PP8

To prepare:

· Review this week’s

Learning Resources

and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 187 Models of Treatment for Addiction video, consider what treatment model you may use the most with clients presenting with addiction.

· Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

· Provide an overview of the article you selected.

· What population (individual, group, or family) is under consideration?

· What was the specific intervention that was used? Is this a new intervention or one that was already studied?

· What were the author’s claims?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

· Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

· Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

Also attach and submit PDFs of the sources you used.

Develop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders. •Provide an overview of the article you selected, including: What population (individual, group, or family) is under consideration? What was the specific intervention that was used? Is this a new intervention or one that was already used? What were the author’s claims?	18 (18%) – 20 (20%) The presentation thoroughly and accurately defines the considered population. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied. The response includes a thorough and accurate description of the author’s claims.	16 (16%) – 17 (17%) The presentation defines the considered population. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied. The response includes a description of the author’s claims.	14 (14%) – 15 (15%) There is an incomplete definition of the considered population. The specific intervention used is partially or inaccurately described. The response includes a partial or inaccurate description of the author’s claims.	0 (0%) – 13 (13%) There is an incomplete definition of the considered population, or it is missing. The specific intervention used is partially or inaccurately described, or is missing. The response includes a partial or inaccurate description of the author’s claims, or is missing.
o Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why?	23 (23%) – 25 (25%) The presentation includes a thorough and accurate review of the findings of the selected article. The response fully addresses whether or not the outcomes will translate into practice with clients.	20 (20%) – 22 (22%) The presentation includes a review of the findings of the selected article. The response addresses whether or not the outcomes will translate into practice with clients.	18 (18%) – 19 (19%) The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.	0 (0%) – 17 (17%) The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing.
• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.	23 (23%) – 25 (25%) The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.	20 (20%) – 22 (22%) The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.	18 (18%) – 19 (19%) The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.	0 (0%) – 17 (17%) The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing.
•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.	9 (9%) – 10 (10%) The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.	8 (8%) – 8 (8%) The Notes function of the presentation is adequately used to expand upon the presentation slides.	7 (7%) – 7 (7%) The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.	0 (0%) – 6 (6%) The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included.
• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. PDFs of sources are included with submission.	9 (9%) – 10 (10%) The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide. PDFs of sources are included with submission.	8 (8%) – 8 (8%) The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide. PDFs of sources are included with submission.	7 (7%) – 7 (7%) The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide. PDFs of sources may be missing.	0 (0%) – 6 (6%) The presentation is supported with resources peer-reviewed, evidence-based, scholarly sources, or the sources are missing.
Written Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance.	5 (5%) – 5 (5%) Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.	4 (4%) – 4 (4%) Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.	3.5 (3.5%) – 3.5 (3.5%) Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.	0 (0%) – 3 (3%) Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains 1 or 2 grammar, spelling, and punctuation errors.	3.5 (3.5%) – 3.5 (3.5%) Contains 3 or 4 grammar, spelling, and punctuation errors.	0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Total Points: 100

Learning Resources

Required Readings (click to expand/reduce)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

· For reference as needed

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

· Chapter 9, “Motivational Interviewing”

· Chapter 19, “Psychotherapeutic Approaches for Addictions and Related Disorders”

·

Required Media (click to expand/reduce)

·

AllCEUs Counseling Education. (2017, November 4). 187 models of treatment for addiction | Addiction counselor training series [Video]. YouTube. https://www.youtube.com/watch?v=eQkA0mIWx8A

Therapeutic Approach for Treating Patients with Addiction

Name

Institutional Affiliation

Date

1 Overview of the Article: 2 Evaluation of an Integrated Intensive Cognitive Behavioral Therapy Treatment Within Addiction Care

The population in the research article focused on group based treatment

3 The intervention used was cognitive behavioral therapy

The author claims that the integration of intensive CBT tends to have positive impact for patients suffering from substance abuse disorder.

4 The study aimed to evaluate an integrated intensive cognitive behavioral therapy (CBT) group treatment for people with substance-related syndrome in outpatient care and to identify eventual gender differences. 2 The study population consisted of 35 outpatients (18 male, 17 female) at a clinic in Western Sweden. The patients completed a four-month period of intensive group therapy and participated in the data collection at admission and discharge. The author asserted that it may be concluded that the integration intensive CBT treatment had significant and strong (high effect size) positive effects for patients with substance-related syndrome, which supports the findings of previous research

2

Findings/ Outcome Cont.

measures of vulnerability of the clients

Measures the strength of mind of the clients

The findings achieved from the research study tends to translate to my clients as it tends to point out the different reactions or experiences patient have during their treatment period. 2 For the evaluation of this specific treatment program we chose psychological measures that asses the patient’s level of vulnerability (i.e., anxiety [BAI], depression [BDI] and feelings of hopelessness [HS]) and strength of mind (i.e., self-esteem [RSES] and hope [THS]). 5 It is shown that motivation factors to remain free from use of substances include increased self-esteem and the experience of meaningfulness and hope, while anxiety, depression, and even the feeling of hopelessness are risk factors for substance use(Bador & Kerekes, 2019). 6 Therefore, any significant decrease in substance use risk factors and increase in protective factors indicate the success of the treatment program. Fundamentally, the research study will allow one to achieve a detailed understanding of the clients and be able to motivate them to live a drug free life.

4

4 Findings/ Outcomes of the Study

7 Study Population characteristics

Impact of integrating intensive CBT treatment

Alterations during the integration of intensive treatment based on gender

7 Characteristics of the study population

2 Of the 50 clients who took contact with the clinic during the study period, 35 individuals (18 male, 17 female) completed the four-month intensive treatment program. The participants’ average age was 45.6 years (SD = 11.79, range = 24–65). Fourteen participants were in a relationship and 21 were single. Twenty-four participants were parents and 11 had no children. All of the participants had previous healthcare system and/or social services records. Before admission to treatment each participant underwent clinical screening establishing their substance use and dependence.

7 Effect of integrated intensive CBT treatment

2 The analysis showed significant effects for treatment (p < 0.001, Eta2 = 0.77, power > 0.99), and for the interaction of treatment × gender (p = 0.005, Eta2 = 0.50, power = 0.94), but not for gender by itself (p = 0.24, Eta2 = 0.27, power = 0.49). Univariate F tests showed significant treatment effects for all the dependent variables: RSES [F (1, 33) = 57.13, p < 0.001]; 2 THS [F (1, 33) = 37.07, p < 0.001]; 2 BDI [F (1, 33) = 50.34, p < 0.001]; 2 BAI [F (1, 33) = 42.77, p < 0.001]; 2 and HS [F (1, 33) = 9.85, p = 0.004]. As regards the interaction effect of treatment × gender the univariate F tests showed no significant interactions.

7 Changes during integrated intensive treatment by gender

2 At the pre-treatment assessment, there were no significant differences measured between male and female patients’ mental health variables. The strongest but not significant difference was measured in the level of depression between male and female patients (BDI 20.39 for male patients and 26.35 for female patients, p = 0.15).

At the post-treatment assessment one significant difference was measured between the genders in the assessed mental health parameters, namely the Pathway THS subscale (p = 0.027), where female patients scored higher.

3

7 Strengths and Limitations of the Study

Limitations

4 Moderate size of the study population

Inadequate study information due to absence of previous research studies

Strengths

The patient are closely observed

The study population has an even gender distribution

2 A limitation of this study was the modest size of the study population, which has an effect on the generalizability of the results. This limitation was due to time and clinic capacity constraints. The clinic in question is one of few, possibly the only, clinic providing the studied form of addiction treatment in Sweden, which limited the potential number of participants(Bador & Kerekes, 2019)This is the first published study in Sweden that evaluates a CBT-based integrated intensive addiction care treatment. The absence of previous studies of this kind may be due to a lack of resources to gather evaluation data in similar clinical settings. 4 Two strengths of this study were that the clinical setting provided good opportunities to observe the patients in the course of the clinic’s everyday operations during the four-month treatment period without having to modify the settings or construct artificial experiments, and the even gender distribution of the study’s population(Bador & Kerekes, 2019).

5

6 Ability to use the Study Findings

Moderate size for the study population allows detailed observation of the participants

With Moderate size of the study population the study may not be generalized however despite this limitation, the study tends to have a close observation on the vulnerability and the strength of mind of the participants. This aspect allows me to utilize the study findings or outcomes as with its minimal study population the researchers are able to identify various features regarding the participants substance use and dependability the impact integration of intensive CBT has on the patient (Bador & Kerekes, 2019). Furthermore, the findings of the study may be utilized despite its limitations as it tends to identify that male and female have different mental parameters. 5 For instance, The study illustrated that female patients the integrated intensive CBT treatment resulted in significant and dramatic improvements in their scores pertaining to depression and anxiety while In male patients the highest effect size could be measured within the self-esteem and the hope scales

6

Supporting Sources

The main goal of the CBT is to aid people to identify thoughts that lead to problematic substance use and also offer skills which enable an individual to live a sober life

CBT contributes in reducing depressive symptoms

CBT targets the affective, cognitive as well as environmental risks of substance use.

The research on the use of CBT to treat substance use disorders (SUD) has generally produced results that support its use Fundamentally, behavioral types of counseling, whether individual or group, are most commonly used in the treatment of substance use disorders(Bayles, 2012). The goal of these

behavioral approaches is to help people become aware of thoughts and feelings that lead to problematic substance use and to develop coping skills that help a person gain and maintain sobriety. 8 Further, the cognitive-behavioral therapy model based on cognitive restructuring techniques has led to significant gains in the reduction of depressive symptoms among the impacted individuals through its three phases approach: identifying and replacing automatic negative thoughts, clarifying the person’s patterns of interaction with others and generating those behavioral changes that will lead to the person’s improved functionality (“efficiency of cognitive-behavioral therapy in the treatment of depression,” 2017). In addition cognitive behavioral therapy is a time-limited, multisession intervention that targets cognitive, affective, and environmental risks for substance use and provides training in behavioral self-control skills to help an individual achieve and maintain abstinence or harm reduction (Ray et al., 2020).

7

Why Supporting sources are Considered Scholarly

The content of the articles is reviewed by academic peers

The sources contain supportive and in-depth research

The source provide a platform relating research issues, variables as well as events

9 intended for use in support of conducting in-depth research, often containing specialized vocabulary and extensive references to sources. The content has been reviewed by academic peers to ensure the reliability of methods used and the validity of findings. Scholarly sources help answer the “So What?” question in academic writing and lay the foundation for discovering connections between variables, issues, or events.

8

References

4 Bador, K., & Kerekes, N. (2019). 2 Evaluation of an integrated intensive cognitive behavioral therapy treatment within addiction care. 4 The Journal of Behavioral Health Services & Research, 47(1), 102-112. https://doi.org/10.1007/s11414-019-09657-5

Bayles, C. J. (2012). 10 Cognitive behavioral therapy for adults with substance abuse disorders: A meta-analysis of randomized controlled trials since 2007. PsycEXTRA Dataset. 4 https://doi.org/10.1037/e685842012-203

8 The efficiency of cognitive-behavioral therapy in the treatment of depression. (2017). 8 American Research Journal of Addiction and Rehabilitation, 1(1). https://doi.org/10.21694/2578-5508.17001

Ray, L. 1 A., Meredith, L. R., Kiluk, B. D., Walthers, J., Carroll, K. M., & Magill, M. (2020). 1 Combined pharmacotherapy and cognitive behavioral therapy for adults with alcohol or substance use disorders. JAMA Network Open, 3(6), e208279. https://doi.org/10.1001/jamanetworkopen.2020.8279