Go to www.icfresearchbranch.org (Links to an external site.)Links to an external site. and 

1. Browse ICF and ICF-CY codes to increase familiarity.
2. Learn more about how ICF core sets are developed and download ICF Core Sets of Interest.
3. Complete the ICF E-Learning Tool and then complete the “ICF Progress Test” to test your knowledge.
4. Review ICF case studies.
5. Explore ICF-based documentation.
6. Read ICF Research Branch newsletters.

Visit the ICF Research Branch site and search for spinal cord case studies here: https://www.icfresearchbranch.org/search?q=spinal+cord&Search= (Links to an external site.)Links to an external site..

This site provides 20 case studies on the utilization of the ICF related to spinal cord injury. Choose a case study that interests you (for example, health behavior, sports in rehabilitation), and read it. After you read the case study, think about (and share with the class) how you could apply what you learned in the case study to a different population or setting.

Chapter 12 Application Exercises 1 and 2

1. Read “Selecting a Standardized Terminology for the Electronic Health Record that Reveals the Impact of Nursing on Patient Care” at http://www.ojni.org/12_2/lundberg.pdf (Links to an external site.)Links to an external site.. Review the article and write a paper summarizing the main points made by the authors with regard to the benefits of selecting their system for the EHR.
2. Review the ICNP Technical Implementation Guide found at http://www.icn.ch/images/stories/documents/publications/free_publications/ICNP_Technical_Implementation_Guide.pdf (Links to an external site.)Links to an external site.. Summarize what you learned about applications that use ICNP and approaches to implementation.

Assignment Guidelines

• You have the choice to write a two-page paper, double spaced, or create a multimedia presentation 

 

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Application Exercises | Graded Assignment

Chapter 15 Application Exercises 1, 2, 3, and 4

1. Go to DSMO website at http://www.hipaa-dsmo.org (Links to an external site.)Links to an external site.. Review the changes that have been requested in transaction standards. Click on one of the active change requests. Review the details and determine which HIPAA transaction standard is affected by the request and which DSMO has expressed interest.
2. Visit the HL7 website (http://www.hl7.org) and locate information on Version 3. Write a brief report on the reference information model and the requirements for vocabularies.
3. Locate federal regulations for either the Meaningful Use standards and certification program (42 CFR 170) or for HIPAA transactions and code sets. Write a brief report on recent changes to these regulations.
4. Work with a small team; identify a task that could be done more effectively using data exchange standards. Describe how the task is performed today, and how data exchange standards today make this task more efficient. Identify the information systems that are involved. Research the existing standards that could be used to solve this problem. Discover whether anyone is currently working on this problem. Report in your findings. Extra credit: Submit a proposal to a standards or profiling body to develop the use case into a solution.

Chapter 16 Application Exercises 1, 2, and 3

1. Search the internet and identify the vocabulary standards that ONC adopted and against which EHRs must be tested for certification to meet meaningful use criteria. Next access the NLM website (Links to an external site.)Links to an external site. and locate the information on UMLS metathesaurus source vocabularies (Links to an external site.)Links to an external site.. Develop a table or grid comparing the vocabularies required by ONC and the terminologies required for administrative transactions under HIPAA.
2. Using PHIN VADS, locate the value sets associated with National Healthcare Safety Network Healthcare Associated Infection (HAI). Find the value set for type of adverse reactions to an immunization. Write a report identifying the contents of the value set.
3. Using an Internet search engine, access and listen to the CTS2 in action audio (https://wiki.nci.nih.gov/display/LexEVS/Common+Terminology+Services+Release+2+%28CTS2%29+In+Action (Links to an external site.)Links to an external site.). Write a report describing the different ways in which CTS2 can be used.

Assignment Guidelines

• You have the choice to write a two-page paper, double spaced, or create a multimedia presentation to respond to the exercises
• Clearly label your response to each exercise in your submission

 

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Read the article “Investigating the Semantic Interoperability of Laboratory Data Exchanged Using LOINC Codes in Three Large Institutions”:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3243154/ (Links to an external site.)Links to an external site.

After reading the article, explain how the LOINC system was used.

 

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• Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.
• Explain at least three differences between CBT and REBT. Include how these differences might impact your practice as a mental health counselor.
• Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach with evidence-based literatur

 

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 THE JOB IS TO REPLY WITH A COMMENT TO EACH POST, POST 1 AND POST 2. WITH 2 COMPLETED REFERENCE includidig retrival or doi, IN APA WITH CITATION ABOVE 2013 PER COMMENT.  

POST 1

 

 Cognitive behavioral therapy is one of the most common go-to treatment approaches. This approach is known for focusing on changing unhealthy thoughts and behaviors to improve emotional wellbeing by learning coping strategies and putting them in use. Its use ranges from depression to addiction. With addiction, for example, it is estimated that about 50% of individuals who suffer from addiction, have cognitive deficits as well, according to Aharonovich et al. (2018, p. 800). 

 This approach can be used in individual psychotherapy or group/family psychotherapy. In group CBT, the purpose is to make progress toward goal while reviewing treatment skills and learn how to apply those skills into practice. Group sessions are usually a couple of times a week and treatment goes on for about 3-4 months. Its effectiveness is proved in DeViva et al.’s study that proves the most effective CBT treatment option for insomnia is group psychotherapy (2018, p. 294). In family therapy, communication skills can be strengthened. It involves exploring roles, rules, and behaviors and how those can affect everyone in the family.  It is usually one session a week for about 1 hour. An example of successful CBT family therapy is Selles’ et al. (2018) study which proves improvement in treating OCD in children (p. 116). 

 Two challenges encountered by therapist during group treatment are boundaries and fear. Some participating members might not understand or might choose not to follow boundary rules. Other members might not fully participate or engage in treatment due to fear of being exposed or judged. An example of this during my clinical rotation was a family member who did not engage in the sessions because he felt he did not need to “expose my problems with a stranger”. Whatever the case might be, I truly believe CBT is one of the most effective approaches in the field. 

References

Aharonovich, E., Hasin, D.S., Nunes, E. V., Stohl, M., Cannizzaro, D., Sarvet, A., … Genece, K. 

 G. (2018). Modified Cognitive Behavioral Therapy (M-CBT) for Cocaine Dependence: 

 Development of Treatment for Cognitively Impaired Users and Results from a Stage 1 

 Trial. Psychology of Addictive Behaviors, 32(7).

DeViva, J. C., McCarthy, E., Bieu, R. K., Santoro, G. M., Rinaldi, A., Gehrman, P., & Kulas, J. 

 (2018). Group Cognitive-Behavioral Therapy for Insomnia Delivered to Veterans with 

 Post-Traumatic Stress Disorder Receiving Residential Treatment is Associated with 

 Improvements in Sleep Independent of Changes in Post-Traumatic Stress Disorder. 

 Traumatology, 24(4). 

Selles, R. R., Belschner, L., Negreiros, J., Lin, S., Schuberth, D., McKenney, K., … Stewart, S. 

 E. (2018). Group Family-Based Cognitive Behavioral Therapy for Pediatric Obsessive 

 Compulsive Disorder: Global Outcomes and Predictors of Improvement. Psychiatry Research, 260, 116-122.

POST 2

 

Cognitive Behavioral Therapy: Group Settings Versus Family Settings

Cognitive behavioral therapy (CBT) is a psychosocial intervention that can treat a wide variety of mental health conditions.  This approach can be used in treatment with individuals, groups, and families, this method has gained popularity over the years due to evidence-based research, and it’s known effectiveness (Wheeler, 2014). CBT teaches clients to recognize their dysfunctional thought processes and to become more aware of feelings and situations that can trigger negative thinking (Bjornsson et al. 2014). CBT, when used in groups, can be used for clients that suffer from addiction in a self-help group format. In CBT group work, individuals can openly express to other individuals struggles that they are facing during this time other group members can relate to one another, this creates one of Yalom’s therapeutic factors known as universality (Nichols, 2014).

CBT can also be used in families or couples as well. The family setting is typically smaller than the group setting. In family CBT the clients already have a relationship with one another and may have difficulty relating to each other due to conflict and typically includes children with their parents. When working with children the therapist will focus on teaching youth and their parents’ specific skills. CBT in family treatment can assist in helping the family function better as a whole. CBT in the group setting can be more cost-effective versus individual treatment and gives mental health providers the opportunity to increase the availability of evidence-based treatment to the community (Wergeland et al., 2014). 

References

Bjornsson, A. S., Bidwell, C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz, K. L., … Craighead, W. E. (2011). Cognitive-Behavioral Group Therapy Versus Group Psychotherapy For Social Anxiety Disorder Among College Students: A Randomized Controlled Trial. Depression and Anxiety, 28(11), 1034-1042. http://dx.doi.org/10.1002/da.20877

Nichols, M. (2014). The essential of family therapy (6th ed.). Boston, MA: Pearson.

Shayan, A., Taravati, M., Garousian, M., Babakhani, N., Faradmal, J., & Masoumi, S. Z. (2018). The Effect of Cognitive Behavioral Therapy on Marital Quality among Women. International journal of fertility & sterility, 12(2), 99-105.

Wergeland, G. J. H., Fjermestad, K. W., Marin, C. E., Haugland, B. S.-M., Bjaastad, J. F., Oeding, K., … Heiervang, E. R. (2014). An effectiveness study of individual vs. group cognitive behavioral therapy for anxiety disorders in youth. Behaviour Research and Therapy, 57, 1–12. https://doi-org.ezp.waldenulibrary.org/10.1016/j.brat.2014.03.007

Wheeler, K. (2014). Psychotherapy for the Advanced Practice Psychiatric Nurse (2nd ed.). New York, NY: Springer Publishing Company.

 

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