~ Diagnosis, (outpatient) and purpose of the group (DBT SKILLS FOR PATIENTS WITH BIPOLAR AND PERSONALITY DISORDERS) DBT skills group for patient’s at an outpatient and intensive outpatient program; Outpatient Behavioral Health at Overlook Medical Center
Individuals and their families who experience a medical/physical illness often find the use of psychoeducational or support groups helpful as they navigate the illness/disease process. This assignment provides students the opportunity to visit a support group of your choosing (DBT skills group for patients with Bipolar,depression and anxiety and other personality disorders). Your observations will serve as the basis for a paper that will critically consider clinical practice concepts pertinent to health care social work presented in this course and related to the specific diagnosis of your chosen support group. That is, the support group serves as your clinical “observation” and should focus on the medical/physical diagnosis and its impact on patients and families, and notion any particular attendees of the support group. For the purpose of this assignment, any analysis of patients’ and family members’ experiences (e.g., adjustment to diagnosis, coping, etc.) should be discussed in aggregate form and not in terms of unique individuals.
Task:
- Preliminary Tasks:
- Select a patient/family support group. (Outpatient open to the public is most feasible, however, Inpatient is also acceptable)
- Contact the group facilitator for permission to attend one meeting.
- Submit “Support Group Prospectus” to the instructor for approval
- Attend One Meeting. (If the group facilitator expects an introduction, then state the following: “My name is ___, and I am a graduate student at Rutgers University’s School of Social Work. I am taking a course in health care, and need to attend a support group for one of my assignments. I am interested in understanding more about____ (diagnosis) and I am grateful to you and to ____ (group facilitator) for allowing me to attend.”
- Write an analysis that explicitly integrates course concepts as instructed below.
Instructions:
- Papers will comprise no more than 4 total pages, with 3 “analysis” pages:-
Cover page (page 1)-
Analysis (pages 2-4): four pages typed, double-spaced, 12 pt font, one-inch margins. *
Content should include:
Cover Page (Page 1):
~ Your name, course, and date due.
~ Diagnosis, (outpatient) and purpose of the group (DBT SKILLS FOR PATIENTS WITH BIPOLAR AND PERSONALITY DISORDERS) DBT skills group for patient’s at an outpatient and intensive outpatient program; Outpatient Behavioral Health at Overlook Medical Center
.~ To promote a strong culture of academic integrity, Rutgers has adopted the following honor pledge to be written and signed on examinations and major course assignments submitted for grading. Please type and sign on your cover page the following: On my honor, I have neither received nor given any unauthorized assistance on this assignment. Signed by ________. (the typed name is acceptable for electronic papers)
~ Anonymity/confidentiality footnote/acknowledgement
Analysis Pages (Pages 2-4):
~ This paper will view your chosen diagnosis and the experience of patients and families through the lens of course concepts only from our Gehlert & Browne textbook Chapter 13 “Families, Health and Illness” by John S. Rolland. Explicitly integrate (cite) course concepts throughout your analysis.
That is, avoid merely “telling the story” of what happened during the support group session, but link information observed at a group to specific Ch. 13 concepts.
*Note: Include the patient in the “Family Illness Model” (p. 319) and other chapter concepts.
Use concepts from the entire Chapter 13 in your discussion/analysis of the following:
** Psychosocial Types of Illness (p. 320)
A .Onset
- Course
- Outcome
d .Incapacitation
** Phases of Illness Developmental Tasks (p. 322; Table 13.1)
–Note: Explicitly connect your analysis to the three specific phases and the numeric tasks and as relevant to your group/diagnosis (i.e., identify which phase and which numbers within each phase that your case examples/analysis links to).
For the paper: It is essential that you protect the anonymity of others (e.g., use pseudonyms in place of actual names of persons and organizations and geographic locations); protect the confidentiality of others (omit any identifying or highly sensitive information that could link individuals and agencies with the content of this paper). [Modify and cut/paste this verbiage onto the cover page, which acknowledges you have done so]
Excellent papers address relevant course concepts and are well-written, well-organized, informal English, demonstrate a masterful ability to analyze the participants in terms of clinical practice concepts learned in Ch. 13, use of verbatim quotes and paraphrasing participant (including group facilitator) statements that serve as “case material” and “information” to support your analysis, and show evidence of critical thinking and client strengths. [Analytic depth: state/identify concepts, define & cite, provide an example, discuss/analyze how example illustrates the concept, integrate/cite course materials—yet, avoid stringing together quotes from the literature. I want to hear your voice, your analysis.
Because this paper draws only from Chapter 13, use only page numbers for in-text citations (only for the purpose of this paper, and to save space). However, be sure to use quotation marks when quoting the textbook verbatim (which should be kept to a minimum).
~ First-person voice is preferred.
HERE ARE SOME LINKS TO HELP YOU WITH THE PAPER!!!
Book pdf is attached so you can use the appropriate pages listed above
https://www.youtube.com/watch?v=_iobpEtNsdE
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3191933/
https://www.researchinpsychotherapy.org/index.php/rpsy/article/view/219/
