Oppositional – Defiant Disorder/Conduct Disorder.

Collaboration is essential to accurate diagnosis of the conditions under consideration in this week. For this week’s Discussion, you practice collaboration by working in a group on developing a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices.

Learning Objectives

Students will:

· Analyze signs and symptoms of neurodevelopmental disorders

· Analyze the pathophysiology of neurodevelopmental disorders

· Analyze diagnosis and treatment methods for neurodevelopmental disorders

· Evaluate Parent Guides

To Prepare for this Discussion:

Review the resources concerning your assigned disorder. Oppositional – (Defiant Disorder/Conduct Disorder.)

·  Discussions instructions below.

Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:

· Signs and symptoms

· Pathophysiology

· How the disorder is diagnosed?

· Treatment options

Provide a minimum of three academic references.

 

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
Standard 5E “Pharmacological, Biological and Integrative Therapies” (page 59)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Neurodevelopmental Disorders”“Intellectual Disabilities”
“Communication Disorders”
“Disruptive, Impulse-Control, and Conduct Disorders”

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.
Chapter 3, “Contributions of the Sociocultural Sciences” (pp. 131–150)
Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Note: All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

 

Our legacy in nursing as a profession began with Florence Nightingale and now it continues with you!

Add a new chapter to your journey and predict challenges facing nursing in the future.

• How do you see yourself leading others to resolve these issues.
• Comment on peer presentations. If students have selected a peer’s response several times, move onto another response so all students receive comments from peers.
• Incorporate ways of knowing through personal experiences, published empirical and theoretical sources to support your discussion, challenges and questions facing traditions, and/or new meanings that emerged from this discussion.

  

Assignment: Decision Tree 

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

Examine Case 1: ( click on required media below) You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

• Decision #1:      Differential Diagnosis
  • Which Decision       did you select?
  • Why did you       select this Decision? Support your response with evidence and references       to the Learning Resources.
  • What were you       hoping to achieve by making this Decision? Support your response with       evidence and references to the Learning Resources.
  • Explain any       difference between what you expected to achieve with Decision #1 and the       results of the Decision. Why were they different?
• Decision #2:      Treatment Plan for Psychotherapy
  • Why did you       select this Decision? Support your response with evidence and references       to the Learning Resources.
  • What were you       hoping to achieve by making this Decision? Support your response with       evidence and references to the Learning Resources.
  • Explain any       difference between what you expected to achieve with Decision #2 and the       results of the Decision. Why were they different?
• Decision #3:      Treatment Plan for Psychopharmacology
  • Why did you       select this Decision? Support your response with evidence and references       to the Learning Resources.
  • What were you       hoping to achieve by making this Decision? Support your response with       evidence and references to the Learning Resources.
  • Explain any       difference between what you expected to achieve with Decision #3 and the       results of the decision. Why were they different?
• Also include how      ethical considerations might impact your treatment plan and      communication with clients and their family.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Required Readings ( Need 3 + references).

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 12 “Leadership” (pages 76-77)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

· “Personality Disorders”

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

· Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”

· Chapter 69, “Antisocial Personality Disorder”

· Chapter 70, “Borderline Personality Disorder”

· Chapter 71, “Histrionic Personality Disorder”

· Chapter 72, “Narcissistic Personality Disorder”

· Chapter 73, “Cluster C Personality Disorders

Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. Psychiatry: Interpersonal & Biological Processes, 76(1), 32–52. doi:10.1521/psyc.2013.76.1.32

Rees, C. S., & Pritchard, R. (2015). Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52(1), 45–55. doi:10.1037/a0035158

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.

· Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

· Chapter 22, “Personality Disorders” (pp. 742–762)

· Chapter 13, “Psychosomatic Medicine” (pp. 465–503)

Required Media

Laureate Education. (2017a). A woman with personality disorder [Interactive media file]. Baltimore, MD: Author. 

 

• Textbook: Chapter 9, 10, 11
• Link (Word doc): (Use this template to complete the assignment.)
• Lesson

Introduction
Instagram, Snapchat, and Facebook are undoubtedly dominating the world of online social networking, and the willingness of many users to self-disclose personal information ranging from moods to religious affiliation, relationship status, and personal contact information has led to an increase in privacy concerns. They offer convenient opportunities to stay in touch with friends, family, and coworkers, but are people using them responsibly? Some argue that there are fundamental differences between today’s digital natives, whose private and public selves are intertwined through these technologies, and older generations (Kornblum, 2007).

Even though some colleges are offering seminars on managing privacy online, we still hear stories of self-disclosure gone wrong, such as the football player from the University of Texas who was kicked off the team for posting racist comments about the president or the student who was kicked out of his private, Christian college after a picture of him dressed in drag surfaced on Facebook. However, social media experts say these cases are rare and that most students are aware of who can see what they are posting and the potential consequences (Nealy, 2009). The issue of privacy management on Facebook is affecting parent-child relationships as well. As the website “Oh Crap. My Parents Joined Facebook.” shows, the results can sometimes be embarrassing for the college student and the parent as they balance the dialectic between openness and closeness once the child has moved away.

Instructions
For this assignment, address the following:

1. How do you manage your privacy and self-disclosures online?
2. Do you think it is ethical for school officials or potential employers to make admission or hiring decisions based on what they can learn about you online? Why or why not?
3. Are you or would you be friends with a parent on Instagram, Snapchat, or Facebook? Why or why not? If you already are friends with a parent, did you change your posting habits or privacy settings once they joined? Why or why not?

Writing Requirements (APA format)

• Length: 1.5-2 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page (as needed)

Grading
This activity will be graded based on W7 Reflection Grading Rubric.

Course Outcomes (CO): 5, 7

Due Date: By 11:59 p.m. MT on Sunday

References

Kornblum, J. (2007). Privacy? That’s old-school: Internet generation views openness in a different way. USA Today, 1D. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=J0E220919494007&site=eds-live&scope=site

Nealy, M. J., (2009). The new rules of engagement. Diverse: Issues in Higher Education. 26(3), 13. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=37584844&site=eds-live&scope=site

Oh crap. My parents joined Facebook. (n.d.). https://myparentsjoinedfacebook.tumblr.com/

 

1) Minimum 9 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)  Can  write in the first person 

              Part 1: Minimum 3 pages

              Part 2: minimum 3 pages

              Part 3: minimum 3 pages

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Can write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

    Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 4 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

__________________________________________________________________________________

Part 1:  Nursing Role and Scope (Reflection)

Purpose :

  

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.  

Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (Mendatory):

  

1. “Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.

2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.

3. Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.

4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.

5. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.

6. Evaluate data from all relevant sources, including technology, to inform the delivery of care.

7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.

Part 2:   Physical Assessment in Health Care  (Reflection)

Purpose :

 The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.  

Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (Mendatory):

 1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. 

2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. 

 3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. 

4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. 

5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 

6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. 

7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. 

Part 3:   Crisis Intervention   (Reflection)

Purpose :

  

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-MSN competencies acquired through thecourse.  

 

Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (Mendatory):

  

1. “Integrate theories and concepts from liberal education into nursing practice.

2. Synthesize theories and concepts from liberal education to build an understanding of the human experience. 

3. Use skills of inquiry, analysis, and information literacy to address practice issues.

4. Use written, verbal, non­verbal, and emerging technology methods to communicate effectively.

5. Apply knowledge of social and cultural factors to the care of diverse populations.

6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.

7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.