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Autism Spectrum Disorder, ADHD, ODD, and ICD Essays

Week 3: Autism Spectrum Disorder, ADHD, ODD, and ICD

“I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She does not care about me. She only cares about my little brother and that man that keeps coming around. I don’t care anything about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

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There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as autism spectrum disorder and ADHD and disruptive, impulse-control, and conduct disorders, such as oppositional defiant disorder and conduct disorder. These disorders are examined together with a particular emphasis on comparing and contrasting presenting features. Diagnosis of these various conditions can rarely be made in a single office setting and often require a comprehensive approach involving multiple stakeholders, including the child, as well as his or her parents, teachers, and other significant figures in the child’s life and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case to determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

“Disruptive, Impulse-Control, and Conduct Disorders”

Note:
You will access this book from the Walden Library databases.

Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder.
Journal of the American Academy of Child & Adolescent Psychiatry
,
53
(2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf

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.

Review the following medications:

Irritability in autism

Attention-deficit/hyperactivity disorder

aripiprazole

risperidone

armodafinil

amphetamine (d)

amphetamine (d,l)

atomoxetine

bupropion

chlorpromazine (hyperactivity)

clonidine

guanfacine

haloperidol (hyperactivity)

lisdexamfetamine

methylphenidate (d)

methylphenidate (d,l)

modafinil

reboxetine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

Required Media

Laureate Education (Producer). (2017b).
A young girl with difficulties in school
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 51, “Autism Spectrum Disorder” (pp. 665–682)

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Discussion: Parent Guide

Note:
 You and your group will use the wiki function to develop three Parent Guides (one in Week 3, one in Week 7, and one in Week 10). A wiki is a site that allows collaborative editing by all users. Each group will have its own place to communicate and collaborate on the assignments. Once your group has completed each assignment, one member should transfer the information to its final format and submit it through the group submission link in the Discussion. Do not delete the assignment from the wiki format, as your Instructor will review this area to determine each member’s participation.

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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays 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:

Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.

Review the resources concerning your assigned disorder.

Review the Blackboard Help website concerning wikis.

Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the 
Accessing Group Discussions
 instructions below. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

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.

By Day 5

One designated group member
 should post the completed Parent Guide to the Discussion.

By Day 7

Respond
 to at least 
two
 other groups’ wikis by providing at least two contributions for improving or including in their Parent Guide and at least two things that you like about their guide. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

Submission and Grading Information

Accessing Group Discussions and Wikis

To access your group’s discussion
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Select 
Group Discussion Board
 under the Group Tools menu to work on your participate in your group’s discussion.

To access your group’s wiki
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page.

Creating a Wiki Page

Create the first wiki topic page by entering the group’s wiki area and selecting 
Create Wiki Page
. Use the group’s assigned disorder as the name of your wiki. Then add your Parent Guide in the Content text box. You can use the editor functions to format the text and include files, images, web links, multimedia, and mashups. Select 
Submit
 when you have completed the wiki page. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

Grading Criteria

To access your rubric:

Week 3 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 3

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Assignment 1: Practicum: Decision Tree

For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.

Note:
 This Assignment is the first of three assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Assignment:

Examine 
Case 1. 
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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

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 families.

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.

By Day 7 of Week 4

Submit
 your Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you began exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examined a case to determine a differential diagnosis and treatment plan, which incorporates both psychotherapy and psychopharmacology.

Next week, you examine several cases of child abuse and neglect and recommend strategies for assessing for abuse. You analyze influences of media and social media on mental health and evaluate the need for mandatory reporting of abuse. You also submit your Practicum Journal and Autism Spectrum Disorder, ADHD, ODD, and ICD Essays Assignments.

Trauma and Stressor-Related Disorders in Childhood essays

Week 4: Trauma and Stressor-Related Disorders in Childhood

“He was drunk again, so I should have known better. I should have stayed away from the house, but that would have made him madder. He has done this before, but not nearly this bad. He broke my wrist as I was protecting my mom. The neighbor heard the screaming and called the cops. They hauled him away, but I know he will be back. She always lets him come back.”

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In August of 2005, thousands of children lost their homes in Hurricane Katrina. On December 14, 2012, the students at Sandy Hook Elementary School experienced the death of 20 of their classmates and six of their teachers. Every day, children experience physical and sexual abuse and neglect by their parents or caregivers. These types of trauma have a lifelong impact on the children involved and those witnessing the events. As much as we try to prevent unwanted childhood trauma and stressors, the phenomena are present in our culture. Childhood trauma is a significant contributor to both physical and mental health problems in children and adults. Trauma and Stressor-Related Disorders in Childhood essays.

This week, you examine several cases of child abuse and neglect, and you recommend strategies for assessing for abuse. You analyze influences of media and social media on mental health and evaluate the need for mandatory reporting of abuse. You also submit your Practicum Journal and Assignments.

Trauma and Stressor-Related Disorders in Childhood essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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 31, “Child Psychiatry” (pp. 1216–1226)

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

“Trauma- and Stressor-related Disorders”

Note:
You will access this book from the Walden Library databases. Trauma and Stressor-Related Disorders in Childhood essays.

Pfefferbaum, B., & Shaw, J. A. (2013). Practice parameter on disaster preparedness.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(11), 1224–1238. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00550-9/pdf

American Psychiatric Nurses Association. (2017).
Childhood and adolescent trauma.
Retrieved from http://www.apna.org/i4a/pages/index.cfm?pageID=4545

Document:
Childhood Abuse Case Study (PDF)

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. Trauma and Stressor-Related Disorders in Childhood essays.

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.

Review the following medications:

Posttraumatic stress disorder

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

nefazodone

paroxetine

prazosin (nightmares)

propranolol (prophylactic)

sertraline

venlafaxine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 50, “Provision of Intensive Treatment: Intensive Outreach, Day Units, and In-Patient Units” (pp. 648–664)

Chapter 58, “Disorders of Attachment and Social Engagement Related to Deprivation” (pp. 795–805)

Chapter 59, “Post Traumatic Stress Disorder” (pp. 806–821)

Chapter 64, “Suicidal Behavior and Self-Harm” (pp. 893–912)

Trauma and Stressor-Related Disorders in Childhood essays Discussion: Treating Childhood Abuse

In 2012, statistics in the United States indicated that state CPS agencies received 3.4 million referrals for child abuse and neglect. Of these, nearly 700,000 children were found to be victims of maltreatment: 18% were victims of physical abuse and 78% were victims of neglect (CDC, 2014). Child sexual abuse makes up roughly 10% of child maltreatment cases in the United States (CDC, 2014). The CDC considers sexual abuse at any age a form of violence. Child abuse of any kind can lead to an increased state of inflammatory markers in adulthood, as well as multiple physical illnesses and high-risk behavior such as alcoholism and drug abuse. If a PMHNP identifies child abuse, there may be a need to report the abuse to authorities. Once able to provide treatment, the PMHNP can be instrumental in reducing the long-term effects of child abuse. Trauma and Stressor-Related Disorders in Childhood essays.

In this Discussion, you recommend strategies for assessing for abuse and analyze influences of media and social media on mental health. You also evaluate the need for mandatory reporting of abuse.

Trauma and Stressor-Related Disorders in Childhood essays Learning Objectives

Students will:

Recommend strategies for assessing for abuse

Analyze influences of media and social media on mental health

Evaluate the need for mandatory reporting of abuse

To Prepare
 
for this Discussion:

Read the Learning Resources concerning treating childhood abuse.

Read the Child Abuse Case Study in the Learning Resources.

Note: 
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
!

By Day 3

Post:

What strategies would you employ to assess the patient for abuse? Explain why you selected these strategies.

How might exposure to the media and/or social media affect the patient?

What type of mandatory reporting (if any) is required in this case? Why?

Trauma and Stressor-Related Disorders in Childhood essays

By Day 6

Respond
 to at least 
two
 of your colleagues by providing at least two ways that their strategies may be expanded or improved.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

Trauma and Stressor-Related Disorders in Childhood essays Assignment 1: Practicum: Week 1 Practicum Journal

By Day 7

Submit
 your Assignment. Refer to Week 1 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

Trauma and Stressor-Related Disorders in Childhood essays Assignment 2: Practicum: Week 3 Decision Tree

By Day 7

Submit
 your Assignment. Refer to Week 3 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Trauma and Stressor-Related Disorders in Childhood essays

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Trauma and Stressor-Related Disorders in Childhood essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Trauma and Stressor-Related Disorders in Childhood essays.

Making Connections

This week, you examined several cases of child abuse and neglect and recommended strategies for assessing for abuse. You analyzed influences of media and social media on mental health and evaluated the need for mandatory reporting of abuse. You also submitted your Practicum Journal and Assignments.

Next week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders. Trauma and Stressor-Related Disorders in Childhood essays.

Anxiety Disorders in Childhood and Adolescence Essays

Week 5: Anxiety Disorders in Childhood and Adolescence

“I don’t know why everyone is worried that I don’t want to go out with my friends anymore. I just like to stay home. There is nothing wrong with that. I go to school and get good grades, but I don’t know what to say to those other girls in my class. They ask why I can’t go to the mall with them on the weekend and I get all embarrassed. They don’t understand that I don’t know what to say to them. When I do say something, it is always wrong, or they laugh. I can just stay home and read my books.”

Emma, age 15

Anxiety disorders that plague many individuals in adulthood often have their origins in childhood and adolescence. By identifying those children and adolescents with anxiety disorders, the PMHNP can intervene and teach skills that the client can use to control anxiety throughout his or her life.

This week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders. Anxiety Disorders in Childhood and Adolescence Essays.

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Anxiety Disorders in Childhood and Adolescence Essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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 31, “Child Psychiatry” (pp. 1253–1268)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Anxiety Disorders in Childhood and Adolescence Essays.

“Anxiety Disorders”

Note:
You will access this book from the Walden Library databases.

American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for the assessment and treatment of children and adolescents with obsessive-compulsive disorder.
Journal of the American Academy of Child & Adolescent Psychiatry
,
51
(1), 98–113. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf

McClelland, M., Crombez, M-M., Crombez, C., Wenz, C., Lisius, M., Mattia, A., & Marku, S. (2015). Implications for advanced practice nurses when pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is suspected: A qualitative study.
Journal of Pediatric Health Care
,
29
(5), 442–452. doi:10.1016/j.pedhc.2015.03.005

Note:
You will access this article from the Walden Library databases. Anxiety Disorders in Childhood and Adolescence Essays.

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. Anxiety Disorders in Childhood and Adolescence Essays.

Review the following medications:

Generalized anxiety disorder

Social anxiety disorder

alprazolam

citalopram

desvenlafaxine

duloxetine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

paroxetine

pregabalin

sertraline

tiagabine (adjunct)

venlafaxine

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

moclobemide

paroxetine

phenelzine

pregabalin

sertraline

tranylcypromine

venlafaxine

Obsessive-compulsive disorder

Panic disorder

citalopram

clomipramine

escitalopram

fluoxetine

fluvoxamine

paroxetine

sertraline

venlafaxine

vilazodone

alprazolam

citalopram

clonazepam

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

lorazepam

mirtazapine

nefazodone

paroxetine

phenelzine

pregabalin

reboxetine

sertraline

tranylcypromine

venlafaxine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Required Media

YMH Boston. (2013b, May 22).
Vignette 3 – Asking about depression in a preventive services visit
[Video file]. Retrieved from https://www.youtube.com/watch?v=TO8aITpMG5E

 

Note:
The approximate length of this media piece is 3 minutes.

YMH Boston. (2013b, May 22).
Vignette 5 – Assessing for depression in a mental health appointment
[Video file]. Retrieved from https://www.youtube.com/watch?v=Gm3FLGxb2ZU

 

Note:
The approximate length of this media piece is 3 minutes.

Laureate Education (Producer). (2017c).
Anxiety disorder, ODC, or something else?
[Multimedia file]. Baltimore, MD: Author. Anxiety Disorders in Childhood and Adolescence Essays.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 60, “Anxiety Disorders” (pp. 822–840)

Chapter 61, “Obsessive Compulsive Disorder” (pp. 841–857)

Anxiety Disorders in Childhood and Adolescence Essays Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:

Analyze clients presenting for treatment of anxiety disorders

Evaluate effectiveness of therapeutic approaches for clients diagnosed with an anxiety disorder

To Prepare
:

Review this week’s Learning Resources concerning treating patients with anxiety disorders.

Reflect on a child or adolescent client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with an anxiety disorder. Anxiety Disorders in Childhood and Adolescence Essays.

Note: 
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
!

By Day 3

Post
 a 3- to 5-minute Kaltura video in which you do the following:

Describe the client. 
Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Anxiety Disorders in Childhood and Adolescence Essays.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion

Assignment 1: Practicum: 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 pediatric clients presenting symptoms of a mental health disorder.

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine 
Case 2: 
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. Anxiety Disorders in Childhood and Adolescence Essays.

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? Anxiety Disorders in Childhood and Adolescence Essays.

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 families.

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. Anxiety Disorders in Childhood and Adolescence Essays.

By Day 7 of Week 7

Submit your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Anxiety Disorders in Childhood and Adolescence Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you analyzed case studies to determine the diagnosis and treatment of anxiety disorders.

Next week, you examine psychiatric emergencies that arise during childhood and adolescence and compare how those emergencies are assessed and treated to those of adult clients.

Looking Ahead

You should be working on your cover letter, resume, and portfolio that is due in Week 10. Anxiety Disorders in Childhood and Adolescence Essays.

Emergency Psychiatric Care in Childhood and Adolescence Essays

Week 6: Emergency Psychiatric Care in Childhood and Adolescence

“I can’t believe I am not dead. I want to be dead, but those pills did not work as fast as I expected. Dad found me and called 911. I cannot go on living after what they said about me on the Internet. My life is ruined and I cannot go back to school or even show my face around here. They all think I am that way, but I am not. Dad thinks this was a mistake, but he is wrong. When I get out of here, I am going to try something different, and this time it will work.” Emergency Psychiatric Care in Childhood and Adolescence Essays.

ORDER A PLAGIARISM-FREE PAPER HERE

When psychiatric emergencies arise, they can present many challenges to the PMHNP. While there are many approaches to emergencies that are similar, there are also significant differences when dealing with children and adolescents versus adults. This is particularly true with coordination of care, availability of resources, and legal implications of the psychiatric emergency.

This week, you examine psychiatric emergencies that arise during childhood and adolescence and compare how those emergencies are assessed and treated to those of adult clients. Emergency Psychiatric Care in Childhood and Adolescence Essays.

 

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus. Emergency Psychiatric Care in Childhood and Adolescence Essays.

Required Readings

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 23, “Emergency Psychiatric Medicine” (pp. 785–790)

Chapter 31, “Child Psychiatry” (pp. 1226–1253)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Emergency Psychiatric Care in Childhood and Adolescence Essays.

“Bipolar and Related Disorders”

Note:
You will access this book from the Walden Library databases.

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press. Emergency Psychiatric Care in Childhood and Adolescence Essays.

 

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. Emergency Psychiatric Care in Childhood and Adolescence Essays.

Review the following medications:

Reversal of benzodiazepine effects

flumazenil

Aggression

Behavioral problems

Cataplexy syndrome

clozapine

propranolol

zuclopenthixol

aripiprazole

asenapine

chlorpromazine

haloperidol

iloperidone

lurasidone

olanzapine

paliperidone

quetiapine

risperidone

ziprasidone

clomipramine

imipramine

sodium oxybate

Catatonia

Extrapyramidal side effects

Mania

alprazolam

chlordiazepoxide

clonazepam

clorazepate

diazepam

estazolam

flunitrazepam

flurazepam

loflazepate

lorazepam

midazolam

oxazepam

quazepam

temazepam

triazolam

benztropine

diphenhydramine

trihexyphenidyl

alprazolam (adjunct)

aripiprazole

asenapine

carbamazepine

chlorpromazine

clonazepam (adjunct)

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

lurasidone

olanzapine

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

zotepine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Emergency Psychiatric Care in Childhood and Adolescence Essays.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 50, “Provision of Intensive Treatment: Intensive Outreach, Day Units, and In-Patient Units” (pp. 648–664)

Chapter 64, “Suicidal Behavior and Self-Harm” (pp. 893–912)

Discussion: Treatment of Psychiatric Emergencies in Children Versus Adults

The diagnosis of psychiatric emergencies can include a wide range of problems—from serious drug reactions to abuse and suicidal ideation/behaviors. Regardless of care setting, the PMHNP must know how to address emergencies, coordinate care with other members of the health care team and law enforcement officials (when indicated), and effectively communicate with family members who are often overwhelmed in emergency situations.

In this week’s Discussion, you compare treatment of adult psychiatric emergency clients to child or adolescent psychiatric emergency clients. Emergency Psychiatric Care in Childhood and Adolescence Essays.

Learning Objectives

Students will:

Compare treatment of adult psychiatric emergency clients to child or adolescent psychiatric emergency clients

Analyze legal and ethical issues concerning treatment of child or adolescent psychiatric emergency clients

To Prepare
:

Review the Learning Resources concerning emergency psychiatric medicine.

Consider a case where your adult client had a psychiatric emergency. (
Note:
 If you have not had an adult client with a psychiatric emergency, ask your preceptor to describe one of their clients with a psychiatric emergency to use as an example for this Discussion.) Emergency Psychiatric Care in Childhood and Adolescence Essays.

Note: 
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
! Emergency Psychiatric Care in Childhood and Adolescence Essays.

By Day 3

Post
:

Briefly describe the case you selected.

Explain how you would treat the client differently if he or she were a child or adolescent.

Explain any legal or ethical issues you would have to consider when working with a child or adolescent emergency case.

By Day 6

Respond
 to at least 
two
 of your colleagues by recommending at least one additional way you would treat a child or adolescent client differently than you would an adult and at least one additional way you would address the legal and ethical issues involved. Emergency Psychiatric Care in Childhood and Adolescence Essays.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 6 Discussion

Emergency Psychiatric Care in Childhood and Adolescence Essays Assignment 1: Midterm Exam

This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam.

Emergency Psychiatric Care in Childhood and Adolescence Essays Learning Objectives

Students will:

Assess knowledge of concepts and principles related to child and adolescent psychiatry

This exam will cover the following topics:

Components of a comprehensive integrated psychiatric assessment

Assessments specific to children and adolescents

Autism spectrum disorder, ADHD, ODD, ICD

Trauma and stressor-related disorders in childhood

Anxiety disorders in childhood and adolescence

Emergency psychiatric care in childhood and adolescence

Emergency Psychiatric Care in Childhood and Adolescence Essays

By Day 7

Complete the Midterm Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once. Emergency Psychiatric Care in Childhood and Adolescence Essays.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
.

Submission and Grading Information

Submit Your Quiz by Day 7

To submit your Exam:

Week 6 Exam

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Emergency Psychiatric Care in Childhood and Adolescence Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you examined psychiatric emergencies that arise during childhood and adolescence and compared how those emergencies are assessed and treated to those of adult clients.

Next week, you will develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you will examine the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Looking Ahead

In Week 7, you will work with your group again to create a new Parent Guide, focusing on learning and motor disorders in childhood. Emergency Psychiatric Care in Childhood and Adolescence Essays.

Learning and Motor Disorders in Childhood Essays

Week 7: Learning and Motor Disorders in Childhood

“I had a substitute teacher today, so it was not a good day. She thought I was goofing off, but I could not help myself. As much as I tried to hold back, knowing she would freak out, I felt like a volcano. I erupted with a sound, kinda like a bullfrog that lasted for almost 10 minutes. She kept telling me to quiet down, but I could not help myself. Then the physical stretching and flexing of my neck started. She was really mad. Finally, my friend told her about me. It was embarrassing.”

ORDER A PLAGIARISM-FREE PAPER HERE

Learning disorders represent a diagnostic challenge in that many of the features of learning disorders overlap with ADHD. Appropriate diagnosis is essential to proper treatment. Motor disorders can be a source of considerable distress for both the child and their parents. Appropriate diagnosis is required in order to initiate the most appropriate treatment to minimize the impact of these conditions on the child. Learning and Motor Disorders in Childhood Essays.

This week, you work with your group again to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examine the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Learning and Motor Disorders in Childhood Essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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 31, “Child Psychiatry” (pp. 1181–1205)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Learning and Motor Disorders in Childhood Essays.

“Neurodevelopmental Disorders”

“Specific Learning Disorder”

“Motor Disorders”

Note:
You will access this book from the Walden Library databases.

Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf

McGarvey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors.
Psychiatric Services
,
64
(2), 120–126.

Note:
You will access this article from the Walden Library databases.

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care.
Social Psychiatry and Psychiatric Epidemiology
,
45
(8),785–793. doi:10.1007/s00127-009-0116-3

Note:
You will access this article from the Walden Library databases. Learning and Motor Disorders in Childhood Essays.

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth.
General Hospital Psychiatry
,
32
(3)
,
300–309. doi:10.1016/j.genhosppsych.2010.01.007

Note:
You will access this article from the Walden Library databases.

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. Learning and Motor Disorders in Childhood Essays.

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.

Review the following medications:

Tourette syndrome

Pervasive developmental disorders

clonidine

haloperidol

pimozide

guanfacine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Learning and Motor Disorders in Childhood Essays.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 47, “Children With Specific Sensory Impairments” (pp. 612–622)

Learning and Motor Disorders in Childhood Essays Discussion: Parent Guide

Learning disorders and motor disorders can be difficult for parents to understand. They often have many questions that go unanswered and can create considerable misunderstanding. This misunderstanding can damage the child/parent relationship. The PMHNP can answer questions and provide guidance for the family in order to help reduce the uncertainty of the disorders.

For the Discussion, you will work with your group again to develop a Parent Guide for your assigned disorder.

Learning Objectives

Students will:

Analyze signs and symptoms of learning and motor disorders in childhood

Analyze pathophysiology of learning and motor disorders in childhood

Analyze diagnosis and treatment methods for learning and motor disorders in childhood

Evaluate Parent Guides

To Prepare for this Discussion:

Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.

Review the resources concerning your assigned disorder.

Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the 
Accessing Group 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.

By Day 5

One designated group member
 should post the completed Parent Guide to the Discussion.

By Day 7

Respond
 to at least 
two
 other groups’ wikis by providing at least two contributions for improving or including in their Parent Guide and at least two things that you like about their guide. Learning and Motor Disorders in Childhood Essays.

Submission and Grading Information

Accessing Group Discussions and Wikis

To access your group’s discussion
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Select 
Group Discussion Board
 under the Group Tools menu to work on your participate in your group’s discussion.

To access your group’s wiki
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Learning and Motor Disorders in Childhood Essays.

Creating a Wiki Page

Create the first wiki topic page by entering the group’s wiki area and selecting 
Create Wiki Page
. Use the group’s assigned disorder as the name of your wiki. Then add your Parent Guide in the Content text box. You can use the editor functions to format the text and include files, images, web links, multimedia, and mashups. Select 
Submit
 when you have completed the wiki page. Learning and Motor Disorders in Childhood Essays.

Grading Criteria

To access your rubric:

Week 7 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 7

Learning and Motor Disorders in Childhood Essays Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice. Learning and Motor Disorders in Childhood Essays.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed? Learning and Motor Disorders in Childhood Essays.

Learning Objectives

Students will:

Evaluate clients for voluntary commitment

Evaluate clients for involuntary commitment based on state laws

Recommend actions for supporting parents of clients not eligible for involuntary commitment

Recommend actions for treating clients not eligible for involuntary commitment

Learning and Motor Disorders in Childhood Essays

To Prepare for this Practicum:

Review the Learning Resources concerning voluntary and involuntary commitment.

Read the Week 7 Scenario in your Learning Resources.

Research your state’s laws concerning voluntary and involuntary commitment.

The Assignment (2–3 pages):

Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain.

If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client. Learning and Motor Disorders in Childhood Essays.

By Day 7

Submit 
your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area. Learning and Motor Disorders in Childhood Essays.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 1

Assignment 2: Practicum: Week 5 Decision Tree

By Day 7

Submit 
your Assignment. Refer to Week 5 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name. Learning and Motor Disorders in Childhood Essays.

Click the 
Week 7 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission. Learning and Motor Disorders in Childhood Essays.

Grading Criteria

To access your rubric:

Week 7 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Learning and Motor Disorders in Childhood Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Learning and Motor Disorders in Childhood Essays.

Making Connections

This week, you worked with your group to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examined the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Next week, you will debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents. Learning and Motor Disorders in Childhood Essays.

Mood Disorders Essays

Week 8: Mood Disorders

“School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.”

Madison, age 16

Mood disorders can be particularly challenging to address in childhood and adolescence as many parents do not believe it is possible for their child to become depressed or even suicidal. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies, with both individual and family therapy to optimize treatment outcomes. Mood Disorders Essays.

This week, you debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Photo Credit: Corbis/VCG / Corbis / Getty Images

Mood Disorders Essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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 31, “Child Psychiatry” (pp. 1226–1253)

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

“Bipolar and Related Disorders”

“Depressive Disorders”

Note:
You will access this book from the Walden Library databases.

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder.
Journal of the American Academy of Child & Adolescent Psychiatry
,
55
(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

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. Mood Disorders Essays.

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.

Review the following medications:

Seasonal affective disorder

bupropion

Bipolar depression

Bipolar disorder

amoxapine

aripiprazole

armodafinil

asenapine

bupropion

carbamazepine

fluoxetine

iloperidone

lamotrigine

lithium

lurasidone

modafinil

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

alprazolam (adjunct)

amoxapine

aripiprazole

asenapine

bupropion

carbamazepine

chlorpromazine

clonazepam (adjunct)

cyamemazine

doxepin

fluoxetine

flupenthixol

fluphenazine

gabapentin (adjunct)

haloperidol

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

loxapine

lurasidone

molindone

olanzapine

olanzapine-fluoxetine combination

oxcarbazepine

paliperidone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

thiothixene

topiramate (adjunct)

trifluoperazine

valproate (divalproex)

ziprasidone

zonisamide

zotepine

zuclopenthixol

Bipolar maintenance

Depression

aripiprazole

asenapine

carbamazepine

iloperidone

lamotrigine

lithium

lurasidone

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone (injectable)

sertindole

valproate (divalproex)

ziprasidone

agomelatine

amisulpride

amitriptyline

amoxapine

amphetamine (d)

amphetamine (d,l)

aripiprazole (adjunct)

asenapine

atomoxetine

bupropion

buspirone (adjunct)

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepin

doxepin

duloxetine

escitalopram

fluoxetine

flupenthixol

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lisdexamfetamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

lurasidone

maprotiline

methylphenidate (d)

methylphenidate (d,l)

mianserin

milnacipran

mirtazapine

moclobemide

modafinil (adjunct)

nefazodone

nortriptyline

olanzapine

paroxetine

phenelzine

protriptyline

quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

triiodothyronine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 62, “Bipolar Disorder in Childhood” (pp. 858–873)

Chapter 63, “Depressive Disorders in Childhood and Adolescence” (pp. 874–892)

Discussion: Pediatric Bipolar Depression Disorder Debate

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact. Mood Disorders Essays.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

Learning Objectives

Students will:

Evaluate diagnosis of pediatric bipolar depression disorder

Analyze consequences to diagnosing/failing to diagnose pediatric bipolar depression disorder

To Prepare for the Mood Disorders Essays Discussion:

The instructor will assign you a position for or against the issue of diagnosing pediatric bipolar depression disorder.

Review the Learning Resources concerning the controversy over the diagnosis of pediatric bipolar depression disorder.

Note: 
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
!

By Day 3

Post:

Write “for” or “against” in the subject line of your Discussion post.

Based on the position you were assigned, justify whether or not pediatric bipolar depression disorder should be diagnosed.

Support your Mood Disorders Essays position with evidence and examples.

By Day 6

Respond
 to at least 
two
 of your colleagues who argued the opposite side as you by countering their argument with evidence. Identify at least two consequences to support your position.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

Mood Disorders Essays Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Mood Disorders Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you debated the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Next week, you will compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing clients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders.

Looking Ahead 1

In Week 9, you will work with our group again to create a new Parent Guide, focusing on feeding, eating, and elimination disorders in childhood.

Looking Ahead 2

You should be working on your cover letter, resume, and portfolio that is due in Week 10. Mood Disorders Essays.

Early-Onset Schizophrenia Essays

Week 9: Early-Onset Schizophrenia

“I can’t believe he is speaking to me! I have always liked his music, but now here he is on TV speaking directly to me! When I started following him on social media, he must have seen my profile. I know he loves me. He cannot love that model I saw with him in the picture. She must be the person following me to school. I have not seen her, but I know she is there. She does not want me being with him, but I will be with him. He loves me as much as I love him.” Early-Onset Schizophrenia Essays.

ORDER A PLAGIARISM-FREE PAPER HERE

Early-onset schizophrenia is a rare and severe mental illness in which children interpret reality abnormally. There are a range of problems with cognitive functioning, behavior, and emotions. Perceptions may be distorted and children or their parents may report that they have difficulty distinguishing reality. This is a diagnosis that is difficult to confirm in the early stages. Early-Onset Schizophrenia Essays.

This week, you compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders.

Photo Credit: HAYKIRDI / iStock / Getty Images Plus

Early-Onset Schizophrenia Essays Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

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 31, “Child Psychiatry” (pp. 1268–1283)

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

“Schizophrenia Spectrum and Other Psychotic Disorders”

Note:
You will access this book from the Walden Library databases.

McClellan, J., & Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with schizophrenia.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(9), 976–990. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00112-3/pdf

Giles, L. L., & Martini, D. R. (2016). Challenges and promises of pediatric psychopharmacology.
Academic Pediatrics
,
16
(6), 508–518. doi:10.1016/j.acap.2016.03.011. Early-Onset Schizophrenia Essays.

Note:
You will access this article from the Walden Library databases.

Hargrave, T. M., & Arthur, M. E. (2015). Teaching child psychiatric assessment skills: Using pediatric mental health screening tools.
International Journal of Psychiatry in Medicine
,
50
(1), 60–72. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1702699596?accountid=14872

Note:
You will access this article from the Walden Library databases.

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

 

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. Early-Onset Schizophrenia Essays.

 

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.

Review the following medications:

Schizoaffective disorder

Schizophrenia

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Early-Onset Schizophrenia Essays. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Early-Onset Schizophrenia Essays.

Required Media

Laureate Education (Producer). (2017b).
A young girl with strange behaviors
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell. Early-Onset Schizophrenia Essays.

Chapter 57, “Schizophrenia and Psychosis” (pp. 774–794)

Assignment 1: Early Onset Schizophrenia

Children and adolescents with schizophrenia have more difficulty functioning in academic or work settings, and significant impairment usually persists into adulthood. They may have speech or language disorders and in some cases borderline intellectual functioning. These individuals are more likely to complete suicide attempts or die from other accidental causes. Schizophrenia is characterized by positive and negative symptoms. Positive symptoms include hallucinations, delusions, and behavior disturbance. Negative symptoms include blunted affect and attention, apathy, and lack of motivation and social interest. Early-Onset Schizophrenia Essays.

In this Assignment, you compare treatment plans for adults diagnosed with schizophrenia with treatment plans for children and adolescents diagnosed with schizophrenia. You also consider the legal and ethical issues involved in medicating children diagnosed with schizophrenia.

Learning Objectives

Students will:

Compare evidence-based treatment plans for adults versus children and adolescents diagnosed with schizophrenia. Early-Onset Schizophrenia Essays.

Analyze legal and ethical issues surrounding the forceful administration of medication to children diagnosed with schizophrenia

Analyze the role of the PMHNP in addressing issues related to the forceful administration of medication to children diagnosed with schizophrenia

To Prepare for this Early-Onset Schizophrenia Essays Assignment:

Review the Learning Resources concerning early-onset schizophrenia.

The Early-Onset Schizophrenia Essays Assignment (2 pages):

Compare at least two evidence-based treatment plans for adults diagnosed with schizophrenia with evidence-based treatment plans for children and adolescents diagnosed with schizophrenia.

Explain the legal and ethical issues involved with forcing children diagnosed with schizophrenia to take medication for the disorder and how a PMHNP may address those issues.

Note:
 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at 
http://writingcenter.waldenu.edu/57.htm
). All papers submitted must use this formatting. Early-Onset Schizophrenia Essays.

By Day 7

Submit 
your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 9 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 9 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area. Early-Onset Schizophrenia Essays.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment 1 draft and review the originality report. Early-Onset Schizophrenia Essays.

Submit Your Assignment by Day 7

To submit your Early-Onset Schizophrenia Essays Assignment:

Week 9 Assignment 1

Assignment 2: Practicum: Decision Tree

Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine 
Case 3: 
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. Early-Onset Schizophrenia Essays.

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? Early-Onset Schizophrenia Essays.

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. Early-Onset Schizophrenia Essays.

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 Early-Onset Schizophrenia Essays.

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.

By Day 7 of Week 10

Submit your Assignment.

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. Early-Onset Schizophrenia Essays.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Early-Onset Schizophrenia Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you compared evidence-based treatment plans for adults with evidence-based treatment plans for children diagnosed with schizophrenia. You analyzed the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also completed a Decision Tree concerning children with psychotic disorders. Early-Onset Schizophrenia Essays.

Next week, you work with your group again to develop a Parent Guide for a feeding, eating, or elimination disorder. Early-Onset Schizophrenia Essays.

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

NURS 6640 MIDTERM EXAM STUDY GUIDE

Topics

• The Nurse Psychotherapist and a Framework for Practice

• Confidentiality Limits in Psychotherapy: Ethics Checklists for Mental Health Professionals

• Assessment and Diagnosis. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• The Initial Contact and Maintaining the Frame

• Cognitive Behavioral Therapy

• Supportive and Psychodynamic Psychotherapy

• Stabilization for Trauma and Dissociation

• Motivational Interviewing. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Psychotherapeutic Approaches for Addictions and Related Disorders

ORDER AN EXAM HERE

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 1, “The Nurse Psychotherapist and a Framework for Practice”

• Chapter 3, “Assessment and Diagnosis”. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Chapter 4, “The Initial Contact and Maintaining the Frame”

• Chapter 5, “Supportive and Psychodynamic Psychotherapy”

• Chapter 7, “Motivational Interviewing” (pp.299-312)

• Chapter 8, “Cognitive Behavioral Therapy”

• Chapter 13, “Stabilization for Trauma and Dissociation”

• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders”

Fisher, M. A. (2016). Introduction. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002. NURS 6640, 6650,
6660
& 6670 Midterm and Final Exam Study Guides.

 

NURS 6640 FINAL EXAM STUDY GUIDE

Topics

• Supportive and Psychodynamic Psychotherapy

• Interpersonal Psychotherapy

• Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

• Psychotherapy With Children. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

• Psychotherapy With Older Adults

• Termination and Outcome Evaluation

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)

• Chapter 9, “Interpersonal Psychotherapy”

• Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy”

• Disorders” . NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Chapter 17, “Psychotherapy With Children”

• Chapter 18, “Psychotherapy With Older Adults”

• Chapter 20, “Termination and Outcome Evaluation”

 

NURS 6650 MIDTERM EXAM STUDY GUIDE

The mid-term exam will cover the following topics, which relate to psychotherapy with groups and families:

• Introductory concepts related to group and family therapy

• Family assessment and phases of family therapy

• Experiential and narrative family therapy

• Structural and strategic family therapy

• Solution-focused and cognitive behavioral family therapy

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer Publishing Company.

• Chapter 11, “Group Therapy” (pp. 407-428)

• Chapter 12, “Family Therapy” (pp. 429-468)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

• Chapter 1, “The Foundations of Family Therapy” (pp. 1-6). NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

• Chapter 2, “The Evolution of Family Therapy” (pp. 7-28)

• Chapter 3, “Basic Techniques of Family Therapy” (pp. 29-48)

• Chapter 4, “The Fundamental Concepts of Family Therapy” (pp. 49- 68)

• Chapter 5, “Bowen Family Systems Therapy” (pp. 69-88)

• Chapter 6, “Strategic Family Therapy” (pp. 89-109)

• Chapter 7, “Structural Family Therapy” (pp. 110-128)

• Chapter 8, “Experiential Family Therapy” (pp. 129-147)

• Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166-189)

• Chapter 12, “Solution-Focused Therapy” (pp. 225-242)

• Chapter 13, “Narrative Therapy” (pp. 243-258)

 

NURS 6650 FINAL EXAM STUDY GUIDE

The final exam will cover the following topics, which relate to psychotherapy with groups and families:

• Foundations of Group Work and Types of Groups

• Group Processes

• Cognitive Behavioral Therapy for Groups

• Group Therapy for Addiction

• Group Therapy with Children and Adolescents

• Group Therapy with Older Adults

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer Publishing Company.

• Chapter 11, “Group Therapy” (pp. 407-428)

• Chapter 12, “Family Therapy” (pp. 429-468)

• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565-596)

• Chapter 17, “Psychotherapy with Children” (pp. 597-624)

• Chapter 18, “Psychotherapy with Older Adults” (pp. 625-660)

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter 1, “The Therapeutic Factors” (pp. 1-18)

• Chapter 2, “Interpersonal Learning” (pp. 19-52)

• Chapter 3, “Group Cohesiveness” (pp. 53-76)

• Chapter 5, “The Therapist: Basic Tasks” (pp. 117-140)

• Chapter 8, “The Selection of Clients” (pp. 231-258)

• Chapter 9, “The Composition of Therapy Groups” (pp. 259-280)

• Chapter 11, “In the Beginning” (pp. 309-344)

• Chapter 12, “The Advanced Group” (pp. 345-390)

• Chapter 13, “Problem Group Members” (pp. 391-428)

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Video Leading Groups with Adolescents by Janice DeLucia-Waack, PhD & Allen Segrist, PhD

ORDER AN EXAM NOW

6660 Midterm Exam

This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Learning Objectives

Students will:

Assess knowledge of concepts and principles related to child and adolescent psychiatry

This exam will cover the following topics:

Components of a comprehensive integrated psychiatric assessment

Assessments specific to children and adolescents

Autism spectrum disorder, ADHD, ODD, ICD

Trauma and stressor-related disorders in childhood

Anxiety disorders in childhood and adolescence

Emergency psychiatric care in childhood and adolescence

NURS 6640, 6650,
6660
& 6670 Midterm and Final Exam Study Guides

By Day 7

Complete the Midterm Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

 

Final Exam

This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Learning Objectives

Students will:

Assess knowledge of concepts and principles related to child and adolescent psychiatry

This exam will cover the following topics:

Learning and motor disorders in childhood

Mood disorders

Early-onset schizophrenia

Feeding and eating disorders

Elimination disorders

Special topics in child adolescent psychiatry

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

By Day 7

Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

NURS 6630 MIDTERM & FINAL EXAM STUDY GUIDES

NURS 6630 MIDTERM EXAM STUDY GUIDE

 Non-compliant patients

 Neurotransmitters

 Gene Expression

 Cytochrome P450 Enzyme System

 Pharmacokinetics

 Mechanisms of receptors including:

o G-Protein linked receptors

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NURS 6630 Midterm & Final Exam Study Guides

o nicotine cholinergic

o serotonin

o dopamine

o norepinephrine

o D2 receptors

o glycine receptors

o ionotropic receptors

 Medications classifications – Full agonists, antagonists, partial agonist, and inverse agonists

 Therapeutics, side effects, dosing, use, and special populations for medications to treat

o Psychosis and schizophrenia

o bipolar disorders

o depression

o mania

o paranoid psychosis

o panic disorders

o fibromyalgia

o smoking cessation

o Parkinson’s disease

o anxiety. 6630 Midterm & Final Exam Study Guides.

o stress

o PTSD

 How to identify improvement in a patient following administration of medication

 System-based approaches to treatment

 MAO inhibitors

Stahl’s Essential Psychopharmacology

Chapter 1 – Chemical Neurotransmission

 Anatomical versus chemical basis of neurotransmission

 Signal transduction cascades

 Epigenetics

Chapter 2 – Transporters, receptors, and enzymes as targets of psychopharmacological drug action

 Neurotransmitter transportation as targets of drug action

 G-protein-linked receptors

 Enzymes as targets of psychotropic drugs

 Cytochrome P450 drug metabolizing enzymes as targets of psychotropic drugs

Chapter 3 – Ion channels as targets of psychopharmacological drug action

 Ligand-gated ion channels as targets of psychopharmacological drug action

 Voltage-sensitive ion channels as targets of psychopharmacological drug action

 Ion channels and neurotransmission. NURS 6630 Midterm & Final Exam Study Guides.

Chapter 4 – Psychosis and schizophrenia

 Symptom dimensions in schizophrenia

 Neurotransmitters and circuits in schizophrenia

 Neurodevelopment and genetics in schizophrenia

 Neuroimaging circuits in schizophrenia

Chapter 5 – Antipsychotic agents

 Conventional antipsychotics

 Atypical antipsychotics

 Links between antipsychotic binding properties and chemical actions

 Pharmacologic properties of individual antipsychotics: the pines, the dones, two pips and a rip plus more

 Antipsychotics in clinical practice. NURS 6630 Midterm & Final Exam Study Guides.

 Future treatments for schizophrenia

Chapter 6 – Mood disorders

 Description of mood disorders

 The bipolar spectrum

 Can unipolar depression be distinguished from bipolar depression?

 Are mood disorders progressive?

 Neurotransmitters and circuits in mood disorders

 Stress and depression

 Symptoms and circuits in depression

 Symptoms and circuits in mania. NURS 6630 Midterm & Final Exam Study Guides.

 Neuroimaging and mood disorders

Chapter 7 – Antidepressants

 General principles of antidepressant action

 Antidepressant classes

 Augmenting antidepressants

 How to choose an antidepressant

 Future treatments for mood disorders

Stahl’s Illustrated Guide – Anxiety, Stress, and PTSD

Chapter 4 – First line medications for PTSD

 Pharmacological Treatments

 SSRIs

Chapter 5 – Second-line, adjunct, and investigational medications for PTSD

 Second-line Medications

 Adjunct Medications. NURS 6630 Midterm & Final Exam Study Guides.

 Investigational Medications

NURS 6630 FINAL EXAM STUDY GUIDE

 Therapeutics, side effects, dosing, use, and special populations for medications to treat

o psychotic aggression

o psychotic behaviors

o psychosis and aggression

o impulsive symptoms

o ADHD

o mood disorders

o fibromyalgia

o chronic pain

o migraines

o shingles

o Alzheimer’s disease

o dementia

o PTSD

o Premenstrual dysphoric disorder (PDD)

o Irritable bowel syndrome

o diabetic peripheral neuropathic pain

o addictions

o smoking cessation

o Kleptomania. NURS 6630 Midterm & Final Exam Study Guides.

o Impulsive aggression

o Insomnia and sleep disorders

o

Stahl’s Essential Psychopharmacology

Chapter 10 – Chronic pain and its treatment

 What is pain?

 Neuropathic pain

 Descending spinal synapses in the dorsal horn and the treatment of chronic pain

 Targeting sensitized circuits in chronic pain conditions

 Targeting ancillary symptoms in fibromyalgia

Chapter 11 – Disorders of sleep and wakefulness and their treatment

 Neurobiology of sleep and wakefulness

 Insomnia and hypnotics. NURS 6630 Midterm & Final Exam Study Guides.

 Excessive daytime sleepiness (hypersomnia) and wake-promoting agents

Chapter 12 – Attention deficit hyperactivity disorder and its treatment

 Symptoms and circuits: ADHD as a disorder of the prefrontal cortex

 ADHD as a disorder of inefficient “tuning” of the prefrontal cortex by dopamine and norepinephrine

 Neurodevelopment and ADHA

 Treatment

Chapter 13 – Dementia and its treatment

 Causes, pathology, and clinical features of dementia

 Three stages of Alzheimer’s disease.
 NURS 6630 Midterm & Final Exam Study Guides.

 Targeting amyloid as a future disease-modifying treatment of Alzheimer’s disease

 Targeting glutamate

 Treatments for psychiatric and behavioral symptoms in dementia

 Other proposed targets for dementia

Chapter 14 – Impulsivity, compulsivity, and addiction

 Overview of impulsive-compulsive disorders

 Neurocircuitry and the impulsive-compulsive disorders

 Substance addictions

 Obesity as an impulsive-compulsive disorder

Stahl’s Illustrated Guide – Chronic Pain and Fibromyalgia

Chapter 5 – Pain drugs. NURS 6630 Midterm & Final Exam Study Guides.

Stahl’s Illustrated Guide – ADHA

Chapter 4 – ADHD treatments

Stahl’s Illustrated Guide – Substance Use and Impulsive Disorders

Chapter 10 – Disorders of impulsivity and compulsivity

Stahl’s Illustrated Guide – Violence

Chapter 3 – Treatment of violence and aggression

Pharmacological Interventions for ADHD

 Table B. KQ2: Long-term (>1 year) effectiveness of interventions for ADHD in people 6 years and older

 Pharmacological Interventions

Article

Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older. NURS 6630 Midterm & Final Exam Study Guides.

NURS 6550 Acute Care Midterm and Final Exams Study Guides

NURS 6550 Acute Care Study Guide for Midterm

Psychosocial

Generalized anxiety disorder diagnosis criteria

Treatment of acute panic attacks

What are the medications for initial/first line therapy

Inpatient treatment of depression

What are the therapies for patient’s that won’t eat, take meds, etc.

When is serotonin norepinephrine reuptake inhibitor indicated, when is it contraindicated?

Venlafaxine dosing, when is follow up? What are you monitoring?

Endogenous depression pathophysiology is best described as?

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Differences between panic attacks and panic disorder?

What are Major Depressive disorder symptoms?

Identify the primary neurotransmitter in PTSD

PTSD diagnosis and treatment, meds (families/common meds)?

Familiarize yourself with the side effects of Lithium

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Common adverse effects of atypical antipsychotics

Mental status changes in elderly… how do you evaluate?

Assessment of Delirium in geriatric patients

Short Confusion Assessment Method (Short CAM): what things are assessed?

Types of dementia, know differences?

Aricept and dosing and patient teaching?

Vascular dementia, what is it?

Management of disinhibition in elderly

Physical findings when death is imminent

Limits of pain medication on dying patient

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Theories about successful aging…familiarize yourself with them

Psychological abuse of elders

Death and the anxiety related to it, who’s at risk?

Age and suicide risk in the different age groups?

Assessing driver safety in elderly

Geriatric Depression Screen

NURS 6550 Acute Care Midterm and Final Exams Study Guides

 

 

EENT

What is acute angle glaucoma?

Familiarize yourself with Cataracts, presentation? TRX?

Chronic uveitis medication management

Gonococcal conjunctivitis presentation and medication management

Viral, allergic, bacterial conjunctivitis: know presentations and trx

Macular degeneration presentation and S&S, trx

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Open angle glaucoma

Metal FB in eye, how do you evaluate and how do you remove?

Penetrating eye injury treatment

Corneal abrasions: eval, presentation, medications, teaching, follow up/referral?

Orbital cellulitis: presentation, S&S

Orbital fractures: patho and causes, teaching for post-op/or discharge?

Different types of hearing loss and why they occur

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Acute otitis media: causes, trx, presentation

Vertigo, how do you evaluate and trx?

Epistaxis: causes, trx, what to look for in complications? Infection?

Bacterial sinusitis: treatment, presentation, when you suspect it, what is GOLD standard of dx testing…

Tonsillitis presentation

Epiglottitis presentation

Familiarize yourself with diagnostic studies for evaluation eye conditions in acute situations

Beta adrenergic antagonists: side effects

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Cholinergic mimetics: side effects

Prostaglandin analogs: side effects

Osmotic diuretics: side effects

Bells palsy: S&S, treatment, pain management

Know causes (agents) of tonsil/throat pain

Know epiglottis presentation, causes and treatment

Know cranial nerves and their function

NURS 6550 Acute Care Midterm and Final Exams Study Guides

 

 

Cardiovascular disorders

ACS protocol: low risk vs high risk mi

Contraindications to thrombolytic therapy in stroke and MIs

MONA, what is it an when is it used?

Duke criteria for infective endocarditis, presentation and treatment

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Heart murmurs: physical exams, grades of murmurs

Pericarditis s/sx, dx criteria and treatment

Be familiar with different heart sounds

Treatment and findings for acute anterior wall MI

Monitoring wedge pressures

Presentation and Medications for CHF

Aortic stenosis classic presentation

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Aortic regurgitation classic presentation

Diastolic failure, medication management

Thoracic aneurysm: how do you diagnosis, what is “critical “ presentation, risk factors?

Medications for acute descending aortic aneurysm

Treatment plans for PAD, presentation of PAD

Risk factors for DVT, how do you evaluate and r/o

PE risk factors, who’s at risk?

Hypertensive urgency vs. crisis

Secondary HTN causes

Chronic venous insufficiency treatment

Cardiac rehab

Stroke treatment guidelines, when can you start tPA? When is it contraindicated?

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Coumadin guidelines, how do you monitor, what is the goal? When do you start it?

How to read EKGs, common leads for a MI and consider pericarditis findings…

JNC 8 recommendations, know the recommended trx plans for various stages, when do you intervene

 

 

Respiratory

Intermittently controlled asthma – management, recognize who to d/c, admit, etc.

Mild asthma – management

Rescue therapy in Asthma

COPD – FEV1/FVC ratios, GOLD guidelines, outpt management, be able to STEP the therapy

PE – how to diagnose, risk factors, GOLD standard for testing

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Causes of obstructive shock

ARDS maladaptive physiologic response, diagnostic criteria, THINK PATHO

Septic shock – vent settings

ARDS: what is happening with perfusion and ventilation?

Pulmonary rehab and chronic obstructive pulmonary disease

Spirometric assessment; what do you do?

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Pulmonary fibrosis and what risks are associated with this diagnosis

Pleural effusion: what does each fluid that can be found mean?

Respiratory risk factors for surgery

Pathophysiology of ARDS

GOLD stages of COPD, know what stage is what

Pulmonary function tests, be able to interpret

NURS 6550 Acute Care Midterm and Final Exams Study Guides

X-ray presentations and readings for pneumonia, CHF, COPD

CURB-65 criteria, what does each part mean, what does it stand for…

Pneumonias, types, treatments, causes, organisms

IGRA tests for TB

Labs to check before starting INH

VAP

NURS 6550 Acute Care Midterm and Final Exams Study Guides