NRNP 6665 PMHNP Across the Lifespan I: Comprehensive Integrated Psychiatric Assessment

NRNP 6665 PMHNP Across the Lifespan I Comprehensive Integrated Psychiatric Assessment

What did the practitioner do well? In what areas can the practitioner improve?

Based on the YMH Boston Vignette 5 video, the practitioner did an excellent job by displaying appropriate communication skills, like active listening and the use of polite language to gather the necessary information to promote accurate diagnosis (YMH Boston, 2013). The practitioner also showed empathy based on the response from the patient, crucial in promoting a healthy therapeutic relationship with the patient. The practitioner however needs to work on her failure to introduce herself, and inform the patient why he was referred to her.

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

I had no compelling concerns throughout the clinical interview. However, it was quite impressive the way the practitioner asked the patient to talk more about his urge to take his life, given that suicidal ideation is a serious concern among patients with depressive disorder (YMH Boston, 2013).

**What would be your next question, and why?**

My next question will be based on the response the patient provides on his suicidal ideation. I will ask about any trigger, and what makes him not kill himself (YMH Boston, 2013). I will then confirm if he has been able to talk to anyone or has taken any necessary intervention to help with his current mental condition.

Explain why a thorough psychiatric assessment of a child/adolescent is important.

Most children and adolescents have problems with expressing their psychiatric deficits, until when the condition is worse, resulting in

NRNP 6665 PMHNP Across the Lifespan I Comprehensive Integrated Psychiatric Assessment

a severe outcome. As such, it is important to conduct a thorough psychiatric assessment for this age group for timely and acute diagnosis of their behavioral, emotional, and developmental problems (Song, 2020). The assessment results will also help in determining the most appropriate intervention to implement.

Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

The Revised Children’s Anxiety and Depression Scale (RCADS) and the Children’s Depression Rating Scale-Revised (CDRS-R) can be used during the psychiatric assessment of children and adolescents (Becker et al., 2018). The RCADS contains 47 items, a self-reported questionnaire for children/ adolescents between the age of 8 to 18 years. CDRS-R on the other hand contains 17 items and is clinically administered during the semi-structured interview for children between the age of 6 to 12 years but can also be used with adolescents.

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

Both Parent-Child Interaction Therapy (PCIT) and Play therapy can only be utilized in the management of psychiatric conditions among children and adolescents, but not adults. PCIT is used by parents to help their children understand and accept their deep emotions and promote positive interactions (Copeland et al., 2020). Play therapy on the other hand involves the use of toys to help children identify, recognize and verbalize their feelings.

Explain the role parents/guardians play in assessment.

Psychiatric assessment requires an evaluation of the child’s emotional, developmental, and behavioral needs. Parents and guardians play a significant role in providing information that can help the clinician understand the child’s behavior at home, efforts, progress, and achievements over time (Song, 2020).

NRNP 6665 PMHNP Across the Lifespan I: Comprehensive Integrated Psychiatric Assessment References

Becker, S. P., Schindler, D. N., Holdaway, A. S., Tamm, L., Epstein, J. N., & Luebbe, A. M. (2018). The Revised Child Anxiety and Depression Scales (RCADS): Psychometric Evaluation in Children Evaluated for ADHD. Journal of Psychopathology and Behavioral Assessment, 41(1), 93–106. https://doi.org/10.1007/s10862-018-9702-6

Copeland, W. E., Alaie, I., Jonsson, U., & Shanahan, L. (2020). Associations of Childhood and Adolescent Depression With Adult Psychiatric and Functional Outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 60(5). https://doi.org/10.1016/j.jaac.2020.07.895

Song. (2020). Child, Adolescent, and Family Refugee Mental Health. Springer International Publishing.

YMH Boston. (2013). Vignette 5 – Assessing for Depression in a Mental Health Appointment. In YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.