Nursing Case Study Calculations

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Nursing Case Study Calculations

Nursing Case Study Calculations

  1. Read Case 12-2 of the textbook and answer the related questions using information gleaned in Chapter 12.
  2. What challenges in conducting business across cultural divides does this case demonstrate

Language barriers are a significant problem for international businesses or those conducting business across cultural divides. Even the most experienced companies still struggle with language barriers and run into problems with suppliers or partners. In this case, the language business between Bryan and the Chinese manufacturer creates miscommunications that threaten the business relationship and plans abroad. The dependence on software translation is also an issue because software translations can be inaccurate due to inconsistencies like improper tone usage, wrong word placement, or use of local slang and idioms. Cultural differences are also evident in this interaction, especially with the use of “Sweetheart…” at the beginning of a sentence, which might be a direct translation of how Chinese people approach a sentence or an interaction in their culture.

  1. What specifically would you suggest to Bryan as the next step?

I would recommend using a human translator with immense experience and understanding of both languages and cultures. Human translators have higher accuracy and can understand beyond words, including local slang, intonation, cultural norms and practices, and word formations (Way, 2018). Talking on the telephone with a human translator on speaker would help resolve the language barrier hindering communication and putting the business relationship at risk. I would also advise Bryan to take lessons and learn the Chinese language and culture because, in the future, he might engage with more Chinese partners, suppliers, and manufacturers.

  1. Read Case 12-3 and write the 3-page team memo (individually, not as a team).

Memo

TO: Human Resources Manager

FROM: Human Resources Training Specialist

DATE: March 17, 2023

SUBJECT: Preparing for Sonora

 

I am writing to inform you regarding the criteria for selecting managers and the training program that will be adopted as the company prepares for Sonora. Based on my knowledge and experience of the two cultures, although the US and Mexico are neighboring countries, there have significantly different cultures that impact business and interactions. Extending our business to Sonora would require an understanding of the Mexican culture and the differences between the United States and Mexico in business.

Criteria for Selecting Managers

Managers transferring from the US to Mexico would experience a culture shock due to the variation in cultures of the two countries. Therefore, managers selected should demonstrate intercultural management skills, preferably having some form of previous interaction or experience of the Mexican culture and people. The manager should be flexible and accepting of changes because of the potential cultural shock. Another criterion would check whether a manager can communicate clearly and effectively with colleagues from different backgrounds, given that our current working environment is already diverse with employees from different ethnic groups and nationalities. The managers will also be assessed for their ability to build and nurture effective and efficient transnational teams and demonstrate strategic global thinking.

The manager is responsible for ensuring clear and coherent communication, free from intercultural misunderstandings between co-workers from the United States and Mexico. In this consideration, the managers will be assessed for their ability to display awareness to supervise employees’ entrance into a foreign work environment, oversee effective and appropriate selection, monitoring, and guidance of the company’s representatives serving foreign interests, and negotiate conflict emanating from the intercultural differences. Generally, managers will be selected under the following criteria 1) strong communication skills, including nonverbal communication, empathy, active listening, and conflict resolution; 2) independence, encompassing confidence, sense of initiative, decision-making, and self-knowledge; 3)  problem-solving skills, including creativity, resourcefulness, troubleshooting, and case analysis; 4) adaptability, including cooperation, flexibility, and patient; 5) foreign language skills, with additional skills like critical thinking and sociability; 6) collaboration skills, including diplomacy, leadership, and positivity; 7) cultural awareness, including the understanding of similarities and difference between the US and the Mexican cultures.

Training Program

Cross-cultural training or cultural sensitivity training and education is necessary for transferees moving to Sonora. Despite cultural awareness being a selection criterion, more training and education are required to enhance cultural awareness and understanding and prepare transferees for the cultural shock, bolstering their ability to work effectively in a foreign country and sustain productivity. The training is also needed to improve communication and understanding between individuals of the two countries, minimize the potential for conflict at the workplace, help transferees adapt to the new culture, and enhance creativity and overall work quality. The training program will cover language learning, large cultural variations, nonverbal sensitivity, managerial philosophies, and organizational cultures. The training will also address cross-cultural adjustment strategies for employees and their families, business behavior and cultural etiquette, and strategies to manage cultural shock.

Language learning will introduce transferees to the Mexican official language to enable and enhance communication between transferees and local employees in Sonora. Language learning will generate a virtuous cycle of understanding each other and unite the two cultures. The transferees will learn to listen, read, and speak Spanish before moving to Mexico. Employees will also be educated about the large cultural variations between the two countries, including the interdependence and good for all attitude in Mexico, compared to the U.S., where people are more independent. Mexicans are less straightforward, with more use of idioms and poetic language, unlike Americans, who are more straightforward. Mexicans expect polite use of Jargon, including in email addresses. Mexicans tend to be more hierarchical, and Americans are more egalitarian, which can be a management issue. There is a tendency for Americans to value the self, while Mexicans value the collective. Additionally, Transferees should be prepared for the difference in foods and cuisines in Mexico. These aspects will be addressed during the cross-cultural training to make it easier for relocating employees to adapt to the Mexican culture.

Nonverbal sensitivity will help transferees recognize communication of feelings, intentions, and attitudes from nonverbal expressions of the voice, gesture, body posture, and voice. Fundamentally, employees should understand the difference in nonverbal expressions, considering that U.S. nonverbal gestures are more confrontational, and Mexicans could feel intimidated and uncomfortable. Mexicans communicate with gestures, and common gestures include touching arms and shoulders and patting backs when embracing. In Mexico, hugging and kissing when greeting is the norm to establish a rapport. There are gestures for agreement and disagreement, which transferees should learn and understand to make communication easier. Managing in Mexico can be a challenge, although not significant as before because cultures are converging. Management in Mexico is more hierarchical compared to the U.S., where the company is more decentralized. Employees also respect the hierarchies, and communication between managers and employees is more formal. Establishing trust is also a vital management attribute. Transferees should also learn about the political and legal differences in the Mexican system, which can be an obstacle to managing in Mexico. The training program will address all these aspects to prepare to relocate employees for Sonora.

 

  1. Explain the four axioms of conflict according to Watkins, and how each relates to communication.

According to Watkins (1974), conflicts involve two or more parties, conflicts occur due to perceived mutually exclusive goals, conflicts involve parties who may possess varying values or perceptions, and conflicts are resolved only when each side is satisfied that it has won or lost. The first axiom provides that communication is an essential component in conflict development, considering that conflict involves at least two parties. Therefore, it is vital for managers to understand communication interactions that can lead to conflict and functional communication patterns after conflict resolution. Managers should be good communicators to help resolve conflicts (Watkins, 1974). The second axiom provides that conflicts develop result from perceived mutually exclusive goals that exist due to differences in values and perceptions. Good communication would ensure that parties have a shared goal that satisfies both individual goals (Veltsos & Hynes, 2021). This axiom implies that conflict is vital in developing shared or superordinate goals. Thirdly, conflicts develop between parties with varying values or perceptions. The difference in the value system is the challenge managers have to address to resolve workplace conflict. Finally, conflict can only be resolved when each party feels or is satisfied that it has won or lost. A win-lose situation is common in many cultures, including law courts and elections. However, a win-win situation is also possible when both parties develop shared goals during conflict resolution.

  1. You are the Human Resources manager for a small candle company. You have been tasked with teaching department managers who are used to practicing either avoiding, accommodating, forcing or compromising the win-win strategy of “problem solving.” Write a one-page memo to your boss that explains how you would teach this new strategy, and what you would tell the managers about how this approach differs from – and is better – the one they currently use.

Memo

TO: Boss

FROM: Human Resource Manager

DATE: March 17, 2023

SUBJECT: Teaching the Win-Win Strategy of Conflict Resolution

 

I am writing to provide details on how to train employees to adopt the win-win strategy of conflict resolution and its benefits. Avoiding, accommodating, forcing, and compromising are common conflict resolution strategies in the workplace. The avoiding strategy has low consideration for production and people. The accommodating strategy entails dealing with conflict by ensuring everyone is happy to maintain relationships. Forcing does not consider others’ acceptance, and its main focus is achieving production goals at all costs. Compromising is based on the assumption that half a loaf is better than none, falling between forcing and accommodating strategies, and every party comes out with something from conflict.

The win-lose situation is a norm in many situations, but the win-win situation is also a possibility and can be adapted for problem-solving. The win-win strategy adopts the mutual problem-solving approach rather than the combative one. Mutually acceptable solutions are possible, and management should incline towards this form of problem-solving where employees or conflicting parties concentrate their energies on addressing the problem rather than defeating each other. Compared with the other conflict resolution strategies, the problem-solving or the win-win strategy fosters cooperation rather than competition, establishes trust between parties, reduces status differences, and helps find mutually acceptable solutions.

To implement this strategy, I will educate to managers use neutral instead of emotional terms, avoid absolute statements, ask open-ended questions, ensure parties are communicating on a similar wavelength by repeating key phrases, adopt terms understood by both parties, avoid interruptions, adopt effective listening skills, and understand the importance of physical arrangements. Key steps to achieving a win-win solution include maximizing environmental conditions by reviewing and adjusting conflict conditions, perceptions, and attitudes. The next step involves adopting Dewey’s problem-solving process of defining the problem, analyzing the problem, brainstorming alternatives, creating criteria for a good solution, and assessing alternatives utilizing independently established criteria for a good solution. These principles and problem-solving steps will allow managers to develop mutually acceptable solutions.

References

Veltsos, J. R., & Hynes, G. E. (2021). Managerial communication: Strategies and applications. SAGE Publications, Incorporated

Watkins, C. E. (1974, March). An analytical model of conflict: How differences in perception cause differences of opinion. Supervisory Management 41, no. 3, 1-5 https://eric.ed.gov/

Way, A. (2018). Quality expectations of machine translation. Translation quality assessment: From principles to practice, 159-178.

 
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NRNP 6645 WEEK 7

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NRNP 6645 WEEK 7

NRNP 6645 WEEK 7: Humanistic–Existential Therapy

NRNP 6645 WEEK 7: Humanistic–Existential Therapy

Introduction

Psychotherapy helps treat a myriad of psychological, behavioral, and cognitive disorders, problems, and their symptoms and is perceived as the primary approach in mental healthcare management. Psychotherapy is often used alongside pharmacotherapy to enhance treatment effectiveness and quick recovery (Locher et al., 2019). Different types of psychotherapy exist and are perceived as suitable for different mental health conditions and disorders and varying patient circumstances. This paper addresses humanistic-existential therapy and contrasts it with cognitive behavioral therapy based on primary themes, modes of application, expected outcomes, and the therapist’s role.

Description

The primary aim of humanistic-existential therapy is to foster self-awareness and personal growth, focusing on people and who they are in their current state. This approach strongly emphasizes the individual and their current state and encourages them to accept individual responsibility for their current state and the consequences of their action (Robbins, 2021). Most individuals are reluctant to accept that they are responsible for who they are and their current state and spend much time blaming others. humanistic-existential therapy revolves around the relationship between the provider and the patient and practitioners helping patients discover themselves and enhance self-awareness of who they are and the world around them (Robbins, 2021). Accepting responsibility for their actions and who they are can help address their resistance and help them have a more meaningful existence. The focus is on self-searching and meaning. Cognitive behavioral therapy combines behavioral and cognitive therapies. It emphasizes the learning’s in developing normal and abnormal or unaccustomed behaviors, adopting the cognitive approach, which focuses more on what individuals think rather than do (Robbins, 2021). The primary aim of CBT is to deal with dysfunctional thinking that causes dysfunctional emotions and behaviors, assuming that people can change what they do and how they feel by changing how they think and reason.

(NRNP 6645 WEEK 7: Humanistic–Existential Therapy)

Differences between Humanistic-Existential Therapy and Cognitive-Behavioral Therapy

Humanistic-existential therapy is rooted in the understanding that human experience influences the current state and that individuals are more responsible for who they are today. According to this approach, individuals develop psychological issues or disorders when they fail to make authentic, self-directed, and responsible or meaningful decisions about their lives (Solobutina & Miyassarova, 2019). Interventions associated with humanistic-existential therapy aim at enhancing the individual’s self-awareness and self-understanding. The core words and themes are acceptance, growth, responsibility, and freedom. The approach stresses that people have the capacity for making decisions and self-awareness, focusing on the individual or the person as having an inherent ability to maintain healthy, constructive relationships and make decisions that benefit oneself and others (Solobutina & Miyassarova, 2019). This approach influences my PMHNP practice by guiding me to focus on helping people gain freedom from disabling assumptions and attitudes to live a more fulfilling life. It also stresses that I adopt existential philosophies to help the client make more authentic and responsible decisions to better their lives.

On the other hand, cognitive behavioral therapy (CBT) explores the relationship between cognition, emotion, and behavior. This approach focuses on automatic thoughts, cognitive distortions, and underlying beliefs as the primary aspects of cognition (Chand et al., 2022). The approach stress that cognitive distortions like an overgeneralization, minimization, disqualifying the positive, selective abstraction and dichotomous thinking and underlying beliefs affect reasoning and perception and interpretation of things and events (Chand et al., 2022). CBT is more structured and goal-oriented, involving the therapist and the patient working collaboratively to modify thinking and behavior patterns to bring about positive change and enhance the quality of life, which is a contrast to the humanistic-existential therapy that focuses on helping people through self-realization and self-understanding to make more authentic and responsible decisions. I consider humanistic-existential therapy more ruthless because it calls for the client to take more responsibility in their lives instead of blaming others people and things or events.

Why Humanistic-Existential Therapy was used with Client in the Video

The video selected for review has ‘Joe’ as the client, and he presents to the practitioner as feeling unwell and less alive. The client attended therapy sessions two years ago for anger issues, but the process was not effective in helping address his dysfunctional and unaccustomed behavior and actions. The patient complains of a lack of place orientation and has constricted feelings. The humanistic-existential therapy was selected to help the client enhance self-awareness and self-understanding and increase the capacity to make authentic and meaningful decisions. Adopting this approach would help “Joe” better understand his life with a better individual identity, purpose, and meaning in life and help develop quality relationships with other people. Adopting the CBT approach in this situation would focus on dysfunctional thought and behavior patterns that impact Joe’s life and how to address these dysfunctions to impart positive change. The outcome would be altered thinking and behavior patterns that would help Joe live a more fulfilling life.

(NRNP 6645 WEEK 7: Humanistic–Existential Therapy)

Conclusion

Humanistic-existential therapy focuses on the individual as a whole person with the capacity to maintain a healthy life and make authentic and responsible decisions. In contrast, CBT focuses on dysfunctional thinking and behavior patterns that are pervasive in a client and contribute to their mental health problems. Both theories emphasize bringing positive change to the inner individual and helping people gain more control over their lives through self-awareness and self-understanding and more positive thinking and behavior patterns. The therapist can complement or supplement each other in treating mental health conditions.

Supporting Sources

Locher et al. (2019) explore psychotherapy in detail. Robbin (2021) discusses an existential-humanistic approach to positive psychology, and Chad et al. (2022) discuss cognitive behavioral therapy and associated concepts. Solobutina and Miyassarova (2019) tackle the existential personality fulfilment dynamics in psychotherapy course. These studies are peer-reviewed and scholarly because they are written and reviewed by experts in the field with extensive knowledge and authority to address particular topics.

References

Chand, S. P., Kuckel, D. P., & Huecker, M. R. (2022). Cognitive behavior therapy. In StatPearls [Internet]. StatPearls Publishing.

Locher, C., Meier, S., & Gaab, J. (2019). Psychotherapy: A World of Meanings. Frontiers in psychology, 10, 460. https://doi.org/10.3389/fpsyg.2019.00460

Robbins B. D. (2021). The Joyful Life: An Existential-Humanistic Approach to Positive Psychology in the Time of a Pandemic. Frontiers in psychology, 12, 648600. https://doi.org/10.3389/fpsyg.2021.648600

Solobutina, M. M., & Miyassarova, L. R. (2019). Dynamics of Existential Personality Fulfillment in the Course of Psychotherapy. Behavioral sciences (Basel, Switzerland), 10(1), 21. https://doi.org/10.3390/bs10010021

 
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Discussion 2: Quantitative Research

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Discussion 2: Quantitative Research

Quantitative research presents information in graphs and numbers. It helps to validate or put to the test hypotheses and presumptions or establish a topic’s generalizable facts. Experiments, quantifiable observations, and surveys with closed-ended questions are examples of quantitative procedures (Wright et al., 2018). Qualitative research relies on current studies or adopts methods that do not involve numbers. It aids in understanding ideas, experiences, or concepts such as cultures, perceptions, religious beliefs, and social constructs. Individuals can gain comprehensive knowledge about poorly understood subjects through qualitative research (Tenny et al., 2017). Typical qualitative techniques include open-ended interview questions, written descriptions of observations, and literature reviews that examine ideas and theories.

Discussion 2: Quantitative Research

The validity and reliability of quantitative research must be supported by evidence. Quantitative research aims at maintaining objectivity or minimizing the researcher’s impact on data collecting. Similarly, some qualitative researchers also seek to establish validity and reliability (Wright et al., 2018). Procedures like cross-referencing and cross-validating sources during observations aim to be as objective as they can be. Qualitative researchers adopt specific frameworks, language, and evaluation standards to assess qualitative research and eliminate issues such as research bias or lack of objectivity (Wright et al., 2018). As an illustration, criteria for rigor such as credibility, transferability, dependability, and confirmability aim to determine the qualitative research’s accuracy, trustworthiness, and believability rather than its validity and reliability (Wright et al., 2018). Additionally, large, randomly selected samples are preferred in quantitative research, especially when the goal is population generalization. Instead, qualitative research or purposive sampling frequently concentrates on individuals likely to provide rich information about the study topic.

The proposed research study is about numerical data, and therefore, quantitative research is the most suitable methodology. The research study explores strategies and interventions to increase IPV victims’ identification, which will be quantified by the number of new cases reported and recorded after implementing the proposed intervention. Quantitative research will also improve the generalizability, validity, and reliability of the research study’s findings.

References

Tenny, S., Brannan, G. D., Brannan, J. M., & Sharts-Hopko, N. C. (2017). Qualitative study.

Wright, S., O’Brien, B. C., Nimmon, L., Law, M., & Mylopoulos, M. (2018). Research Design Considerations. Journal of graduate medical education, 8(1), 97–98. https://doi.org/10.4300/JGME-D-15-00566.1

 
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NR705-WEEK 2 Discussion-Prescreening Process

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NR705-WEEK 2 Discussion-Prescreening Process

Practice Question

The following practice question will serve as the basis of the DNP project: For adults with a history of Schizophrenia (P) in the inpatient setting, does the implementation of technology with motivational interviewing (I), compared with current practice (C), impact medication nonadherence (O) in 8-10 weeks (T)?

NR705-WEEK 2 Discussion-Prescreening Process

Process of Completing IRB Prescreening Supplement Form

Any project involving human participants requires IRB approval (Rooney et al., 2019). Chamberlain’s Institutional Review Board’s permission is needed to collect and or implement the DNP project, which involves schizophrenia patients, at the practicum site. The approval requires the filling of the IRB Prescreening Supplement. To complete the form, personal details are required, including student name, email, ID, project working title, practicum site name, preceptor’s name and contact, and key decision-makers’ contact details. The form is completed in various sections. Section I requires a description of the practice problem and the need for the project. Section II requires the provision of the practice question and the definition of the population. In section III, the student should provide a weekly implementation plan or protocol, generally, what will be done each week of the project implementation phase and the resources needed. Section IV requires describing a plan for educational offerings. Section V is the IRB completion that requires the student to thoroughly explain the data collection plan, measurable outcome identified in the practice question, names of tools and instruments used and their validity and reliability. In this section, the student should also elaborate a data analysis plan, identify statistical tests, plan to ensure participant’s confidentiality and safeguard data over time, and results dissemination plan.   The steps for the IRB prescreening review form include determining whether the project is “Research” as defined by the IRB, whether the project involves human subjects, whether the practice setting requires IRB review, and whether the project interacts with a vulnerable population. The last section of the IRB Prescreening Supplement Form involves confirmation of the various project aspects after completion.

(NR705-WEEK 2 Discussion-Prescreening Process)

Project Status

The project is still in the approval stage, but the research team is working with participants towards data collection, which will only be completed after IRB approval. However, the preparation is necessary, including explaining to participants what is expected of them, the method, instruments and duration of data collection. Generally, the team is in the initial stages of the implementation, and the organization I am working with is already aware of the project implementation, the intervention, and the involvement of schizophrenia patients in the study.

References

Rooney, L., Covington, L., Dedier, A., & Samuel, B. (2019). Measuring IRB Regulatory Compliance: Development, Testing, and Use of the National Cancer Institute StART Tool. Journal of empirical research on human research ethics: JERHRE, 14(2), 95–106. https://doi.org/10.1177/1556264619831888

 
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Discussion Rebuttal 2

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Discussion Rebuttal 2

Discussion Rebuttal 2

 The author offers a satisfactory and compelling argument on the importance of an abstract in research work publishing. The primary role of an abstract is to summarize, describe, sort, and index a scientific paper or research work. It highlights the key sections or points from the major sections of the paper and explains what the paper includes with sufficient detail to expedite categorizing the paper as relevant to readers’ interest and clinical work. Abstracts are vital because they help index articles in online biomedical and clinical databases and also facilitate retrieval and review of research papers.1 Effective abstraction is challenging because it must be sufficient and compelling enough to attract journal editors who screen hundreds to thousands of abstracts yearly to screen research work and clinical papers for preliminary consideration.1

Editors reviewing the manuscript focus on the abstract, and poor-quality abstract can dissuade the best experts from taking their time and effort to review and improve a paper because it would take more time to complete the peer review.1 The abstract gives the initial impression about the paper, although other parts of the paper are equally important, and a poor abstract can relegate the research work to literature search obscurity or discourage readers from putting the paper on their reading list.1 Also, potential referees concentrate on the abstract when invited by editors to review a paper. I would also stress the need to develop attractive and compelling titles because readers begin with the title before moving to the abstract.

References

  1. JoAnn G A. Writing for Publication 101: Why the Abstract Is So Important. Crit Care Nurse1 August 2017; 37 (4): 12–15. doi:https://doi.org/10.4037/ccn2017466
 
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NR705-WEEK 3 Discussion-The DNP Practice Change Project

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NR705-WEEK 3 Discussion-The DNP Practice Change Project

The Data Collection and Analysis Plan

Practice Question

The following practice question will serve as the basis of the DNP project: For adults with a history of Schizophrenia (P) in the inpatient setting, does the implementation of technology with motivational interviewing (I), compared with current practice (C), impact medication nonadherence (O) in 8-10 weeks (T)?

NR705-WEEK 3 Discussion-The DNP Practice Change Project

Plan to Protect Participant’s Confidentiality and Identity

Confidentiality involves the protection of human participants’ personal identifiers or personally identifiable data. It is an agreement between the researchers and the participants provided via informed consent as a guarantee that the participant’s identity and private or personal details and responses are not disclosed to unauthorized individuals or people outside the research team without consent (Purdue University, 2019). It is difficult for researchers to guarantee confidentiality when collecting identifiable details because there are limitations to confidentiality, including mandatory reporting laws and inspection of research data and records by IRB or the sponsor (Turcotte-Tremblay et al., 2018). Nonetheless, participants should know how their information will be stored during and after research (Purdue University, 2019). To protect participants’ data in this research and protect their identity, the project team will encrypt computer-based files, store documents like signed consent forms in locked file cabinets, and avoid using personal identifiers in study documents. Additionally, codes will be substituted for participant identifiers.

The information collected during the project development and implementation will be used over time and stored for future reference. The project team will establish a data management plan to protect and maintain the data over time. Physical documents will be stored in an environment with controlled access and under industry regulations such as HIPPA, SOC-2, and PIPEDA (University of Nevada, 2021). Staff authorized to access and utilize the data will receive routine security training to ensure best practices regarding participants’ data protection, including identifying new security threats, enforcing data protection regulations, and identifying better ways to secure the data (Turcotte-Tremblay et al., 2018). The data will be backed up to protect it from loss, system failure, or potential destruction. The data will be stored securely after this project, and it can be retrieved in future for similar projects.

References

Purdue University. (2019). Important considerations for protecting human research participants. https://www.purdue.edu/research/dimensions/important-considerations-for-protecting-human-research-participants/

Turcotte-Tremblay, A. M., & Mc Sween-Cadieux, E. (2018). A reflection on the challenge of protecting confidentiality of participants while disseminating research results locally. BMC medical ethics, 19(Suppl 1), 45. https://doi.org/10.1186/s12910-018-0279-0

University of Nevada. (2021, July 13). 410. Maintaining Data Confidentiality. https://www.unr.edu/research-integrity/human-research/human-research-protection-policy-manual/410-maintaining-data-confidentiality

 
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Topic 5 DQ 2 Clinically significant results

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Topic 5 DQ 2 Clinically significant results

 Clinically significant results are those that advance medical treatment and enhance a person’s physical function, mental health, and capacity for social interaction. The phrase “improving quality of life” in relation to medical care covers both subjective and objective concepts. Here, the terms “objective” and “subjective” improvements in quality of life are used to describe changes in performance status, the length of a disease’s remission, and the lengthening of life (Sharma, 2021). Subjective improvements in quality of life refer to changes in mood, attitude, physical and social activity, feeling generally well, and the relief of discomforting symptoms like pain, frailty, and distress.

Topic 5 DQ 2 Clinically significant results

Results with statistical significance do not always translate into therapeutic relevance or an improvement in the subjects’ quality of life. As a result, many outcomes may be statistically significant but not necessarily clinically relevant (Sharma, 2021). Hence, clinical and statistical significance should both be valued by researchers and doctors. A clinically relevant intervention justifies its effects by outweighing the costs, harm, and difficulties it causes to the people it is intended to help. The primary distinction between statistical and clinical significance is that the former looks for differences between two groups or two treatment modalities, whilst the latter asks whether the results of the carried-out analysis of the data have any mathematical significance (Armijo-Olivo, 2018). For instance, if a drug has a demonstrable, beneficial impact on a person’s daily activities, it may be said to have a high clinical significance. Statistical significance, in this case, would help determine whether the effects of the drug are real or due to chance. For the DPI project, the clinical significance is preferred because the aim is to develop an intervention that will have beneficial effects on the patients that outweigh the costs and inconveniences.

References

Armijo-Olivo S. (2018). The importance of determining the clinical significance of research results in physical therapy clinical research. Brazilian journal of physical therapy, 22(3), 175–176. https://doi.org/10.1016/j.bjpt.2018.02.001

Sharma H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi journal of anaesthesia, 15(4), 431–434. https://doi.org/10.4103/sja.sja_158_21

 
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Discussion Rebuttal

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Discussion Rebuttal

The author presents a compelling argument on group cohesiveness and how leadership can ensure group success. Cohesiveness is an essential factor in a group, and it helps ensure continued functionality and successful completion of group activities. Leaders play the primary role in ensuring the group remains together and members work like a team to realize group objectives.1 However, I posit that group members are more critical in promoting group cohesiveness under the leader’s guidance. The leader creates a plan and facilitates a collaborative environment, while group members play the other part of working collaboratively, communicating effectively, sharing knowledge and information, and helping each other grow and become better to realize group and individual goals and objectives.

Discussion Rebuttal

Leaders cannot be everywhere at the same time monitoring activities and ensuring group members link and develop bonds with one another and with the whole group. Members must be willing to establish social relations, task relations, perceived unity, and emotions to build cohesiveness. Therefore, the primary role of a leader in ensuring the group grows closer and becomes more collaborative is offering and supervising best practices for group work, facilitating an environment that fosters relationship building between members, and by this, leaders should be easily approachable, provide positive feedback, match skills with the job, communicate effectively, and most importantly develop leadership in others. Chen and Rybak argue that cultivating leadership in group members is critical to ensuring group cohesiveness and success as a collective action.1 By empowering group members to develop relationships and work at their full potential, a leader is able to ensure a successful group process.

References

  1. Chen M W, Rybak C. Group leadership skills: Interpersonal process in group counseling and therapy. Sage Publications. 2017  https://www.chegg.com
 
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Identification and Contextual Assessment Planning for the Group

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Identification and Contextual Assessment Planning for the Group

 

  1. Identify and briefly describe a population you are working with in the field that could benefit from a group-based intervention. What are some challenges potential members face? How did this population come to your attention?

Identification and Contextual Assessment Planning for the Group

The group has six individuals, African American youth and adolescents, including two Caribbean girls aged 15 and 17, two African Americans, a boy aged 14 and a girl aged 16, one African girl aged 17, and one Jamaican boy aged 17. I worked with these individuals at the clinic I went to for my clinical. All have been diagnosed with generalized anxiety and depression from different circumstances. Both Caribbean girls are Christians, but the others do not identify with a religion, although they grew up religious. They all live in Nassau County, Long Island, NY, and are receiving therapy from the same agency. Their pain points are verbal abuse, neglect, and ongoing trauma.

These individuals are up against cultural practices they do not wish to be part of, including religious beliefs, high dependency by family members due to close nit families, and stereotypes associated with African Americans like crime and poverty, as they feel powerless and unheard of because they are minors. I encountered and worked closely with these individuals during my internship. These clients share common circumstances and have been diagnosed with anxiety and depression. They perceive their families as toxic which is beyond their ability to change because they are minors. They all face isolation, and loneliness and feel misunderstood for wanting to dissociate from the cultural practices and beliefs associated with their family background. These individuals will undergo group therapy to help them relate to one another by sharing experiences and establishing common goals for behavioral changes and coping strategies to help them through their everyday ordeals.

  1. Using the required readings and course syllabus to guide the literature, what are the three key values or benefits of using a group approach with this population?

The group therapy approach is preferred to individual or one-on-one therapy for this group of individuals because of related experiences, challenges, and struggles. Members have been diagnosed with anxiety and depression, are in a toxic environment, and face isolation, loneliness, and feeling misunderstood. Despite having related experiences, the clients have individual differences, and members can benefit from the broadly varying clusters of therapeutic factors typical in group settings (Yolom & Leszcz, 2005). According to Wayne and Cohen (2001), high-quality group work education facilitates effective group work practice. Therefore, the practitioner should help members develop interactional skills for group work practice and facilitate a healthy and relatable environment where members can benefit from the group work approach.

By engaging in group work, members can benefit from interpersonal learning. Individuals in the group have related experiences and can help members acknowledge their struggles and issues and feel less alone, offering support and encouragement (Yolom & Leszcz, 2005). The group members interact with each other and receive feedback from other group members or the therapist, which helps them gain a greater understanding of themselves and how they can improve their behaviors and attitudes. Group members are also each other’s role models, helping one another successfully cope with the problems they experience, feel encouraged and inspired about their recovery process, and establish a culture of support and motivation.

Group members will also benefit from mutual support to promote social skills, enhance self-reflection and awareness, and receive support and encouragement from a wide range of individuals (Brandler & Roman, 2016). Members will interact to build communication skills and engage others’ feedback to learn more about themselves to enhance self-awareness. The group approach will offer a safe environment where members can share their personal life and information, display natural behaviors, and express themselves without feeling discriminated against or unheard (Brandler & Roman, 2016). Members can observe each other’s behaviors through social interactions or situations and help the practitioner respond better than if it was individually expressed in a one-to-one session.

Group members can also gain from the installation of hope. Individuals selected join a group of individuals struggling with similar issues, and they have a remarkable chance to experience or witness changes in others while also experiencing their own small wins as they are acknowledged and celebrated by peers (Yolom & Leszcz, 2005). Group members react differently to treatment, and the group might include members at various levels of recovery at some point. Members can see other individuals cope and recover from their illnesses, which gives them hope to begin or continue the process.

  1. Using course literature on models and theories of group practice, what type of group approach do (or did) you propose?

Successful group practice requires the leader or the leading practitioners to adopt group practice best practices and values that inform and guide interpersonal interactions between group members and between group members and the practitioner (Wayne & Cohen, 2001). The group has six members, and new memberships will be limited as it might disrupt the progress if new members are allowed to join at any time. In this case, by the time a new member joins, the group will have undergone several staging of group practice, which will be seen as disruptive. The sessions will be two times a week, two hours long, for six months to ensure members completely recover from their anxiety and depression and feelings of loneliness, isolation, and misunderstanding. The leader will be less active, facilitating interpersonal interactions, balancing support and confrontation, managing the working process and tasks, and encouraging member-to-member empathy. The group sessions will be in a circle, and icebreakers will be the primary approach in helping members integrate and connect.

The primary aim of the practitioner is to establish working and constructive relationships between group members using group activities. The remedial model is ideal for this group as it focuses on addressing individual dysfunction, utilizing the group as context and means to alter deviant behavior (Alissi, 1980). Individuals involved in group work have behavior disapproved by society, including the desire to dissociate from cultural practices attached to their ethnic backgrounds. The remedial model can help remove the adverse conditions from group members whose behavior is unacceptable in society. This approach is also suited for isolated and alternated persons, which is the case with group members selected for this group work. The model will guide attempts to bring change in these individuals, especially adjusting personal and social relations.

  1. Using the required readings and course syllabus to guide the literature, identify at least two key opportunities, challenges, or obstacles in group interventions in each of the contexts below. How would you address each of these challenges?

Discuss at least two challenges or obstacles for each of the following: Use, cite, and reference at least one source in each subsection (A, B & C) – sources may be used in more than one)

  1. In the agency context?
  2. How will the agency\’s organizational mission, structure, and activities influence the group?

The agency’s primary purpose and mission is to help individuals recover and promote group cohesiveness. However, the agency has a leadership structure, policies, requirements for membership, and activities such as relationships with local governments, funding sources, and other partners that influence the agency’s operations. The government plays a critical role in the continuity of the agency through yearly funding. Apart from government funding, the agency depends on payment for services to continue operating, which in this case, parents are paying because group members are teenagers. Therefore, group sessions can only be sustained with membership fees. The agency policies would see a group member discontinued if they fail to pay the required fee, affecting group dynamics and the established cohesion (Brandler & Roman, 2016). Also, the agency continued operation depends on funding from the local government, implying political interference in the leadership and running of the agency (Brandler & Roman, 2016). Local government involvement in the running of the agency means that government policies impact the agency’s operations. Sometimes the budget is cut or the funding is late, affecting the operations of the agency and group sessions. To address this problem, a potential solution would be the agency seeking other reliable or timely funding sources, including charitable funding, community-based funding, or partnership with non-profit organizations addressing mental health in the community and alternatives to curb the inconveniences caused by lateness or budget cuts from local government funding.

  1. How will they affect the way you develop and work with the group?

Therapists have a signed contract and work agreement with the agency to promote the agency’s mission, vision, values, and policies. Therapists enforce these policies in the group, which affects working with the group because strict adherence is needed. For instance, I have to enforce the level of discipline required in the agency, including regulations for lateness, absenteeism, membership payment, and discrimination policies. In such cases, agency interest might come before the group’s interests, negatively affecting how I develop and work with the group. When forming the group, the therapist must explain and clarify agency policies and rules and help members understand and apply them for continuity.

  1. In the community context?
  2. What communities influence the development of this group?

The selected group members are from the African American community, although from different regions, including the US, Africa, Caribbean Island, and Jamaica, meaning they share common characteristics. Working with this group is a social work practice that needs the involvement of the community where these individuals come from. The African American community influence the development of this group through its beliefs, values, and cultural practices. For instance, African Americans emphasize family closeness, community bonding, and solidarity, and any altered values are considered deviance from community values and cultural beliefs. Group members would have to show adjustment to acceptable behavior if they want to be part of the community, including dissociating from not wanting to be involved in cultural practices and values of the African American community. For successful integration back into the community, the community has to facilitate an accepting environment for the individuals who have adjusted their behavior. As a therapist, I will consider the values, culture, beliefs, and social perception of the African American community when developing the group to ensure I attend to these backgrounds and promote cultural sensitivity with the group. The group dynamics will not be complicated because all members are African Americas. Notably, the members’ countries of origin differ because I have some from Africa, America, Jamaica, and Caribbean Islands. The specific cultures and values of these different sub-communities will influence group development. The difference in values and backgrounds will be key in establishing and sustaining cohesiveness in the group.

  1. How may/will communities influence and/or support the ongoing development of this group?

These group members are part of the community, and community values and interests will influence its development. Members have shared experiences and feelings of isolation, loneliness, and misunderstanding. Members also claim to be in a toxic environment where they must conform to specific values and practices they disagree with but have no choice because they are minors. According to Berman-Rossi and Miller (1994), individuals act on the environment, but its influence on individuals is greater, influencing choices, actions, and ideas. Therefore, their communities have influenced and played a critical role in developing mental health issues like anxiety and depression and how they feel. At the end of group therapy, the members must integrate into the community and develop healthy interpersonal relationships. Members are also minors are will require consent and direction from seniors, particularly family members, to be part of the group. Therefore, community members, including their families, social workers, and community leaders, who have a better understanding of the community’s cultural practices, values, and acceptable behavior will be involved to inform and support the group’s ongoing development. There will be interactive sessions with these community members at different stages of the group process to help access individual development and behavior adjustment per the community values and acceptable behavior.

  1. In the potential members\’ and worker context?
  2. How are your identities similar or different from the client or system potentially represented in the group?

The group members experience isolation and loneliness, feel misunderstood, and have recently been diagnosed with anxiety and depression. These individuals have a commonality that I do not identify with or share experience with, but only at the professional level. I have professional knowledge and experience in addressing such cases and recognize how individuals feel. However, I lack personal experience or firsthand experience at a personal level on anxiety and depression symptoms or feeling disconnected from the community and family members. I need high-level empathy to understand what the clients are going through and help them throughout the recovery process.

  1. What assumptions or biases may you need to be aware of?

After the norming or middle stages, it is assumed that members will have no conflict, interact openly and freely, and acknowledge individual differences, working towards a common goal. I need to be aware that this is not always the reality and expect conflict or individual differences to sustain throughout therapy. I should also be keen on hidden personalities that only appear in particular circumstances, for instance, members’ reactions when one of them is overwhelmed by feelings. I should also be aware of in-group biases where some individuals feel smarter, in a better position, or more important than others. It can happen when individual members rival for attention or superiority in the group and tend to belittle or embarrass others (Brandler & Roman, 2016). Conclusively, I should expect individual versus individual and individual versus group confrontations at any point in the process.

  1. How might culture and identity impact the power dynamics in your relationship with group members and/or client system?

Culture affects group dynamics and the relationship between group members and between the therapist and group members. The cultural characteristics of group members influence how group members interact and might lead to the formation of sub-groups within the group. Although all group members are African Americans, their origin countries differ, meaning cultural practices, values, and beliefs are different to some extent for the different sub-groups. For instance, African Americans from the US might develop a superiority complex over African Americans from other countries, which might impact group dynamics. Culture influence habits, preferences, and values and the differences in the cultures of the sub-groups might be a source of conflict between group members or between group members and the therapist, affecting group cohesiveness. For instance, American pop culture is integral to the culture of African Americans from the US, which might impact a close relationship with African Americans from other countries and continents like Africa, Jamaica, Caribbean Islands that have their unique cultural practices. To address this problem, I should understand every team member’s cultural characteristics and identity and develop initiatives to ensure cultural sensitivity, eliminating any potential superiority complex that might impact the group’s cohesiveness and work process.

References

Alissi, A.S. (1980). Social Group Work Models: Possession and Heritage. Perspectives on Social Group Work Practice: A Book of Readings. NY: The Free Press. Chapter 9

Berman-Rossi, T., & Miller, I. (1994). African-Americans and the settlements during the late nineteenth and early twentieth centuries. Social Work with Groups, 17(3), 77-95. https://www.swarthmore.edu/SocSci/rbannis1/Progs/Bibs/SS.html

Brandler, S. & Roman, C.P. (2016). Group Work: Skills and Strategies for Effective Interventions. Third Edition. NY & London: Routledge.

Wayne, J. L., & Cohen, C. S. (2001). Group work education in the field (Vol. 2). Council on Social Work Education.

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. Basic books.

 
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Analyzing Group Techniques

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Analyzing Group Techniques

Introduction

The primary aim of group therapy is to facilitate a high-functioning, comfortable, and functional environment. Engaging in group therapy allows members to benefit from the various mechanisms, including universality, altruism, instillation of hope, imparting information, socialization techniques development, imitation behavior, cohesiveness, existential factors, interpersonal learning, and self-understanding. It is suitable for individuals with relatable experiences. This paper analyzes a video on group therapy techniques, what the therapist did well, where I would have handled it differently, and the benefits and challenges of group therapy.

Analyzing Group Techniques

Group Therapy Technique in the Video

The video selected for this analysis is “Interpersonal group therapy for addiction recovery demonstration.” The video portrays an interpersonal group therapy technique in action as group members talk and share personal struggles. Others provided material and emotional support to aid in the recovery process. Addicts frequently experience isolation, which they must overcome by learning to form relationships and exhibit constructive interactions. One of the group members talks about taking medicine from his sick mother, and to help the protagonist feel at ease, several other characters actively listen while also reflecting on the circumstances together (Cats Cats, 2016). Another group member talked about a comparable incident of robbing his grandfather’s pension money. The person who shared his story of robbing his mother’s medication feels that once people find out what happened, they will no longer trust or desire to surround themselves with him. But the therapist and other group members get along well with him, reassuring him that no one will hold his past behavior against him and that it is good to talk about his struggles (Cats Cats, 2016). By opening up, he may escape the alienation his worries and insecurities caused, which encouraged his addiction. Importantly, Jimmy claims that he trusted the group members and was interested in connecting more with them. The foundation of interpersonal group therapy is mutual respect, trust, and deep connections made in a supportive setting.

Evidence-based Support of the Group Therapy Technique

According to Rajhans et al. (2020), interpersonal group therapy is an effective treatment for mental disorders and drug misuse, allowing group members to gain the communication and interpersonal skills necessary for successful, long-lasting recuperation and healthy growth. It is a potent tool for helping people understand themselves and their connections with others (Rajhans et al., 2020). The people speaking about their experiences think that hurting persons closest to them through robbing damaged their bond with them. According to Cuijpers et al. (2018), people can address relationship problems that lead to psychological suffering or a lack of satisfaction in interpersonal interactions through interpersonal group therapy. For those who find it difficult to express or convey their needs, feelings, and opinions in a direct manner to others, this strategy might be helpful. The participants in the video are guilty and ashamed for taking from their loved ones and needed interpersonal therapy to successfully resolve these relational problems.

What the Therapist Succeeded In

Throughout the film, the therapist’s primary function is to promote interaction and encourage Jimmy to keep talking about his encounter. The therapist maintained the conversation, encouraging Jimmy to share more and engaging the other group members in understanding his position, assuring him that talking about his relationship problems or robbing his mother would not change the way they perceived him (Cats Cats, 2016). Also, the therapist used suitable questions, and delivered in a quiet, polite tone that complemented the atmosphere of the space.

What I would have done differently

I found how the therapist asked Jimmy to continue sharing at the beginning of the video demanding and pressuring, not giving him adequate time to handle his emotions. Jimmy feels awkward talking about his experience, especially stealing from his mother, which makes him feel bad and embarrassed. Before urging Jimmy to resume, I would give him enough time once he stopped speaking to take a breath, collect his thoughts, and control his feelings and emotions. While it is essential to maintain the talk, it is also crucial that the people who are speaking do not feel compelled to do so.

Insights gained from how the therapist conducted the group session

To make Jimmy relax and be at ease to share, the therapist managed the session skillfully by allowing everyone to speak in turns, offering assistance when required, and recounting their stories. Also, the therapist sees to it that everyone in the group gives Jimmy their full attention (Cats Cats, 2016). She has succeeded in building an environment based on trust where Jimmy feels free to share his most heinous acts. I would use these beneficial ideas I learned from the video to guide my instructional practice in the future.

Conducting my group session

Individuals are prepared to take part in a secure and collaborative setting, which is the foundation of effective group therapy. The characteristics of a productive group environment are compromised when there is a problematic group member. Setting guidelines and going through them with attendees to make sure everyone understands the difference between unacceptable and acceptable behavior is the most crucial step in managing a problematic group member. According to Finkle (2017), establishing trust within the group is essential to fostering a supportive environment for bonding and interaction. I would let participants interact at their own rhythm, use affirming, sympathetic language and statements rather than pertinent questions, talk with participants about the group process, and repeatedly emphasize each participant’s duty to both the group and other participants to encourage active participation. I would also routinely ask participants to evaluate their impressions and encounters periodically.

What to expect in Different Stages of Group Therapy

Each phase of group therapy has a goal that must be achieved to successfully implement group work. I anticipate that during the group-forming phase, members will get to know group members’ names and the problems they deal with. According to Richard (2020), conflict amongst group members during the storming stage is to be expected due to the variety of characters, attitudes, and objectives. I believe that throughout the norming phase, participants will become accustomed to one another, forge significant connections, and engage in productive communication. I anticipate that when people are on stage performing, they will start talking about their problems and supporting one another. I expect that by the time the meeting adjourns, participants will have overcome their issues and be able to successfully reintegrate into society and resume leading regular lives.

Benefits and Challenges of Group Therapy

Group therapy helps address addiction, alcoholism, and mental health problems. It connects users with others going through similar or related situations, giving them a sense of comfort and belonging. People feel a sense of belonging since they are encircled by people who are also dealing with relatable problems. According to Wendt and Gone (2018), p People greatly benefit from having a support system, and by hearing and exchanging ideas with others, they can acquire new perspectives. However, talking before an audience or sharing embarrassing experiences might be uneasy. Additionally, the conflict between personalities is common, and group members may sense a violation of confidentiality. The therapist may have trouble establishing a high-functioning group of patients to assist them to recoup and dealing with planning issues, especially scheduling conflicts.

Conclusion

Group therapy allows a practitioner or a group of practitioners to treat multiple patients at once. It is used in various healthcare settings, adopting different techniques based on the needs of patients or group members. The video analyzed in this paper adopts the interpersonal group therapy technique suitable for individuals with relatable experiences. The therapist maintained the session skillfully, allowing individuals to share their experiences, learn from others, and encourage recovery. If I was handling this session, I would avoid probing questions and allow time for members to deal with their feelings and emotions while sharing their experiences before asking them to resume.

References

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

Cuijpers, P., Donker, T., Weissman, M. M., Ravitz, P., & Cristea, I. A. (2018). Interpersonal Psychotherapy for Mental Health Problems: A Comprehensive Meta-Analysis. The American journal of psychiatry, 173(7), 680–687. https://doi.org/10.1176/appi.ajp.2017.15091141

Finkle, L. (2017, July, 16). How to deal with difficult and disruptive team members. https://www.linkedin.com/pulse/how-deal-difficult-disruptive-team-members-linda-finkle

Rajhans, P., Hans, G., Kumar, V., & Chadda, R. K. (2020). Interpersonal Psychotherapy for Patients with Mental Disorders. Indian journal of psychiatry, 62(Suppl 2), S201–S212. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_771_19

Richard, P. (2020). 6: Group Therapy: Stages of Group Development. Springer Publishing.

Wendt, D. C., & Gone, J. P. (2018). Complexities with group therapy facilitation in substance use disorder specialty treatment settings. Journal of substance abuse treatment, 88, 9–17. https://doi.org/10.1016/j.jsat.2018.02.002

 
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