Assignment 3: Reflective Journal Essay

April 23, 2020

Assignment 3: Reflective Journal Essay

Order ID 53563633773

Type Essay

Writer Level Masters

Style APA

Sources/References 4

Perfect Number of Pages To Order 5-10 Pages

Description/Paper Instructions

Please include a narrative of the following criteria, as this pertains to your knowledge, skills, and attitudes gleaned from this Capstone Course. In addition, a short narrative summary of your educational experience in the RN-BSN program will assist in providing feedback for future curricular revision. Using the personal pronoun “I” is expected in writing a Self-Reflection and Reflective Journal.

Please include:

Description of experiences and accomplishments

Evaluate personal and professional growth

Evaluate experiences with collaborating with RN facilitator

Evaluate growth as life-long learner

Evaluate professional role as change agent

NURS 6640: Psychotherapy With Individuals Essay Assignment

                                                          NURS 6640: Psychotherapy With Individuals

Initial post

The client that has been selected for the purpose of this discussion is the hyperactive child. The client is an African-American girl who seems to be between the age of 12 and 15. During the sessions, she seems to focus only on other things other than the session. She seems to find it hard to settle in one place and she talks very fast. In fact, it is hard to tell what exactly he is talking about. She does not give the listener a chance to respond to her questions. She asks a series of questions at a time and this makes it hard to have a conversation with her. Indeed, this looks mostly like a case of ADHD. To be specific, this is a case of hyperactivity and impulsivity considering that ADHD may be manifested as hyperactivity, impulsivity and/or inattention (Krull, 2019).

            According to the DSM 5, there are a number of criteria that must be met in order to diagnose a client with hyperactivity and impulsivity. First, it is important to note that the symptoms should not be mainly the manifestation of failing to understand instructions, hostility, defiance or oppositional behavior (APA, 2013). This is not the case. In fact, this child does not seem to have any symptoms suggesting the above-mentioned list. Secondly, the child should show at least 6 of the listed symptoms in at least 6 months. In this particular client, there are various symptoms that come out very clearly. She is always fidgeting; she leaves the seat where she is required to remain seated like in this case where she is expected to be seated during the session. She seems to find it hard to engage in activities in a quiet manner. She seems to be on the go and others may find it hard to keep up with her. She talks excessively, she blurts answers before a question is completed and she seems to find it hard to wait for her turn to speak, meaning that she often interrupts others. It is important to be specific whether or not there is a combination of inattention and hyperactivity/impulsivity or just a case of hyperactivity and impulsivity (APA, 2013). In the case of the current client, the diagnosis is only that of hyperactivity and impulsivity.

            Treatment of ADHD can be done using stimulants as well as non-stimulants. Notably, stimulants are either methylphenidates or amphetamines. Stimulants always work by blocking dopamine both at the postsynaptic as well as presynaptic membrane. The most common treatment for ADHD remains to be stimulants because they are up to 70% effective (Magnus, Nazir, Anikumar & Shaban, 2019). In this case, the stimulant that shall be used is methylphenidate. This is because this is a stimulant that has been documented as having significant efficacy in treating ADHD. There is also evidence showing that there are specific cognitive processes that are involved when stimulants are used with a view of mediating clinical improvement (Hawk et al., 2018). It is expected that with the medication, the client shall have better control of her thoughts and behavior. There will be less impulsivity and hyperactivity and she will behave normally for her age. Cognitive behavioral therapy can also be used to help her improve her thinking as well as social interaction. In a study that utilized cognitive behavioral therapy in adolescents with ADHD, it was concluded that the intervention was effective in mediating better clinical outcomes and the adolescents also tolerated the intervention (Sprich, Burbridge, Lerner & Safren, 2015). A combination of drugs and CBT shall therefore be effective in this case.

References

Hawk Jr, L. W., Fosco, W. D., Colder, C. R., Waxmonsky, J. G., Pelham Jr, W. E., & Rosch, K. S. (2018). How do stimulant treatments for ADHD work? Evidence for mediation by improved cognition. Journal of Child Psychology and Psychiatry, 59(12), 1271-1281

Krull, K. R. (2019). Attention deficit hyperactivity disorder in children and adolescents: Overview of treatment and prognosis. UpToDate. Agustyn M, Torchia MM (Eds), UpToDate, Waltham MA. Accessed on April, 29

Magnus, W., Nazir, S., Anilkumar, A. C., & Shaban, K. (2019). Attention deficit hyperactivity disorder (ADHD). In StatPearls [Internet]. StatPearls Publishing

Sprich, S. E., Burbridge, J., Lerner, J. A., & Safren, S. A. (2015). Cognitive-behavioral therapy for ADHD in adolescents: Clinical considerations and a case series. Cognitive and behavioral practice, 22(2), 116-126

RUBRIC

Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent

Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.

Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.

Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.

Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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