Assignment: Therapy for Clients With Personality Disorders

Individuals with personality disorders often find it difficult to overcome the enduring patterns of thought and behavior that they have thus far experienced and functioned with in daily life. Even when patients are aware that personality-related issues are causing significant distress and functional impairment and are open to counseling, treatment can be challenging for both the patient and the therapist. For this Assignment, you examine specific personality disorders and consider therapeutic approaches you might use with clients.

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.

· Select one of the personality disorders from the DSM-5 (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.

The Assignment:

Succinctly, in 1–2 pages, address the following:

· Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.

· Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

· Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Submit your Assignment. Also attach and submit PDFs of the sources you used.

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Name: NRNP_6645_Week10_Assignment_Rubric

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Succinctly, in 1–2 pages, address the following: • Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.–

Levels of Achievement: Excellent 90%–100% 14 (14%) – 15 (15%) The response includes an accurate and concise description of the personality disorder, including the DSM-5 diagnostic criteria. Good 80%–89% 12 (12%) – 13 (13%) The response includes an accurate description of the personality disorder, including the DSM-5 diagnostic criteria. Fair 70%–79% 11 (11%) – 11 (11%) The response includes a somewhat vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria. Poor 0%–69% 0 (0%) – 10 (10%) The response includes a vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria. Feedback:

• Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.–

Levels of Achievement: Excellent 90%–100% 23 (23%) – 25 (25%) The response includes an accurate and concise explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. The response includes a concise explanation of why the approach and modality were selected, with strong justification for why they are appropriate for the disorder. Good 80%–89% 20 (20%) – 22 (22%) The response includes an accurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. The response includes an explanation of why the approach and modality were selected, with adequate justification for why they are appropriate for the disorder. Fair 70%–79% 18 (18%) – 19 (19%) The response includes a somewhat vague or inaccurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with a somewhat vague or inaccurate justification for why they are appropriate for the disorder. Poor 0%–69% 0 (0%) – 17 (17%) The response includes a vague or inaccurate explanation of a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. Or, response is missing. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with poor justification for why they are appropriate for the disorder. Or, response is missing. Feedback:

• Briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.–

Levels of Achievement: Excellent 90%–100% 27 (27%) – 30 (30%) The response includes an accurate and concise explanation of the therapeutic relationship in psychiatry. The response clearly and concisely explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Good 80%–89% 24 (24%) – 26 (26%) The response includes an accurate explanation of the therapeutic relationship in psychiatry. The response adequately explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Fair 70%–79% 21 (21%) – 23 (23%) The response includes a somewhat vague or incomplete explanation of the therapeutic relationship in psychiatry. The response provides a somewhat vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Poor 0%–69% 0 (0%) – 20 (20%) The response includes a vague and inaccurate explanation of the therapeutic relationship in psychiatry. Or, response is missing. The response provides a vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Or, response is missing. Feedback:

·   Support your approach with specific examples from this week's media and at least three peer-reviewed, evidence-based sources. PDFs are attached.–

Levels of Achievement: Excellent 90%–100% 14 (14%) – 15 (15%) The response is supported by specific examples from this week's media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached. Good 80%–89% 12 (12%) – 13 (13%) The response is supported by examples from this week's media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached. Fair 70%–79% 11 (11%) – 11 (11%) The response is supported by examples from this week's media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached. Poor 0%–69% 0 (0%) – 10 (10%) The response is supported by vague or inaccurate examples from the week's media and/or evidence from the literature, or is missing. Feedback:

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.–

Levels of Achievement: Excellent 90%–100% 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. Good 80%–89% 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. Fair 70%–79% 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. Poor 0%–69% 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. Feedback:

Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation–

Levels of Achievement: Excellent 90%–100% 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 80%–89% 4 (4%) – 4 (4%) Contains 1 or 2 grammar, spelling, and punctuation errors. Fair 70%–79% 3.5 (3.5%) – 3.5 (3.5%) Contains 3 or 4 grammar, spelling, and punctuation errors. Poor 0%–69% 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback:

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.–

Levels of Achievement: Excellent 90%–100% 5 (5%) – 5 (5%) Uses correct APA format with no errors. Good 80%–89% 4 (4%) – 4 (4%) Contains 1 or 2 APA format errors. Fair 70%–79% 3.5 (3.5%) – 3.5 (3.5%) Contains 3 or 4 APA format errors. Poor 0%–69% 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Feedback:

Name: NRNP_6645_Week10_Assignment_Rubric

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