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Week 2 discussion, Initial post.

COLLAPSE

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The assessment of child’s development is important within child and adolescent mental health services for clinicians assessing mental health issues of a child. Assessment tools are routinely relied upon to aid assessment and to monitor and evaluate treatment and service effectiveness (Bentley, N., Hartley, S., & Bucci, S. (2019). Child and adolescent care focus on mental health symptoms and diagnoses as they apply to their development and is focused on supporting children and their parents on the path to recovery.

Why Development assessment of children and adolescent important

Child development refers to the continuous but predictably sequential biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence (Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P., 2019). Children and adolescent development assessment is important because children develop at different rates, which are determined by a complex interplay of environmental and genetic factors and the age of attainment for each milestone ranges widely. Therefore, a thorough developmental assessment may help to highlight normal or abnormal development pattern and timings and be aware of the red flags that would warrant further specialist referrals when necessary (Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P., 2019). Additionally, identifying signs and symptoms through detailed clinical history and developmental examination may help discover key areas of concern and presence or absence of a mental health disorder. It may also help the practitioner to come to a case formulation that would guide management decisions and develop a patient centered care plan. The developmental history of a child, across different domains gives the “background” on which to understand the current behavioral concerns and to plan pharmacological and psychotherapeutic management (Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019) According to Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019), a child with a developmental history of social and language delay, presenting with peer relationship issues and bullying in school, may probably have social skill deficits arising from autism spectrum disorder.

Two assessment instruments used for children and adolescents but not adults.

The two main assessment instruments that are used specifically for the children and adolescent are the diagnostic interviews and questionnaires (Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014). One interviewer-based diagnostic interview is the child and Adolescent Psychiatric Assessment (CAPA). CAPA can be used for children from 9 to 17 years and it focused on symptoms occurring during the preceding 3-month period (Jozefak, & Berg- Nielsen,2016). Tt is tailored to feelings and behaviors pertinent to young children with somatic issues, schizophrenia, PTSD, disruptive behavior disorders, mood disorders, anxiety, sleep, eating, substance use, and elimination disorders and it can be used to collect information that may help to make diagnosis based on the DSM-5 (Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014). Another interview-based tool is the children’s interview for psychiatric syndrome. According to Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014), children’s interview for psychiatric syndrome is structured interview tool used for children from 6 to 18 years of age and it is composed of 15 sections. It provide information on psychiatric symptoms and psychosocial stress relevant to 20 psychiatric disorders in the DSM-5 criteria including anxiety, OCD,ADHD, depression, mania, anorexia, bulimia, conduct and substance use disorders (Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014).

One questionnaire based diagnostic instrument is the parent and teacher Achenbach child behavior checklist. It covers a broad range of symptoms and several positive attributes related to academic, and social competence. It assesses items related to mood, frustration tolerance, hyperactivity, oppositional behavior, anxiety and other behaviors. Though it is not used to make diagnosis, it may be used to identify specific problem areas that may be overlooked questionnaires (Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014).

Treatment options for children and adolescents that may not be used when treating adults.

While the brain is still developing, mental health care can be a challenge in children. Treatments that work for adults may not fully address the same issues in children since their care is often  focus on using methods that may help them to develop skills to manage their illnesses in a way that they can understand and build upon as they get older. Treatment option used for children and adolescent and not for adults is positive parenting program (Triple P). Triple P-Positive Parenting Program is an evidence-based parenting program that is useful in the management of Attention deficit hyperactivity disorder (ADHD) in children. According to Aghebati, Gharraee, Hakim Shoshtari & Gohari,(2014), triple P is a parent training program that is designed to prevent severe behavioral, emotional, and developmental problems in children by enhancing the knowledge, skills, and confidence of parents. It incorporates five levels of intervention of increasing strengths that help parents of children from birth to age 12 (Aghebati, Gharraee, Hakim Shoshtari & Gohari, 2014).

The role parents play in assessment and treatment.

Parents are entrusted with the responsibility for taking care of their children. Because parents are essential to the physical, mental, emotional, and spiritual development of their children, it is vital that parents are also involved in their child’s mental health assessment and children. Parent involvement positively may influence the outcome of assessment and treatment and empowers them to continue to nurture their child’s development (Haine-Schlagel, R., & Walsh, N. E. (2015). Parents play a critical role in the evaluation process by providing information about developmental skills that cannot be easily assessed in a clinical environment and by judging the validity of the child’s performance in clinic in comparison with his or her typical behavior in home settings. Also, involving parents in treatment services may significantly increase the likelihood of positive outcomes for the child. Engaged caregivers aid the treatment process by ensuring the child’s participate in treatment to completion. Further, as the experts in the child’s life, parents can help providers in increasing treatment compliance and monitoring for effectiveness or adverse effects of treatment at home. Parents involvement in assessment and treatment may provide the child with additional supports that can significantly increase their likelihood of attaining the goal for treatment.

References

Aghebati, A., Gharraee, B., Hakim Shoshtari, M., & Gohari, M. R. (2014). Triple p-positive

parenting program for mothers of ADHD children. Iranian journal of psychiatry and

behavioral sciences, 8(1), 59–65. Retrieved from,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078694/

Bentley, N., Hartley, S., & Bucci, S. (2019). Systematic Review of Self-Report Measures of

General Mental Health and Wellbeing in Adolescent Mental Health. Clinical Child &

Family Psychology Review, 22(2), 225–252. https://doi-org.ezp.waldenulibrary.org

/10.1007/s 10567-018-00273-x

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.

https://doi.org/10.11622/smedj.2019016

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. https://doi.org/10.1007/s10567-015-0182-x

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry:

Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical Practice Guidelines for

Assessment of Children and Adolescents. Indian journal of psychiatry, 61(Suppl 2), 158–

175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18

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Select a research article from a nursing journal that is related to your practice. (I Work in the emergency room ) Use the questions below to write a critique of your research article. Answer all questions that apply to the quantitative and/or qualitative study that you selected. Include 2-3 pages in the body, a title page and article citation (APA format) on the title page, and your reference page. Please save the research article that was critiqued in a .pdf and attach the article with the paper. Points will be deducted if the article is not submitted along with the critique.

l. Statement of the Problem: 

• Is the problem clearly and concisely stated?
• Is the problem stated in terms, which are specific and narrow enough to study?
• How is the problem important or significant for nursing practice?

II. Research Questions and Hypotheses: 

• Are the hypotheses stated clearly? 
• Do they contain a dependent and independent variable? If so, identify them. 
• Do the hypotheses predict a relationship between two or more variables?

III. Review of Literature:

• Does the review have a significant amount of recent work? 
• Does the review of the literature provide supporting evidence to show the need for carrying out the research? 
• Are documentation and selection of sources appropriate? 
• Is the review well organized? 
• Does the article describe a theoretical or conceptual framework? If not, should one have been included?

 

Assignment: Evidence-Based Project

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: An Introduction to Clinical Inquiry

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest. This clinical issue will remain the same for the entire course and will be the basis for the development of your PICOT question
• Describe how you used keywords to search on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four peer-reviewed articles you selected.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

 Discussion Board #1: System Foundations.

 

As we examine the foundations of the US health system, one can see there is an application of both market justice and social justice principles in the way the system operates. [1] Describe each of the two principles; and [2] compare and contrast the two principles in detail and discuss with some examples of how the system has been shaped by these principles.  

Requirements:

(i) Respond with a post having at least 500 words. Indicate the number of words at the end of the post.

(ii) Prepare a response in support or opposition to the post of one member of the class. At least 200 words; indicate the number of words at the end. 

(iii) You may include text citations in APA style to support your arguments.