NRNP 6665 PMHNP Across the Lifespan I: Patient Education for Children and Adolescents

NRNP 6665 PMHNP Across the Lifespan I: Patient Education for Children and Adolescents

NRNP 6665 PMHNP Across the Lifespan I Patient Education for Children and Adolescents

Patient Education for Children and Adolescents

Mental health disorders affect all populations regardless of age, race, and social class. For better management of a mental health disorder and effective coping, patients should understand a disorder’s causes, manifestations, and treatments. Families should also understand the condition and appropriate ways of supporting a patient. Disruptive Mood Dysregulation Disorder (DMDD) is a common mood disorder among children (Sabri, 2022). The purpose of this blog is to describe DMDD’s signs and symptoms, treatments, and appropriate community resources and referrals.

Signs and Symptoms of DMDD

DMDD is primarily characterized by anger among children as they react to things that do not disturb other children. Typically, children with DMDD react to common things with much temper and cannot manage their emotions like their age mates (National Institute of Mental Health, 2019; Sabri, 2022). The symptoms usually start before a child reaches ten years, with irritable and angry moods dominating other symptoms. Mood problems occur most of the day or frequently. Other manifestations include severe outbursts and functional problems due to irritability (Mürner-Lavanchy et al., 2021). The severity of these problems requires close observation of children at home, school, and with peers.

Pharmacological and Nonpharmacological Treatments

Since DMDD is a new diagnosis, its treatments are based on other treatments where irritability and temper tantrums are dominant. Pharmacological treatments include stimulants, antidepressants, and atypical antipsychotic medications (National Institute of Mental Health, 2019). Stimulants and antidepressants treat irritability and mood problems, while atypical antipsychotic medications help children to overcome severe temper outbursts. The main nonpharmacological treatment is cognitive-behavioral therapy, which helps children and adolescents to overcome depressing thoughts and feelings (Linke et al., 2020). It also teaches patients to regulate anger and increase tolerance toward frustration.

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Appropriate Community Resources and Referrals

Mood disorders’ treatment and management are multifaceted. Besides regular treatment, community resources are crucial for coping

NRNP 6665 PMHNP Across the Lifespan I Patient Education for Children and Adolescents
NRNP 6665 PMHNP Across the Lifespan I Patient Education for Children and Adolescents

and emotional support. Support groups are among the most reliable community resources for patients with DMDD. They help people with a common health problem to come together, share their problems, and help each other to cope with a mental disorder (National Institute of Mental Health, 2019). Community-based parent training also helps parents to understand DMDD and interact better with a child with the disorder. Referrals include the National Alliance for Mental Illness (NAMI) and Depression and Bipolar Support Alliance (DBSA). These alliances are dedicated to improving the lives of people with mental disorders through support, education, and hope.


DMDD is a childhood disorder characterized by anger, temper, and extreme irritability. The extremity of the signs and symptoms calls for close observation and clinical attention. Parents should ensure that children get timely attention and appropriate support. Community support groups are highly reliable resources since they help patients to overcome their condition and improve coping skills.

NRNP 6665 PMHNP Across the Lifespan I: Patient Education for Children and Adolescents References

Linke, J., Kircanski, K., Brooks, J., Perhamus, G., Gold, A. L., & Brotman, M. A. (2020). Exposure-based cognitive-behavioral therapy for Disruptive Mood Dysregulation Disorder: an evidence-based case study. Behavior Therapy51(2), 320-333.

Mürner-Lavanchy, I., Kaess, M., & Koenig, J. (2021). Diagnostic instruments for the assessment of disruptive mood dysregulation disorder: a systematic review of the literature. European Child & Adolescent Psychiatry, 1-23.

National Institute of Mental Health. (2019). Disruptive mood dysregulation disorder.,Overview,impairment%20that%20requires%20clinical%20attention.

Sabri, Y. (2022). Diagnosis of disruptive mood dysregulation disorder in offsprings of bipolar parents. Middle East Current Psychiatry29(1), 1-7.


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 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 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.
  • 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.
  • 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 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.


  • 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.