Therapeutic theory

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Nursing Theory.

The nursing theorist I choose to pilot my practice is Helen Erickson’s modeling and remodeling theory written in 1983. Helen defined this theory as "the theory that enables nurses to care for and nurture each patient with awareness and respect for individual patient’s uniqueness. Its origin was based and drawn from a couple of other theorists such as Maslow's Theory of Hierarchy of Needs, Piaget's Theory of Cognitive Development and Seyle, and Lazarus General Adaptation Syndrome.

This theory come from a viewpoint that humans consist of more than just flesh and blood but also coincide with conscious, unconscious, mind, body, and spirit. Its holistic point of view informs us that people have essential needs that needs to be satisfied individually, and as PMHNP, we must see through the patients. This theory, in other words, explains that each individual must be embraced and encouraged to grow in their own time.

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Counseling Theory

Starting this practicum, I hope to explore the benefits of cognitive-behavioral theory (CBT), one that helps a patient understand and explore their apprehension, and how certain situations can influence our emotions. CBT theory gives a patient an alternative way of viewing details of a situation, knowing fully well that it can impact their psychological thought process, causing stress in mental health (Seo and Park, 2015).

Practicum Goals and Objectives.

Three goals include understanding problems and issues related to working with a client that has a mental problem and trying to build a cordial relationship with them. It is aspired to demonstrating comprehensive knowledge on ways to improve patient outcome by embracing client holistically and seeing with their eyes, understanding concerns about medications and different ways to increase client knowledge and perception (Wheeler, 2014).

Three Objectives to focus on will be to develop interviewing and assessment skills, integrate theories and research into my practice, and lastly is to incorporate relationships between social, cultural, and economic issues. I plan to achieve these goals and objectives by the end of the class.

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References

Bombardier, C. H., & Smiley, J. (2015). Measurement characteristics and clinical utility of the

Patient Health Questionnaire-9 among individuals with spinal cord injury. Rehabilitation

Psychology, 60(2), 211.

Seo, J. G., & Park, S. P. (2015). Validation of the Patient Health Questionnaire-9 (PHQ-9) and

PHQ-2 in patients with migraine. The journal of headache and pain, 16(1), 65.

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-

to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company

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