NRNP 6665 Week 1 Discussion: Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans
NRNP 6665 Week 1 Discussion: Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans
Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.
Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.
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In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
Learning Resources
Required Readings
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health
Links to an external site.. American Psychiatric Association Publishing.
Chapter 1, “Introduction”
Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”
Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”
Chapter 6, “DSM-5 Pediatric Diagnostic Interview”
Chapter 9, “The Mental Status Examination: A Psychiatric Glossary”
Chapter 13, “Mental Health Treatment Planning”
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents
Links to an external site.. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
Chapter 32, “Clinical assessment and diagnostic formulation”
Required Media
Symptom Media. (2014). Mental status exam B-6
Links to an external site.. [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/mental-status-exam-b-6/cite?context=channel:volume-2-new-releases-assessment-tools-mental-status-exam-series
Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessment
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=wNF1FIKHKEULinks to an external site.
YMH Boston. (2013, May 22). Vignette 5 – Assessing for depression in a mental health appointment
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU
Optional Resources
Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
Chapter 1, “Examination and Diagnosis of the Psychiatric Patient”
Section 1.2, “Children and Adolescents” (pp. 74-87)
To Prepare
Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.
By Day 3 of Week 1
Based on the YMH Boston Vignette 5 video, post answers to the following questions:
What did the practitioner do well? In what areas can the practitioner improve?
At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
What would be your next question, and why?
Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.
Explain why a thorough psychiatric assessment of a child/adolescent is important.
Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
Explain the role parents/guardians play in assessment.
Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
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NRNP_6665_Week1_Discussion_Rubric
NRNP_6665_Week1_Discussion_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Main Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 to >39.0 pts
Excellent
Thoroughly responds to the Discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least three current credible sources
39 to >34.0 pts
Good
Responds to most of the Discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least three credible references
34 to >30.0 pts
Fair
Responds to some of the Discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is supported by fewer than two credible references
30 to >0 pts
Poor
Does not respond to the Discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only one or no credible references
44 pts
This criterion is linked to a Learning Outcome Main Posting:Writing
6 to >5.0 pts
Excellent
Written clearly and concisely… Contains no grammatical or spelling errors… Adheres to current APA manual writing rules and style
5 to >4.0 pts
Good
Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style with minor errors
4 to >3.0 pts
Fair
Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors
3 to >0 pts
Poor
Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style
6 pts
This criterion is linked to a Learning Outcome Main Posting:Timely and full participation
10 to >8.0 pts
Excellent
Meets requirements for timely, full, and active participation… Posts main Discussion by due date
8 to >7.0 pts
Good
Posts main Discussion by due date… Meets requirements for full participation
7 to >6.0 pts
Fair
Posts main Discussion by due date
6 to >0 pts
Poor
Does not meet requirements for full participation… Does not post main Discussion by due date
10 pts
This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources
9 to >8.0 pts
Excellent
Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts
Good
Response has some depth and may exhibit critical thinking or application to practice setting.
7 to >6.0 pts
Fair
Response is on topic, may have some depth.
6 to >0 pts
Poor
Response may not be on topic, lacks depth.
9 pts
This criterion is linked to a Learning Outcome First Response:Writing
6 to >5.0 pts
Excellent
Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in standard, edited English.
5 to >4.0 pts
Good
Communication is mostly professional and respectful to colleagues…. Response to faculty questions are mostly answered, if posed…. Provides opinions and ideas that are supported by few credible sources… Response is written in standard, edited English.
4 to >3.0 pts
Fair
Response posted in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.
3 to >0 pts
Poor
Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.
6 pts
This criterion is linked to a Learning Outcome First Response:Timely and full participation
5 to >4.0 pts
Excellent
Meets requirements for timely, full, and active participation… Posts by due date
4 to >3.0 pts
Good
Meets requirements for full participation… Posts by due date…
3 to >2.0 pts
Fair
Posts by due date
2 to >0 pts
Poor
Does not meet requirements for full participation… Does not post by due date
5 pts
This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources
9 to >8.0 pts
Excellent
Response exhibits critical thinking and application to practice settings…. Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts
Good
Response has some depth and may exhibit critical thinking or application to practice setting.
7 to >6.0 pts
Fair
Response is on topic, may have some depth.
6 to >0 pts
Poor
Response may not be on topic, lacks depth.
9 pts
This criterion is linked to a Learning Outcome Second Response:Writing
6 to >5.0 pts
Excellent
Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in standard, edited English.
5 to >4.0 pts
Good
Communication is mostly professional and respectful to colleagues…. Response to faculty questions are mostly answered, if posed…. Provides opinions and ideas that are supported by few credible sources… Response is written in standard, edited English.
4 to >3.0 pts
Fair
Response posed in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.
3 to >0 pts
Poor
Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.
6 pts
This criterion is linked to a Learning Outcome Second Response:Timely and full participation
5 to >4.0 pts
Excellent
Meets requirements for timely, full, and active participation… Posts by due date
4 to >3.0 pts
Good
Meets requirements for full participation… Posts by due date
3 to >2.0 pts
Fair
Posts by due date
2 to >0 pts
Poor
Does not meet requirements for full participation… Does not post by due date
5 pts
Total Points: 100
A Sample Of This Assignment Written By One Of Our Top-rated Writers
Comprehensive Integrated Psychiatric Assessment
The practitioner did well in some areas when assessing the patient. Firstly, the practitioner employed open-ended questions in the assessment. Open-ended questions are effective during assessment since they allow the patient to express himself in detail. The practitioner also incorporated non-verbal communication skills during the assessment. This included maintaining eye contact with the patient and nodding to show her attention during the assessment. Non-verbal communication skills keep the patient attentive to the questions asked in an assessment. The practitioner also used effective questioning skills. This can be seen in how she rephrased the client’s responses before probing him further (George et al., 2020; Kaltman & Tankersley, 2020). I am concerned about the practitioner’s failure to provide a therapeutic space between her and the patient. My next question to the patient would be a history of mental health problems in his family. The risk of major depression is high among individuals with a family history of the disorder.
A thorough psychiatric assessment of a child or adolescent is important to understand better their actual and potential needs. The assessment also enables the practitioner to develop prioritized diagnoses to guide the treatment process. A practitioner also understands other factors such as social support, psychological status, and social determinants of health affecting children or adolescents when a thorough psychiatric assessment is performed. Some of the symptom rating scales that would be appropriate to use during the psychiatric assessment of a child or adolescent include the Parents’ Behavior Rating Scale and the Teacher’s Behavior Rating Scale. Treatment options utilized for children or adolescents and not adult patients include play therapy, and acceptance and commitment therapy. Parents or guardians provide information about their child’s problems during an assessment. They also help regulate a child’s behavior during an assessment (Musetti et al., 2021). Parents or guardians also provide children the comfort they need during a psychiatric review. Each source used in this essay is peer-reviewed, relevant to psychiatric practice, and published by scholars in psychiatric practice.
References
George, T. P., DeCristofaro, C., & Murphy, P. F. (2020). Self-efficacy and concerns of nursing students regarding clinical experiences. Nurse Education Today, 90, 104401. https://doi.org/10.1016/j.nedt.2020.104401
Kaltman, S., & Tankersley, A. (2020). Teaching Motivational Interviewing to Medical Students: A Systematic Review. Academic Medicine, 95(3), 458. https://doi.org/10.1097/ACM.0000000000003011
Musetti, A., Manari, T., Dioni, B., Raffin, C., Bravo, G., Mariani, R., Esposito, G., Dimitriou, D., Plazzi, G., Franceschini, C., & Corsano, P. (2021). Parental Quality of Life and Involvement in Intervention for Children or Adolescents with Autism Spectrum Disorders: A Systematic Review. Journal of Personalized Medicine, 11(9), Article 9. https://doi.org/10.3390/jpm11090894