Analyzing Group Techniques: To prepare for this assignment, select one of the group therapy video demonstrations from this week’s required media Learning Resources.

Subject: Nursing

Task: Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

  • What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
  • What evidence from the literature supports the techniques demonstrated? 
  • What did you notice that the therapist did well?
  • Explain something that you would have handled differently.
  • What is an insight that you gained from watching the therapist handle the group therapy?
  • Now imagine you are leading your own group session. How would you go about handling a difficult group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?  
  • Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6645_Week3_Assignment_Rubric

 Excellent

90%–100%
Good

80%–89%
Fair

70%–79%
Poor

0%–69%
Develop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: ·   Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.23 (23%) – 25 (25%) The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video.

The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.
20 (20%) – 22 (22%) The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video.

The response includes evidence from the literature that supports the use of the demonstrated techniques.
18 (18%) – 19 (19%) The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video.

The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.
0 (0%) – 17 (17%) The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing.

The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.
·   Identify what the therapist did well. ·   Explain something that you would have handled differently. ·   Identify an insight that you gained form watching the therapist handle the group therapy.23 (23%) – 25 (25%) The response accurately and thoroughly explains in detail what the therapist did well.

The response accurately and thoroughly explains something that could have been handled differently.

The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.
20 (20%) – 22 (22%) The response accurately explains in detail what the therapist did well.

The response accurately explains something that could have been handled differently.

The response accurately explains an insight gained from watching the therapist handle the group therapy.
18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately explains in detail what the therapist did well.

The response somewhat vaguely or inaccurately explains something that could have been handled differently.

The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.
0 (0%) – 17 (17%) The response vaguely or inaccurately explains in detail what the therapist did well, or is missing.

The response vaguely or inaccurately explains something that could have been handled differently, or is missing.

The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.
Imagine that you are leading your own group session. ·   Describe how would you go about handling a difficult group member. ·   Explain how you would elicit participation in your group. ·   Describe what you would anticipate to find in different phases of the group therapy. ·   Explain the benefits and challenges of group therapy.23 (23%) – 25 (25%) The response includes a detailed and accurate description of how to handle a difficult group member.

The response accurately and thoroughly explains how to elicit participation in group therapy.

The response thoroughly and accurately describes anticipated findings in different phases of group therapy.

The response includes a thorough and accurate explanation the benefits and challenges of group therapy.
20 (20%) – 22 (22%) The response includes a description of how to handle a difficult group member.

The response explains how to elicit participation in group therapy.

The response describes anticipated findings in different phases of group therapy.

The response explains the benefits and challenges of group therapy.
18 (18%) – 19 (19%) The response includes a somewhat vague or inaccurate description of how to handle a difficult group member.

The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy.

The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy.

The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.
0 (0%) – 17 (17%) The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing.

The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing.

The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing.

The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.
• Support your reasoning with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.9 (9%) – 10 (10%) Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care.8 (8%) – 8 (8%) Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide appropriate justification for reasoning and represent the latest in standards of care.7 (7%) – 7 (7%) Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care.0 (0%) – 6 (6%) Resources selected are not peer reviewed and evidence based, or provide poor justification for reasoning. Or, resources are missing.
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 are provided that 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 are stated, yet are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%) Contains 1 or 2 grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%) Contains 3 or 4 grammar, spelling, and punctuation errors.0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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.

Learning Resources

Required Readings (click to expand/reduce)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.)

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

  • Chapter 12, “Group Therapy”

Yalom, I. D., & Leszcz, M. (2005). The therapeutic factors. In The theory and practice of group psychotherapy (5th ed.) (pp. 1–18). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Yalom, I. D., & Leszcz, M. (2005). Interpersonal learning. In The theory and practice of group psychotherapy (5th ed.) (pp. 19–52). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Yalom, I. D., & Leszcz, M. (2005). Group cohesiveness. In The theory and practice of group psychotherapy (5th ed.) (pp. 53–76). Basic Books.

Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

Required Media (click to expand/reduce)

Cats Cats. (2016, September 29). Interpersonal group therapy for addiction recovery demonstration [Video]. YouTube. https://youtu.be/szS31h0kMI0

Gerber, B. (2013, November 21). Psychotherapy group for schizophrenia [Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA

Henson, B. A. (2017, April 27). Role play: Group counseling for adolescents with anxiety [Video]. YouTube. https://www.youtube.com/watch?v=h6CF09f5S1M

PsychotherapyNet. (2009, May 6). Irvin Yalom inpatient group psychotherapy video [Video]. YouTube. https://www.youtube.com/watch?v=05Elmr65RDg

PsychotherapyNet. (2009, May 7). Irvin Yalom outpatient group psychotherapy video [Video]. YouTube. https://youtu.be/PwnfWMNbg48

Optional Media

Psychotherapy.net. (n.d.-a). Group therapy: A live demonstration – With Irvin Yalom [Video]. https://waldenu.kanopy.com/video/group-therapy-live-demonstration

Psychotherapy.net. (n.d.-b). Group therapy for addictions: An interpersonal relapse prevention approach [Video]. https://waldenu.kanopy.com/video/group-therapy-addictions-interpersonal-relap

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