I NEED A RESPONSE FOR THIS ASSIGNMENT

2 REFERENCES

The importance of a developmental assessment of children and adolescents 

Child and adolescent development is characterized as a continuous, predictable sequence of biological, psychological, and emotional changes that occur between birth and the end of adolescence (Choo et al., 2019). Specific developmental milestones are used as guidelines to gauge the child’s functioning level within their given age group. By performing a developmental assessment, clinicians can track growth and engagement patterns and identify developmental problems that will require the implementation of interventions to improve the child’s functioning. Determining the extent to which behaviors and experiences are appropriate for a child’s age and stage of development is critical in evaluating mental health conditions. Effective screening and assessment maximize the potential to direct patients and their families to the help they need before problems become entrenched (American Academy of Child & Adolescent Psychiatry [AACAP], n.d.). Awareness of a pediatric patient’s development enables caregivers and clinicians to perceive the world from their perspective. Individualized care is best achieved when the provider’s interaction is based on the patient’s developmental level.

Description of two assessment instruments used for children and adolescents but not adults

BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS)

The BASC-3 BESS is a quick and reliable, systematic tool to determine behavioral and emotional strengths and weaknesses of children and adolescents from preschool through high school (3 to 18 years) (Evidence-based Intervention Network, 2011). This assessment has three forms: parent and teacher forms (ages 3 to 18 years) and the student self-report form (ages 8 to 18 years). The screening tool uses a Likert scale to assess four dimensions of behavioral and emotional functioning, which includes internalizing problems, externalizing problems, school problems, and adaptive skills (Evidence-based Intervention Network, 2011). The tool has 25 to 30 items depending on the form in use. A T-score of 60 or below indicates normal risk level; 61 to 70 indicates elevated risk; and above 71 indicates extremely elevated risk level that may require support planning from a behavioral specialist (DiStefano et al., 2013).  

Ages and Stages Questionnaire-Social Emotional (ASQ-SE)

The ASQ-SE is a highly reliable, parent-administered screening tool that assesses children’s social and emotional development between 3 to 66 months. It looks at the domains of self-regulation, communication, autonomy, compliance, adaptive functioning, affect, and social interaction. The assessment results can determine if a referral for intervention services is necessary (California Evidence-based Clearinghouse for Child Welfare [CEBC], 2015). The test is broken down into age ranges, with cutoff scores varying by age. Scores above the cutoff for age indicates that a mental health assessment is warranted for the child (Squires & Bricker, 2009).

Describe two treatment options for children and adolescents that may not be used for treating adults

Child-centered Play Therapy (CCPT) is an effective treatment option for children ages 3 to 10 years experiencing social, emotional, behavioral, and relational problems (CEBC, 2019). In the pediatric population, language development lags behind cognitive development. Play therapy is an effective intervention to allow children to communicate their awareness within their world. Emotionally significant experiences can be expressed through the symbolic representation toys provide. Anxieties, fears, fantasies, and guilt are transferred to objects rather than people (Wilson & Ray, 2018). Therapeutic interactions and a therapeutic environment that includes play and symbols allow the child to experience full acceptance, empathy, and understanding while processing inner feelings and experiences (CEBC, 2019). The goal of CCPT is to decrease symptomatic behaviors and improve the child’s overall functioning.

Multisystemic Therapy (MST) was developed to address risk factors among children and adolescents with serious externalizing problems at-risk for out-of-home placement (Henggeler et al., 2009). Children and teens are conceptualized by their family, social, school, and community systems. MST uses a home-based model that limits treatment barriers, such as limited access to transportation, lack of childcare, or parent work hour restrictions. Young clients are treated within their real-world settings. The MST providers work with the client, their families, and the school community to encourage adherence to the nine core principles. Interventions are developed to eliminate drivers that influence undesirable behaviors and symptoms. Examples of effective interventions include reframing negative behaviors and family interactions, emphasizing familial strengths, and contingency management. The treatment duration is typically four to six months, in which the MST team is available to families on a 24-hour basis through an on-call rotation (Zajac, Randall, & Swenson, 2015). 

Explain the roles parents play in assessment and treatment

According to Sadock, Sadock, and Ruiz (2014), it is necessary to involve parents in the assessment process to get a chronological picture of the child’s growth and development, details of stressors or important events, accurate family history, and their perspective of the family dynamic. Parents also help make informed decisions about goals and treatments. Many studies show that parent participation in treatment improves client outcomes. Empowered with information and strategies, parents increase compliance through assisting their child in treatment engagement, learning new skills, and becoming more independent (Haine-Schlagel & Walsh, 2015). Parent participation is needed to continue the intervention delivery within the home.

References

AACAP. (n.d.). Assessment of young children. Retrieved on December 9, 2020, 

     from https://www.aacap.org/AACAP/Member_Resources/AACAP_Committees/Infant_and_

     Preschool_Committee/Assessment_of_Young_Children.aspx

CEBC. (2015). Ages & stages questionnaire: Social-emotional (ASQ-SE). Retrieved 

     on December 9, 2020, from https://www.cebc4cw.org/assessment-tool/ages-stages-

     questionnaires-social-emotional-asq-se/

CEBC. (2019). Child-centered play therapy (CCPT). Retrieved on December 9, 2020, 

     from https://www.cebc4cw.org/program/child-centered-play-therapy-ccpt/

Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental 

     assessment: Practice tips for primary care physicians. Singapore Medical Journal, 

     60(2), 57-62.

DiStefano, C., Greer, F. W., & Kamphaus, R. W. (2013). Multifactor modeling of emotional 

     and behavioral risk of preschool-age children. Psychological Assessment, 25(2), 467-476.

Evidence-based Intervention Network. (2011). Behavioral and emotional screening 

     system (BESS). Retrieved on December 9, 2020, 

     from https://ebi.missouri.edu/wp-content/uploads/2014/03/EBA-Brief-BESS.pdf

Haine-Schlagel, R., & Walsh, N. E. (2015). A review of parent participation engagement in 

     child and family mental health treatment. Clinical Child and Family Psychology Review, 

     18(2), 133-150.

Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, 

     P. B. (2009). Multisystemic therapy for antisocial behavior in children and adolescents 

     (2nd ed.). New York: Guilford. 

Squires, J, & Bricker, D. (2009). Ages & stages questionnaires (ASQ-3) (3rd ed.). 

     Baltimore, MD: Brookes Publishing. 

Wilson, B. J., & Ray, D. (2018). Child-centered play therapy: Aggression, empathy, 

     and self-regulation. Journal of Counseling & Development, 96, 399-409.

Zajac, K., Randall, J., & Swenson, C. C. (2015). Multisystemic therapy for externalizing 

     youth. Child and Adolescent Psychiatric Clinics of North America, 24(3), 601-616. 

 

Review the IOM report, “The Future of Nursing: Leading Change, Advancing Health,” and explore the “Campaign for Action: State Action Coalition” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

Include the following:

1. Describe the work of the Robert Wood Johnson Foundation Committee Initiative that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
2. Outline the four “Key Messages” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples.
3. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
4. Research the initiatives on which your state’s action coalition is working. Summarize two initiatives spearheaded by your state’s action coalition. Discuss the ways these initiatives advance the nursing profession.
5. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.  

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not require

 

The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course. 

Self understanding through reflection on life experiences, feelings, etc., is a core concept in Dr. Jean Watson’s Theory of Human Caring.  

The Reflection for this course must address at least three (3) of the following topics:

• Learning moments or activities from this course
• Thoughts on evidence-based practice
• Evidence supporting Jean Watson’s Theory of Human Caring
• Ethics in research
• Protecting human subjects in quality improvement or evidence-based practice projects
• Understanding or comfort level with statistics in nursing research and other research reports
• Perception of MSN graduates’ role in nursing research
• Creating and sustaining an Evidence-Based nursing environment
• Asking compelling, clinical questions
• Lessons learned while conducting evidence-based literature review

Expectaton

Length: 3 pages (excluding the title and reference pages).  Submissions not meeting the minimum and maximum page requirements will receive a grade of zero. 

• Format: Formal paper, APA 7th ed format for body of paper and all citations.  
• The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course. 
• The Reflection for this course must address at least three (3) of the following topics:

The Health Information Technology (HIT) for Economic and Clinical Health (HITECH) Act of 2009 increased electronic medical record (EMR) and electronic health records (EHR) adoption across the country, making cybersecurity a growing concern for health care organizations. There are regular news reports on healthcare facilities that have been breached.

Analyze the report: Hackers target health data; 82% of hospital tech experts reported ‘significant security incident’ in last year.

Provide a personal action plan to protect against security lapses on your watch.

Include the following aspects in the assignment:

Ø  Summarize the seriousness of the data breaches

Ø  Include your definition of ” bad security hygiene”

Ø  Describe how you will ” create a culture of security awareness”

Ø  Develop a personal action plan which you will follow to assure technology security

  

Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.

Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.

To Prepare:

Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.( Restrictionsonnursepractitioners.)

· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.

· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.

The Assignment (4-5 pages):

Developing Organizational Policies and Practices

Add a section to the paper you submitted in Module 1. The new section should address the following:

· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.

· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.

INSTRUCTION

This paper MUST contain a title page, an introduction, a purpose statement, body, and conclusion – all with appropriate citations and references (3 or more references.) Make sure you are using headings so that the content is clear.