Category: Nursing

Learning and Motor Disorders in Childhood Essay Assignment Papers

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.”

Samuel, age 9

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.

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 Essay Assignment Papers.

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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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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.

“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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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.

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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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 Essay Assignment Papers.

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.”

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)

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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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

Learning and Motor Disorders in Childhood Essay Assignment Papers 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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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 Essay Assignment Papers.

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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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

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 Essay Assignment Papers.

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. Learning and Motor Disorders in Childhood Essay Assignment Papers.

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 Essay Assignment Papers.

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

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 Essay Assignment Papers.

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.

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 Essay Assignment Papers.

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 Essay Assignment Papers.

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 Essay Assignment Papers.

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.

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 Essay Assignment Papers.

Emergency Psychiatric Care in Childhood and Adolescence Essay Assignment papers

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.”

Jessica, age 13

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.

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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 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.

“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.

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 Essay Assignment papers.

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.”

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.

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. Emergency Psychiatric Care in Childhood and Adolescence Essay Assignment papers

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.)

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 Essay Assignment papers.

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 Essay Assignment papers.

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

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 Essay Assignment papers 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

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
.

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. Emergency Psychiatric Care in Childhood and Adolescence Essay Assignment papers.

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.

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. Emergency Psychiatric Care in Childhood and Adolescence Essay Assignment papers.

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 Essay Assignment papers.

Anxiety Disorders in Childhood and Adolescence Essay Assignment papers

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 Essay Assignment papers.

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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 Essay Assignment papers.

“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. Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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.

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 Essay Assignment papers.

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.” Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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.

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)

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 Essay Assignment papers.

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.

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
!  Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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.

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. Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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.

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 Essay Assignment papers.

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. Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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? Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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 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. Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

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.

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. Anxiety Disorders in Childhood and Adolescence Essay Assignment papers.

NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers

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.”

Avery, age 14

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.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

“Trauma- and Stressor-related Disorders”

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

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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.” NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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)

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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.

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
! NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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?

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

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. NURS – 6660 – Trauma and Stressor-Related Disorders in Childhood Essay Assignment Papers.

Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660

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.

Jacob, age 11”

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.

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.

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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.

“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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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.”

Required Media

Laureate Education (Producer). (2017b).
A young girl with difficulties in school
[Multimedia file]. Baltimore, MD: Author. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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)

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 Essay Assignment Papers – NURS – 6660.

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 Essay Assignment Papers – NURS – 6660

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.

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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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.

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

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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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.

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 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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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? Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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 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 Essay Assignment Papers – NURS – 6660.

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. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

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 Assignments. Autism Spectrum Disorder, ADHD, ODD, and ICD Essay Assignment Papers – NURS – 6660.

NURS_6640_Week9_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to two criteria are not addressed or are superficially addressed

is somewhat lacking reflection and critical analysis and synthesis

somewhat represents knowledge gained from the course readings for the module.

post is cited with fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

lacks depth or superficially addresses criteria

lacks reflection and critical analysis and synthesis

does not represent knowledge gained from the course readings for the module.

contains only 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

Not written clearly or concisely

Contains more than two spelling or grammatical errors

Does not adhere to current APA manual writing rules and style

Main Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth. NURS 6640 Week9 Discussion_Rubric

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week9_Discussion_Rubric

Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Week 1: Foundations of Psychotherapy

“Unexpressed emotions will never die. They are buried alive and will come forth later in uglier ways.”

—Sigmund Freud

While working with a patient in the late 1800s, Sigmund Freud discovered the health benefits of talking about emotions and illnesses. When Sigmund Freud introduced his “talking cure” (fundamental psychotherapy), his efforts were met with considerable skepticism. However, as more and more psychiatrists learned that Freud’s methods brought about change in patients who suffered from a variety of mental health issues, his methods were adopted and refined. Today, psychotherapy is recognized as a viable treatment for a wide variety of mental health issues, many of which are examined throughout this course. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals.

ORDER A PLAGIARISM-FREE PAPER HERE

This week, as you explore the foundations of psychotherapy, you consider its biological basis. You also examine the influence of culture, religion, and socioeconomics on psychotherapy treatments. Finally, you begin preparing for your practicum experience by examining counseling theories and developing goals to guide your practice.

Photo Credit: Joe Houghton – www.joehoughtonphotography.ie / Moment / Getty Images

Learning Resources

Required Readings

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” (pp. 3–52)

Fournier, J. C., & Price, R. B. (2014). Psychotherapy and neuroimaging.
Psychotherapy: New Evidence and New Approaches, 12
(3), 290–298. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207360/, Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives.
Mental Health and Social Inclusion, 18
(2), 52–58. doi:10.1108/MHSI-02-2014-0006

 

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

Petiprin, A. (2016). Psychiatric and mental health nursing.
Nursing Theory
. Retrieved from http://www.nursing-theory.org/theories-and-models/psychiatric-and-mental-health-nursing.php

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. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Document:
Practicum Journal Template (Word document)

 

Note:
This template is provided by the School of Nursing and is designated to document practicum activity. You are required to use this template for all journal entry submissions.

Document:
Midterm Exam Study Guide (Word document)

Document:
Final Exam Study Guide (Word document)

Document:
Nurse Practitioner (NP) Student Clinical Orientation (PowerPoint file)

Document:
Practicum Manual (PDF). Retrieved from http://academicguides.waldenu.edu/ld.php?content_id=7356923. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Required Media

Laureate Education (Producer). (2016).
Introduction to psychotherapy with individuals
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 2 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Laureate Education (Producer). (2015e).
Therapies are helpful: Dodo bird conjecture
[Video file]. Baltimore, MD: Author.

Provided courtesy of the Laureate International Network of Universities.

 

Note:
The approximate length of this media piece is 2 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Laureate Education (Producer). (2015f).
Therapies change and integrate different approaches over time
[Video file]. Baltimore, MD: Author.

Provided courtesy of the Laureate International Network of Universities.

 

Note:
The approximate length of this media piece is 1 minute.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012).
Clinical interview: Intake, assessment, & therapeutic alliance
[Video file]. Mill Valley, CA: Psychotherapy.net. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 124 minutes.

 

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013).
Counseling and psychotherapy theories in context and practice
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
For this week, view the Introduction and Psychoanalytical Approaches only. You will access this media from the Walden Library databases.

 

Discussion: Does Psychotherapy Have a Biological Basis?

Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology? For this Discussion, consider whether psychotherapy also has a biological basis.

Learning Objectives

Students will:

Evaluate biological basis of psychotherapy treatments

Analyze influences of culture, religion, and socioeconomics on personal perspectives of psychotherapy treatments

To prepare:

Review this week’s Learning Resources.

Reflect on foundational concepts of psychotherapy.

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!Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

By Day 3

Post
 an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective of the value of psychotherapy treatments. Support your rationale with evidence-based literature.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least two of your colleagues by providing an additional scholarly resource that supports or challenges their position along with a brief explanation of the resource. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

Assignment: Practicum – Week 1 Journal Entry

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Learning Objectives

Students will:

Analyze nursing and counseling theories to guide practice in psychotherapy*

Develop goals and objectives for personal practicum experiences*

Create timelines for practicum activities*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 4.

In preparation for this course’s practicum experience, address the following in your Practicum Journal:

Reviewthe media 
Clinical Interview: Intake, Assessment,& Therapeutic Alliance
 in your Learning Resources.

Selectone nursing theory and one counseling theory to best guide your practice inpsychotherapy.

Note:
 For guidance onnursing and counseling theories, refer to the Wheeler textbook in this week’s LearningResources. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Explain why you selected these theories. Support your approach with evidence-basedliterature.

Developat least three goals and at least three objectives for the practicum experiencein this course.

Create a timeline of practicum activities basedon your practicum requirements.

Note:
 Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.

By Day 7 of Week 4

Submit
 your Assignment.

Week in Review

Now that you have:

Evaluated the biological basis of psychotherapy treatments

Analyzed the influence of culture, religion, and socioeconomics on personal perspectives of psychotherapy treatments, Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Analyzed nursing and counseling theories to guide practice in psychotherapy

Developed goals and objectives for personal practicum experiences

Created timelines for practicum activities

Next week, you will:

Analyze psychometric properties of assessment tools

Evaluate appropriate use of assessment tools in psychotherapy

Compare assessment tools used in psychotherapy

Develop diagnoses for clients receiving psychotherapy

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Looking Ahead 1: Practicum Assignments

Practicum Journal Entries

Each week, you will complete practicum-related assignments. It is highly recommended that you review the practicum assignments for Weeks 2–10 before Day 7 of Week 1. This will give you time to connect with your preceptor so that you can fulfill the requirements of each practicum assignment. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Due Day 7 of Week 4:

Week 1:
 You will select one nursing theory and one counseling theory to best guide your practice in psychotherapy. You will explain why you selected these theories and support your approach with evidence-based literature. You also will develop at least three goals and at least three objectives for the practicum experience in this course.

Week 2:
 You will write about a client you observed or counseled. (Assignment to be submitted by Day 7 of Week 4.) Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Week 4:
 You will write about a client you observed or counseled and explain whether cognitive behavioral therapy would be effective with this client. (Assignment to be submitted by Day 7 of Week 4 .)

Due Day 7 of Week 7:

Week 5:
 You will write about a client you observed or counseled that suffers from a disorder related to trauma. (Assignment to be submitted by Day 7 of Week 7.)

Week 6:
 You will write about a client you observed or counseled and explain whether motivational interviewing would be effective with this client. (Assignment to be submitted by Day 7 of Week 7.)

Due Day 7 of Week 10:

Week 8:
 You will write about a client you observed or counseled and explain whether existential-humanistic therapy would be effective with this client. You will also reflect on your clinical supervision experiences. (Assignment to be submitted by Day 7 of Week 10.)

Week 9:
 You will write about a child or adolescent client you observed or counseled. (Assignment to be submitted by Day 7 of Week 10.) Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Week 10:
 You will write a reflection on your practicum experiences. (Assignment to be submitted by Day 7 of Week 10.)

Comprehensive Client Assessments, Progress Notes, and Client Termination Summary

Due Day 7 of Week 4:

Week 3:
 You will complete a Comprehensive Client Assessment. (Assignment to be submitted by Day 7 of Week 4.)

Due Day 7 of Week 7:

Week 7:
 You will write a progress note and privileged psychotherapy note for the client you assessed in Week 3 for the Comprehensive Client Assessment. (Assignment to be submitted by Day 7 of Week 7.) Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

Due Day 7 of Week 10:

Week 10:
 You will write a Client Termination Summary for a client who is ready to complete therapy. (Assignment to be submitted by Day 7 of Week 10.)

Looking Ahead 2: Didactic Assignments

Week 8 Discussion:
 In 3- to 5-minute Kaltura video, you will discuss a client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 8 Discussion for additional guidance. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals.

Week 10 Discussion:
 In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance. Foundations of Psychotherapy Essay Assignment Papers – NURS 6640 Psychotherapy with Individuals

NURS_6640_Week8_Discussion_Rubric

Satisfactory

Unsatisfactory

Quality of Work Submitted: The extend of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.

26 
(26%)
 – 30 
(30%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

0 
(0%)
 – 25 
(25%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

4 
(4%)
 – 5 
(5%)

Purpose of the assignment is stated, yet is brief and not descriptive.

0 
(0%)
 – 3 
(3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

8 
(8%)
 – 10 
(10%)

Demonstrates a clear understanding of key concepts.

0 
(0%)
 – 7 
(7%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources.

16 
(16%)
 – 20 
(20%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

0 
(0%)
 – 15 
(15%)

Includes and integrates specific information from 0 to 1 resource to support major points and point of view. NURS 6640 Week8 Discussion_Rubric

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

16 
(16%)
 – 20 
(20%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

0 
(0%)
 – 15 
(15%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

4 
(4%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. “Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation” 3  (3%)  – 5  (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. “Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.” 3  (3%)  – 5  (5%) Contains a few (1-2) APA format errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) APA format errors. NURS_6640_Week8 Discussion_Rubric

NURS_6640_Week2_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to two criteria are not addressed or are superficially addressed

is somewhat lacking reflection and critical analysis and synthesis

somewhat represents knowledge gained from the course readings for the module.

post is cited with fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

lacks depth or superficially addresses criteria

lacks reflection and critical analysis and synthesis

does not represent knowledge gained from the course readings for the module.

contains only 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

Not written clearly or concisely

Contains more than two spelling or grammatical errors

Does not adhere to current APA manual writing rules and style

Main Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth. NURS 6640 Week2 Discussion Rubric

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week2_Discussion_Rubric

NURS_6640_Week5_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to two criteria are not addressed or are superficially addressed

is somewhat lacking reflection and critical analysis and synthesis

somewhat represents knowledge gained from the course readings for the module.

post is cited with fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

lacks depth or superficially addresses criteria

lacks reflection and critical analysis and synthesis

does not represent knowledge gained from the course readings for the module.

contains only 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

Not written clearly or concisely

Contains more than two spelling or grammatical errors

Does not adhere to current APA manual writing rules and style

Main Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth. NURS 6640_Week5 Discussion Rubric

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week5_Discussion_Rubric