Nursing
\nTitle: \tGroup therapy
\nNumber of sources: \t4
\nPaper instructions:
\nAssignment
\nthis assignment must have an introduction and conclusion and reference<\/p>\n
\u2022 In preparation for this course\u2019s practicum experience, address the following in your Practicum Journal:
\n\u2022 Select one nursing theory (Interpersonal theory ) and one counseling theory(cognitive behavioral) to best guide your practice in psychotherapy.
\nNote: For guidance on nursing and counseling theories, refer to this week\u2019s Learning Resources.
\n\u2022 Explain why you selected these theories. Support your approach with evidence-based literature.
\n\u2022 Develop at least three goals and at least three objectives for the practicum experience in this course.
\n\u2022 Create a timeline of practicum activities based on your practicum requirements
\n—<\/p>\n
Group Therapy<\/p>\n
Institution of Affiliation<\/p>\n
Date of submission<\/p>\n
Introduction<\/p>\n
Two nursing theories guided me during my group therapy, i.e., interpersonal theory and cognitive behavior theory. In regards to interpersonal theory, Peplau\u2019s defines nursing as, “An interpersonal process of therapeutic interactions between an individual who is sick or in need of health service and a nurse specially educated to recognize, respond to the need for help \u201d( Hochberger, Lingham, 2017). On the other hand, cognitive behavior theory focuses on how people\u2019s thinking can alter their thoughts, feelings, and behaviors (Boswell, Iles, Gallagher, & Farchione, 2017).
\nInterpersonal theory
\nInterpersonal theory frequently acknowledges the significance of the patient\u2019s experience at nursing care. This affects the understanding of the patient-nurse relationship. The nurse-patient relationship moves through various phases, namely; orientation, identification, exploitation, and resolution\u201d( Hochberger, Lingham, 2017). I am expected to fulfill the roles of a stranger, resource person, leader, surrogate, teacher, and counselor.
\nBefore the patient enters the therapy group, they first go through the orientation phase. At this stage, the patient assesses the nurse as a psychotherapist. This stage is essential as the patient must consider the nurse to be someone to be trusted. Similarly, as the psychotherapist, I assessed whether the patient is worth joining the therapy group. During my practicum, I noted the patient’s interpersonal patterns repeated in the description of their lives. I tried to figure out whether they are in unison with the nurse-patient relationship. If they are harmony, I allowed the patient to join group therapy.<\/p>\n
Cognitive behavior<\/p>\n
On the other hand, the cognitive theory asserts that individuals’ behaviors, thoughts, and emotions are highly influenced by mental processes (Marker & Norton, 2018). I find this theory helpful as it allowed me to understand the cause and effect of their cognitive functions, causing some group members’ abnormal behaviors. Some of these mental problems include illogical thinking like overgeneralization and making assumptions and attitudes that are inaccurate and disturbing (Suveg, Jones, Davis, Jacob, Morelen, Thomassin, & Whitehead, 2018). Thus, by understanding these patterns, I was capable of learning and reframing the client’s thoughts more positively and helpfully.
\nAnita, one of the group members, raised an issue that her boyfriend didn\u2019t reply to her texts for the last few days. Due to this, she felt her boyfriend didn\u2019t like her anymore, which made her feel anxious about her relationship. Taking the group leader’s role, I asked John, one of the group members, to contribute his thoughts based on Anita\u2019s concerns. John advised Anita to handle the situation positively, \u201cMaybe the boyfriend doesn\u2019t feel well, or maybe the boyfriend is in a situation that Anita can help. So giving a call to the boyfriend and finding how he is doing would be more beneficial\u201d. Also, I advised her to involve herself in relaxation techniques such as progressive muscle relaxation and mindfulness. At any moment, she feels anxious as it will increase her feelings of emotional well-being.
\nGoals<\/p>\n
\u2022\tTo challenge assumptions that lead to automatic thoughts.
\n\u2022\tTo establish a nurse-client therapeutic relationship.
\n\u2022\tTo help patients get back to their daily lives and to the things that they enjoy doing.
\nObjective<\/p>\n
\u2022\tTo treat analyzable patients using psychoanalysis.
\n\u2022\tTo facilitate the patient’s expression of emotions and thoughts.
\n\u2022\tTo encourage patients to be active and empowered during the sessions.
\n\u2022\tTo create a sense of belonging and acceptance amongst the group members.<\/p>\n
Timeline<\/p>\n
Day\tTotal Hours\tGoals\tObjective
\n1\t2\t\u2022\tTo establish a nurse-client therapeutic relationship.
\n\u2022\tTo encourage patients to be active and empowered during the sessions.<\/p>\n
2\t2\t\u2022\tTo challenge assumptions that lead to automatic thoughts.
\n\u2022\tTo create a sense of belonging and acceptance amongst the group members.<\/p>\n
3\t2
\n\u2022\tTo challenge assumptions that lead to automatic thoughts.<\/p>\n
\u2022\tTo treat analyzable patients using psychoanalysis.
\n\u2022\tTo facilitate the patient’s expression of emotions and thoughts.<\/p>\n
Total hours completed \t6<\/p>\n
Conclusion<\/p>\n
Nursing is therapeutic in that it is a healing art that helps one in need of health care or is sick. As such, it’s my mandate to contribute to the social good of society through knowledge-based practice. Using both cognitive behavior therapy and interpersonal theory during group therapy is not only allowed to select appropriate members to the group therapy but also instill new thoughts that are more accurate and positive on patients.<\/p>\n
References<\/p>\n
Boswell, J. F., Iles, B. R., Gallagher, M. W., & Farchione, T. J. (2017). Behavioral activation strategies in cognitive-behavioral therapy for anxiety disorders. Psychotherapy, 54(3), 231.<\/p>\n
Hochberger, J. M., & Lingham, B. (2017). Utilizing Peplau’s interpersonal approach to facilitate medication self-management for psychiatric patients. Archives of Psychiatric Nursing, 31(1), 122-124.<\/p>\n
Marker, I., & Norton, P. J. (2018). The efficacy of incorporating motivational interviewing to cognitive behavior therapy for anxiety disorders: A review and meta-analysis. Clinical psychology review, 62, 1-10.<\/p>\n
Suveg, C., Jones, A., Davis, M., Jacob, M. L., Morelen, D., Thomassin, K., & Whitehead, M. (2018). Emotion-focused cognitive-behavioral therapy for youth with anxiety disorders: A randomized trial. Journal of Abnormal Child Psychology, 46(3), 569-580.<\/p>\n","protected":false},"excerpt":{"rendered":"
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