).
  9. Australia’s legal system requires health care clinicians to operate within a ‘least restrictive’ framework. Discuss where this approach is evident in the legislation in your state. You will need to name the legislation you refer to in your answer. (LO1, LO3, LO6).
  10. What education should the mental health nurse provide to a consumer who has been prescribed clozapine? Discuss the following concepts in relation to the consumer who is on clozapine:
    a). Side effects
    b). Indications
    c). Monitoring
    d). Consumer education (LO1, LO3, LO4, LO5, LO6).
  11. Tess is a consumer who has experienced depression for many years. Recently Tess experienced the loss of her partner, and since then has significantly increased her alcohol intake. This is not an uncommon cooccurring factor for people experiencing depression.
    a). What actions should the mental health nurse undertake if they are concerned about possible alcohol withdrawal for a consumer admitted to an inpatient mental health unit?
    b). What signs should the mental health nurse be looking for in relation to alcohol withdrawal? (LO3, LO4).
  12. Yueting is a 21-year-old consumer who is under the care of the community team for schizophrenia. Recently her parents called her case manager, worried as she has stopped taking her medication and her behaviour is becoming ‘strange’ again. When the case manager comes to visit Yueting, it is clear that she is psychotic and needs inpatient care. Describe the process for voluntary/non-compulsory and involuntary/compulsory admission to hospital in your state/territory. (LO3, LO6).
  13. Discuss two non-pharmacological therapies used in the treatment of anxiety disorder. (LO4, LO5).
  14. Perry is a consumer with major depressive disorder. What are the four (4) most important questions you want to ask in relation to assessing mood. Provide an explanation as to why you have chosen these four (4) questions. (LO2, LO5).
  15. Raj is a consumer on the acute inpatient unit. Raj has refused to take any medication prescribed for his mania. His behaviour is disruptive, sexually provocative and he hasn’t slept in days. Outline five (5) nursing priorities you would implement when caring for Raj today. Your answer should also provide a justification as to why you chose these priorities. (LO2, LO4, LO5, LO6).
  16. Critically analyse two (2) impacts of mental illness stigma for consumers and/or their families. (LO1, LO2, LO5)

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Technology and teen mental health during the pandemic

Research Assignment: Research Question, Hypothesis, & Variables 

Using your chosen contemporary social issue/research topic, discuss the following (your response must mirror the format on the example below):

Research Question:

Hypothesis:

Independent Variable(s): 

Dependent Variable(s): 

Constant/Controlled Variable(s):   

MY TOPIC: Technology and teen mental health during the pandemic 

*Hint: use previous relevant research to help with establishing your own hypothesis and variables, but do not plagiarize someone else’s article!  

EXAMPLE: Research Question: How does lack of sleep affect our mental state?

Hypothesis: I hypothesize that lack of sleep can cause a decline in one’s mental state.Independent 

Variable(s): Amount of sleep (1-3 hrs, 4-7 hrs, 8+ hrs) 

Dependent Variable(s): Mental health status (mild symptoms, medium symptoms, severe symptoms)

Constant/Controlled Variable(s): bedtime routine, lighting in bedroom, temperature 

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Why is resilience in mental health important?

Mental Healthcare Practice – Assignment: Discuss on the concept of resilience in mental health.
Chapter 1: Introduction
• Why is resilience in mental health important?
• Overview of resilience in mental health
• Overview of the variables/key concept of the Assignment
Chapter 2: Lietrature Review and Discussion
• Define the concept of resilience in mental health
• Factors influencing resilience in mental health
• Add theories/models or case study
• Discussion of the theories/models or case study used
Chapter 3:
• critical analysis of theories/models/case studies
• reflection
• conclusion; briefly restate your main argument, evaluate your ideas and summarise your conclusions
Format and marking criteria for Assignment question.
Chapter 1: Introduction • Overview of the variables/key concept of the Assignment 10 marks
Chapter 2: Literature Review & Discussion • Definitions of key concept
• Theories/models or case study 25 marks
Chapter 3: reflection/analysis and Conclusion • critical analysis of theories/models/case studies
• reflection
• conclusion; briefly restate your main argument, evaluate your ideas and summarise your conclusions 15 marks
Chapter 4 : references • Referencing Harvard style
• word limit: 2750 words
• Deadline: 5 June 2021
• Marks for assignment question: 50%
• Your assignment must be submitted together with a Turnitin report, indicating the similarity index which must not exceed 20%

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• Overview of resilience in mental health

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Suicide Prevention, Forensic mental health expert in a prison

Suicide prevention is an important responsibility for all correctional workers, especially the forensic mental health professional. Suicide prevention efforts include accurate assessment and effective intervention with offenders. In addition, they include the training of all correctional workers as potential \”assessors\” of suicide risk among offenders in a correctional setting.

Tasks:

Assume you are the forensic mental health expert in a prison. You have been asked to conduct training with various supervisors on the topic of suicide prevention.

Using at least three scholarly resources from the professional literature, research the prevalence of suicide in correctional institutions and the methods of accurate assessment and effective intervention with offenders. The literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

Develop a 12- to 15-slide Microsoft PowerPoint presentation with detailed speaker notes to generate a training program for the supervisors in a prison. Your training program must include the following:

An explanation of the prevalence of suicide in correctional settings
A description of the common myths of suicide
Identification signs of increased suicide risk and how a forensic mental health professional can assess for such signs
An explanation of how suicide watch procedures should be structured so that the suicide watch is effective, safe, and ethical
Identification of three to five community resources that can assist offenders being released. Pick a major city (such as New York or Los Angeles) and search for community resources that have specific programs and services for offenders being released.
A comparison of the available services to help address both general and specialized needs. Be sure to cite your resources.
A summary and an explanation of the best possible case scenario for an offender being released to live in the major city you selected.
Give reasons and examples from your research to support your responses.

Be sure to include the following in your presentation:

1.) A title slide
2.) A reference slide
3.) Headings for each section
4.) Speaker notes to support the content on each slide

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Suicide can be defined to include a range of activities such as thoughts and planning, self-harming, suicide attempts and harm to self that results in death (Tripodi & Bender, 2006). According to the authors, the rates of suicide among the incarcerated individuals in the United States is higher than that among the general population. The increase in the population from 1978 towards the current population was followed by an increase in the suicide rates in prisons and jails. However, the authors point that the rates of suicide among the incarcerated offenders in higher in local jails than that in state prisons. Most of the suicide cases that are reported in the correctional facilities occur through hanging, gas inhalation, ingestion of solid materials and drug over dose.

-Suicide common among the incarcerated offenders than among the common population (Tripodi & Bender, 2006). – Range between 6-9 times more than common population -As the prison population increased, the suicide rates also rose – Local jail suicide rates higher than in state prisons – Suicide assume several methods, such as gas inhalation, hanging, ingestion of solid materials and drug overdose……………………………………………………….

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Substance Abuse and Mental Health Service Administration (SAMHSA) and the National Institute on Drug Abuse (NIDA)

Introduction

How can addiction counselors help make the general community in which they work aware of the risks associated with drug and alcohol abuse?

By understanding drug abuse behaviors and the common elements found in research on effective prevention programs, drug and alcohol counselors can appropriately enhance protective factors and reduce risk factors in their community (National Institute on Drug Abuse, 2003).

This week, you will focus on evaluating multiculturalism and diversity in frameworks for prevention program development. You will also apply prevention principles to an addiction program.

Objectives

Students will:

  • Evaluate multiculturalism and diversity in frameworks for prevention program development
  • Apply prevention principles to an addiction program

Required Resources

Readings

Media

  • Laureate Education, Inc. (Executive Producer). (2012). Saving lives at Maryvale. Baltimore, MD: Author.

    Note: The approximate length of this media piece is 14 minutes.

    Profile of an Addiction Prevention Program
    This is a mini-documentary of Mike Gimbel’s pre-prom substance abuse counseling at Maryvale Preparatory School in Baltimore. This media features interviews with Mike Gimbel, students, and parents.

NIDA and SAMHSA

In this week’s Learning Resources, you considered prevention frameworks offered by the Substance Abuse and Mental Health Service Administration (SAMHSA) and the National Institute on Drug Abuse (NIDA). Although these frameworks can inform addiction program development and provide you with insights regarding the key factors for addiction prevention programs, they also consider multiculturalism and diversity differently.

To prepare for this week’s Discussion, complete the following:

  • Review the excerpts from Preventing Drug Use Among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders and the article “Strategic Prevention Framework,” and consider how each text addresses multiculturalism and diversity.

Postby Day 4 an explanation of which frameworks for prevention program development (NIDA or SAHMSA) more effectively addresses multiculturalism and diversity and why. Support your answer with the literature from the NIDA and the SAHMSA.

…………………………………………………………………………………………………

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Psychology: NIDA and SAMHSA

(Course Instructor)

(University Affiliation)

(Student’s Name)

(Date)

The Program for Prevention Program Development that Effectively Addresses Multiculturalism and Diversity

            The effective prevention of drug abuse in the community can be achieved through effective prevention programs that take into consideration the diversity and multiculturalism among the community members. Drug abuse affects people across ages and cultures. Therefore, between NIDA and SAMHSA, the NIDA program offers and effective program for prevention of drug abuse in the community level.

            The NIDA program is comprehensive, detailing the risk factors across the different age groups and cultures. For example, in its prevention principles, NIDA identifies the risk and protective factors among the people of different gender, ages and ethnicity (National Institute on Drug Abuse, 2003, p. 6). In its first principle of prevention, the author discusses the risk factors at family and individual levels, while highlighting the same at school and college levels.           Although the SAHHSA program focuses on the multiculturalism and diversity (Substance Abuse and Mental Health Service Administration…………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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130-year-old American Association on Mental Retardation

Introduction

In 2006, the 130-year-old American Association on Mental Retardation changed its name to the American Association on Intellectual and Developmental Disabilities because it recognized that within the culture of its membership opinion toward the term mental retardation had turned negative. In its press release, an official noted, “This new name is an idea whose time has come. Individuals with disabilities and family members do not like the term mental retardation and their advocacy is encouraging political and social change at national, state, and local levels. Our members demanded that we keep up with [the] times and they voted for this name change” (American Association on Intellectual and Developmental Disabilities, 2006).

Like the disabilities field, the field of addictions also relies on terms and labels to diagnose, treat, and intervene. One precaution in working in the field is to understand the controversy surrounding labeling, the effect of labeling on clients, and the influence of cultural context on labels. A consideration affecting assessment and treatment is the underlying model used to inform processes.

This week, you examine the implications of labeling in addictions assessment, and you explore the relationship between addiction models and assessment processes.

Objectives

Students will:

  • Analyze implications of labeling in the addictions assessment process
  • Analyze influences of cultural context on labeling in the addictions assessment process
  • Analyze the relationship between models of addiction and assessment processes
  • Evaluate controversies associated with models of addiction

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Gordis, E. (2009). Contributions of behavioral science to alcohol research: Understanding who is at risk and why. In G. A. Marlatt, & K. Witkiewitz (Eds.), Addictive behaviors: New readings on etiology, prevention, and treatment (pp. 19–32). Washington, DC: American Psychological Association.
    Addictive Behaviors: New Readings on Etiology, Prevention, and Treatment, 1st Edition by Marlatt, G. & Witkiewitz, K.  Copyright 2008 by American Psychological Association. Reprinted by permission of American Psychological Association via the Copyright Clearance Center.

    For your Assignment, focus on thevarious hypotheses that describe why some individuals develop addictions and how certain age groupings are affected by alcohol.
  • Miller, G. (2010). Learning the language of addiction counseling. New York, NY: Wiley.
    Learning the Language of Addiction Counseling [Third Edition] by Gerri Miller.  Copyright 2012 by John Wiley and Sons – Books. Reprinted by permission of John Wiley and Sons – Books via the Copyright Clearance Center
    • Chapter 1, “Introduction”

      For your Assignment, focus on the various models of addiction and how they might relate to assessment.
  • Allamani, A. (2008). Views and models about addiction: Differences between treatments for alcohol-dependent people and for illicit drug consumers in Italy. Substance Use & Misuse, 43(12/13), 1704–1728.
    Retrieved from the Walden Library databases.

    Focus on the cultural context surrounding substance abuse and dependence and gambling.
  • Kroska, A., & Harkness, S. K. (2008). Exploring the role of diagnosis in the modified labeling theory of mental illness. Social Psychology Quarterly, 71(2), 193–208.
    Retrieved from the Walden Library databases.  

    Focus on the concept of consequences of labeling to the individual. Though this article is focused on mental illness, the concepts apply to the field of addictions.
  • Richard, A. J., Trevino, R. A., Baker, M., & Valdez, J. (2010). Negative reflected appraisal, negative self-perception, and drug use intentions in a sample of suburban high school students. Journal of Child & Adolescent Substance Abuse, 19(3), 193–209.
    Retrieved from the Walden Library databases.

    Focus on how labeling might affect adolescents.
  • Van der Aa, N., Overbeek, G., Engels, R. C. M. E., Scholte, R. H. J., Meerkerk, G-J.,& den Eijnden, R. J. J. M. (2009). Daily and compulsive internet use and well-being in adolescence: A diathesis-stress model based on Big Five personality traits. Journal of Youth & Adolescence, 38(6), 765-776.
    Retrieved from the Walden Library databases.

    For your Assignment, focus on how the diathesis-stress model is applied in assessing Internet addiction in adolescents. Pay particular attention to how this model was incorporated into the assessment of Dutch adolescents in order to study their behavior.
  • Young, R. S., & Joe, J. R. (2009).Some thoughts about the epidemiology of alcohol and drug use among American Indian/Alaska Native populations. Journal of Ethnicity in Substance Abuse, 8(3), 223–241.
    Retrieved from the Walden Library databases.

    Focus on the cultural context of alcoholism in the Indian/Alaska Native populations. How might such labels as alcoholic and drinker differ in these populations as opposed to a different population in the United States?
  • Addiction Treatment Magazine. (2011). New definition of addiction causing controversy among doctors. Retrieved from http://www.addictiontreatmentmagazine.com/addiction/new-definition-addiction-controversy/

    Focus on     how the new definition of addiction differs from definitions of years past. Why would this new definition be controversial? How would it affect treatment and practices?

Optional Resources

Application: Models of Addiction and the Assessment Process

Several models are prominent in the field of addictions; these models include the medical model, moral model, and the biopsychosocial model. A particular model advocated by an addictions professional will influence the professional’s choices of assessment methods and treatment of addiction.

To prepare:

  • Consider the following definition of addiction by Michael Miller, M.D., former president of the American Society of Addiction Medicine: “At its core, addiction is not just a social problem or a moral problem or a criminal problem. It is a brain problem whose behaviors manifest in all these others areas…The disease is about brains, not drugs. It is about underlying neurology, not outward actions” (Addiction Treatment Magazine, 2011).

Assignment Directions:

  • Review the article, “New Definition of Addiction Causing Controversy Among Doctors.”
  • Research two articles that support or refute this position.
  • Examine Miller’s statement and, based on your research, identify which model it reflects and the implications for the assessment process.

Submit by Day 7 a 2- to 4-page paper that includes the following:

  • A brief description of the articles you chose and an explanation of their significance to Miller’s definition
  • An explanation of the model reflected in Miller’s statement and its implications for the assessment process
  • An explanation of the controversy that exists between models of addiction and their effects on assessment
  • An explanation of the relationship between the models of addiction and assessment processes

Cite your sources using APA guidelines.

……………………………………………………………………………………………………

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Psychology: Models for Addiction Treatment

(Course Instructor)

(University Affiliation)

(Student’s Name)

Review of the Article, “New Definition of Addiction Causing Controversy among Doctors”

Addiction has been labeled as a major problem that affects many citizens of the United States. According to (Addiction Treatment Magazine, 2011), Dr. Miller, the former president of American Society of Addiction Medicine, addiction is a disease of the brain. The following articles offer significant response to Dr. Miller’s claims.

  Drug addiction. Is it a disease or is it based on choice? A review of Gene Heyman’s addiction: A disorder of choice. Journal of the Experimental Analysis of Behavior, 95(2), 263–267. 

The article was authored and published in 2012 by Gene Heyman and was subsequently reviewed by Branch. Through a historical, clinical, anthropological, clinical and laboratory survey reviews, the author asserts that addicts were able to quit substance abuse. The author concluded that the claims that addiction is a brain disease are not only erroneous but a misconception. He points that the fact the ability of addicts to quit drugs successfully was inconsistent with that of chronic diseases.

Addiction Technology Transfer Network. Addiction is a disease           The article was authored by the Addiction Technology Transfer Network and asserts that addiction has etiology that is comparable to that of chronic disease and thus should be classified as a brain disease. While creating a comparison of response to treatment, etiology, diagnosis and heritability of drug addiction, it found resemblance………………………

.……………………………………………………………………………………………………………………………………………………

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130-year-old American Association on Mental Retardation changed its name to the American Association

Introduction

In 2006, the 130-year-old American Association on Mental Retardation changed its name to the American Association on Intellectual and Developmental Disabilities because it recognized that within the culture of its membership opinion toward the term mental retardation had turned negative. In its press release, an official noted, “This new name is an idea whose time has come. Individuals with disabilities and family members do not like the term mental retardation and their advocacy is encouraging political and social change at national, state, and local levels. Our members demanded that we keep up with [the] times and they voted for this name change” (American Association on Intellectual and Developmental Disabilities, 2006).

Like the disabilities field, the field of addictions also relies on terms and labels to diagnose, treat, and intervene. One precaution in working in the field is to understand the controversy surrounding labeling, the effect of labeling on clients, and the influence of cultural context on labels. A consideration affecting assessment and treatment is the underlying model used to inform processes.

This week, you examine the implications of labeling in addictions assessment, and you explore the relationship between addiction models and assessment processes.

Objectives

Students will:

  • Analyze implications of labeling in the addictions assessment process
  • Analyze influences of cultural context on labeling in the addictions assessment process
  • Analyze the relationship between models of addiction and assessment processes
  • Evaluate controversies associated with models of addiction

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Gordis, E. (2009). Contributions of behavioral science to alcohol research: Understanding who is at risk and why. In G. A. Marlatt, & K. Witkiewitz (Eds.), Addictive behaviors: New readings on etiology, prevention, and treatment (pp. 19–32). Washington, DC: American Psychological Association.
    Addictive Behaviors: New Readings on Etiology, Prevention, and Treatment, 1st Edition by Marlatt, G. &Witkiewitz, K.  Copyright 2008 by American Psychological Association. Reprinted by permission of American Psychological Association via the Copyright Clearance Center.

    For your Assignment, focus on thevarious hypotheses that describe why some individuals develop addictions and how certain age groupings are affected by alcohol.
  • Miller, G. (2010). Learning the language of addiction counseling. New York, NY: Wiley.
    Learning the Language of Addiction Counseling [Third Edition] by Gerri Miller.  Copyright 2012 by John Wiley and Sons – Books. Reprinted by permission of John Wiley and Sons – Books via the Copyright Clearance Center
    • Chapter 1, “Introduction”

      For your Assignment, focus on the various models of addiction and how they might relate to assessment.
  • Allamani, A. (2008). Views and models about addiction: Differences between treatments for alcohol-dependent people and for illicit drug consumers in Italy. Substance Use & Misuse, 43(12/13), 1704–1728.
    Retrieved from the Walden Library databases.

    Focus on the cultural context surrounding substance abuse and dependence and gambling.
  • Kroska, A., &Harkness, S. K. (2008). Exploring the role of diagnosis in the modified labeling theory of mental illness. Social Psychology Quarterly, 71(2), 193–208.
    Retrieved from the Walden Library databases.  

    Focus on the concept of consequences of labeling to the individual. Though this article is focused on mental illness, the concepts apply to the field of addictions.
  • Richard, A. J., Trevino, R. A., Baker, M., & Valdez, J. (2010). Negative reflected appraisal, negative self-perception, and drug use intentions in a sample of suburban high school students. Journal of Child & Adolescent Substance Abuse, 19(3), 193–209.
    Retrieved from the Walden Library databases.

    Focus on how labeling might affect adolescents.
  • Van derAa, N., Overbeek, G., Engels, R. C. M. E., Scholte, R. H. J., Meerkerk, G-J.,& den Eijnden, R. J. J. M. (2009). Daily and compulsive internet use and well-being in adolescence: A diathesis-stress model based on Big Five personality traits. Journal of Youth & Adolescence, 38(6), 765-776.
    Retrieved from the Walden Library databases.

    For your Assignment, focus on how the diathesis-stress model is applied in assessing Internet addiction in adolescents. Pay particular attention to how this model was incorporated into the assessment of Dutch adolescents in order to study their behavior.
  • Young, R. S., & Joe, J. R. (2009).Some thoughts about the epidemiology of alcohol and drug use among American Indian/Alaska Native populations. Journal of Ethnicity in Substance Abuse, 8(3), 223–241.
    Retrieved from the Walden Library databases.

    Focus on the cultural context of alcoholism in the Indian/Alaska Native populations. How might such labels as alcoholic and drinker differ in these populations as opposed to a different population in the United States?
  • Addiction Treatment Magazine. (2011). New definition of addiction causing controversy among doctors. Retrieved from http://www.addictiontreatmentmagazine.com/addiction/new-definition-addiction-controversy/

    Focus on     how the new definition of addiction differs from definitions of years past. Why would this new definition be controversial? How would it affect treatment and practices?

Optional Resources

Implications of Labeling

Assessment starts out with the best of intentions. Addictions professionals apply labels associated with common presenting characteristics in order to provide an understanding of the type of help each person may require. This is the rationale behind the American Psychiatric Association’s classic Diagnostic and Statistical Manual of Mental Disorders (DSM), first published in 1952 to consolidate census and psychiatric hospital information. This resource crosses many fields, from medicine to psychiatry to psychology.

Despite the success of this text and the respect it has garnered in the field, a decades-long controversy has surrounded the use of labels in addictions. As the primary provider of labels, the DSM is at one end of the spectrum. At the other end are those who criticize labels as being too limiting for various reasons, including cultural considerations. (For the purposes of this course, culture goes beyond race and ethnicity to include other defining aspects, such as social group, neighborhood, sexual orientation, occupation, and others.) An individual’s behavior might be perceived as deviant by one culture but not by another. It is also important to remember that the DSM has undergone many revisions, the most recent in the DSM-5; it is important to stay abreast of the changes as they occur.

In this week’s Discussion, you will analyze the implications of labeling and cultural considerations in the addictions assessment process.

To prepare

Review the Learning Resources, including the following articles:

  • “Some Thoughts About the Epidemiology of Alcohol and Drug Use Among American Indian/Alaska Native Populations”
  • “Views and Models About Addiction: Differences Between Treatments for Alcohol-Dependent People and for Illicit Drug Consumers in Italy”

Post by Day 4 your response to the following:

What role, if any, should labeling play in the addictions assessment process? In your response, include implications and cultural considerations.

……………………………………………………………………………………………………

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Psychology: Implications of Labeling

(Course Instructor)

(University Affiliation)

(Student’s Name)

January 11th 2016.

Labeling

The Role of Labeling in the Addiction Process

            Labeling is a term that defines the influence on individual self-identity and behaviour by the terms used to describe their disorders (Allamani, 2008). The adoption of labels has a long history dating back to 1960s and more modifications have been adopted. The adoption and use of labels has a number of roles in the disorder assessment. However, the use of labels must take into consideration the cultural contexts under which they are being used.

            Labeling helps psychologists in classification of disorders, which are important in the design of the appropriate treatments for a particular disorder diagnosed in the assessment process. The use of labels helps to put disorders in categories depending on the assessment outcomes. Different disorder categories have different treatment and their classification based on labels helps in identifying the appropriate treatment strategies.

            According to the Diagnostic and Statistical Manual of Mental Disorders (DSM) (Hamlin, n.d.), using labels helps in statistical catering of the disorders 9for purpose of census records). When assessments are carried out and disorders are categorized based on labels, it helps in identifying the number of disorders that fall under a certain category thus providing the severity of that particular disorder within a population and in the country as a whole.

Implications and Cultural Considerations of Labeling           The use of labeling has a number of implications, which include the likelihood of it carrying a stigma (Hamlin, n.d.). Labeling a disorder may lead to stigmatization, which could lead to damage of the self-image of the client, resulting in stereotyping by the…………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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