Discussion: Group Therapy with Older Adults

Discussion: Group Therapy with Older Adults

Group therapy with older adults, like group therapy with children and adolescents, presents unique challenges. Many older adults have had a lifetime of not sharing their inner feelings with others, and they are often fearful of being judged. However, when the group setting is properly facilitated, older adults may embrace the setting, find comfort in their peers, and benefit from this therapeutic approach. In your role, how might you maximize the benefits of group therapy for your older adult clients?

This week, as you explore group therapy with older adults, you examine your own group therapy sessions with older adult clients. You also recommend strategies for improving the effectiveness of this therapeutic approach.

As the population continues to age, more and more older adults will require therapy for various mental health issues. While the group setting offers many benefits and makes therapy more accessible to those in need of services, this therapeutic approach may not be effective for all clients. For this Discussion, as you examine your own practicum experiences with older adults in group therapy settings, consider strategies to improve the effectiveness of your sessions.

  To prepare:

· Review this week’s Learning Resources, and consider the insights provided on group

therapy with older adults.

· Reflect on your practicum experiences with older adults in group therapy settings.

                                                          Assignment 

Post a description of a group therapy session with older adults, including the stage of the group, any resistances or issues that were present, and therapeutic techniques used by the facilitator. Explain any challenges that may occur when working with this group. Support your recommendations with evidence-based literature.

PLEASE REMEMBER TO INCLUDE INTRODUCTION, CONCLUSION AND REFERENCES USING APA FORMAT. 

                                              Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

· Chapter      18, “Psychotherapy with Older Adults” (pp. 62–660)

Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in a long-term older adult psychotherapy group. Issues in Mental Health Nursing, 20(6), 603–617. doi:10.1080/016128499248394

Cheston, R., & Jones, R. (2009). A small-scale study comparing the impact of psycho-education and exploratory psychotherapy groups on newcomers to a group for people with dementia. Aging & Mental Health, 13(3), 420–425. doi:10.1080/13607860902879409

Krishna, M., Honagodu, A., Rajendra, R., Sundarachar, R., Lane, S., & Lepping, P. (2013). A systematic review and meta-analysis of group psychotherapy for sub-clinical depression in older adults. International Journal of Geriatric Psychiatry, 28(9), 881–888. doi:10.1002/gps.3905

Krishna, M., Jauhari, A., Lepping, P., Turner, J., Crossley, D., & Krishnamoorthy, A. (2011). Is group psychotherapy effective in older adults with depression? A systematic review. International Journal of Geriatric Psychiatry, 26(4), 331–340. doi:10.1002/gps.2546

Rice, A. (2015). Common therapeutic factors in bereavement groups. Death Studies, 39(3), 165–172. doi:10.1080/07481187.2014.946627

Wang, C., Tzeng, D., & Chung, W. (2014). The effect of early group psychotherapy on depressive symptoms and quality of life among residents of an apartment building for seniors. Psychogeriatrics: The Official Journal of the Japanese Psychogeriatric Society, 14(1), 38–46. doi:10.1111/psyg.12037

Watkins, R., Cheston, R., Jones, K., & Gilliard, J. (2006). ‘Coming out’ with Alzheimer’s disease: Changes in awareness during a psychotherapy group for people with dementia. Aging & Mental Health, 10(2), 166–176. doi:10.1080/13607860500312209

ADDITIONAL INSTRUCTIONS FOR THE CLASS – Discussion: Group Therapy with Older Adults

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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