Category: Nursing

Anxiety Disorders in Childhood and Adolescence Essays

Week 5: Anxiety Disorders in Childhood and Adolescence

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

Emma, age 15

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

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

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Anxiety Disorders in Childhood and Adolescence Essays Learning Resources

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

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

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

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

“Anxiety Disorders”

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

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

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

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

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

 

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

 

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

Review the following medications:

Generalized anxiety disorder

Social anxiety disorder

alprazolam

citalopram

desvenlafaxine

duloxetine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

paroxetine

pregabalin

sertraline

tiagabine (adjunct)

venlafaxine

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

moclobemide

paroxetine

phenelzine

pregabalin

sertraline

tranylcypromine

venlafaxine

Obsessive-compulsive disorder

Panic disorder

citalopram

clomipramine

escitalopram

fluoxetine

fluvoxamine

paroxetine

sertraline

venlafaxine

vilazodone

alprazolam

citalopram

clonazepam

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

lorazepam

mirtazapine

nefazodone

paroxetine

phenelzine

pregabalin

reboxetine

sertraline

tranylcypromine

venlafaxine

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

Required Media

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

 

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

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

 

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

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

Optional Resources

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

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

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

Anxiety Disorders in Childhood and Adolescence Essays Discussion: Clinical Supervision

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

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:

Analyze clients presenting for treatment of anxiety disorders

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

To Prepare
:

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

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

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

By Day 3

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

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

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

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

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

View
 a selection of your colleagues’ responses.

By Day 6

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion

Assignment 1: Practicum: Decision Tree

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

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

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

The Assignment:

Examine 
Case 2: 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Anxiety Disorders in Childhood and Adolescence Essays.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Anxiety Disorders in Childhood and Adolescence Essays.

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

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

By Day 7 of Week 7

Submit your Assignment.

Assignment 2: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

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

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

Looking Ahead

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

Trauma and Stressor-Related Disorders in Childhood essays

Week 4: Trauma and Stressor-Related Disorders in Childhood

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

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

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

Trauma and Stressor-Related Disorders in Childhood essays Learning Resources

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

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

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

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

“Trauma- and Stressor-related Disorders”

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

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

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

Document:
Childhood Abuse Case Study (PDF)

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

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Trauma and Stressor-Related Disorders in Childhood essays.

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

Review the following medications:

Posttraumatic stress disorder

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

nefazodone

paroxetine

prazosin (nightmares)

propranolol (prophylactic)

sertraline

venlafaxine

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

Optional Resources

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

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

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

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

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

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

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

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

Trauma and Stressor-Related Disorders in Childhood essays Learning Objectives

Students will:

Recommend strategies for assessing for abuse

Analyze influences of media and social media on mental health

Evaluate the need for mandatory reporting of abuse

To Prepare
 
for this Discussion:

Read the Learning Resources concerning treating childhood abuse.

Read the Child Abuse Case Study in the Learning Resources.

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

By Day 3

Post:

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

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

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

Trauma and Stressor-Related Disorders in Childhood essays

By Day 6

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

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

By Day 7

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

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

By Day 7

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
 button to complete your submission.

Trauma and Stressor-Related Disorders in Childhood essays

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Assignment 3: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

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

Making Connections

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

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

Autism Spectrum Disorder, ADHD, ODD, and ICD Essays

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

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

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

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

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

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

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

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Contributions of the Sociocultural Sciences” (pp. 131–150)

Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)

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

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

“Disruptive, Impulse-Control, and Conduct Disorders”

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

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

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

 

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

 

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

Review the following medications:

Irritability in autism

Attention-deficit/hyperactivity disorder

aripiprazole

risperidone

armodafinil

amphetamine (d)

amphetamine (d,l)

atomoxetine

bupropion

chlorpromazine (hyperactivity)

clonidine

guanfacine

haloperidol (hyperactivity)

lisdexamfetamine

methylphenidate (d)

methylphenidate (d,l)

modafinil

reboxetine

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

Required Media

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

Optional Resources

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

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

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

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

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

It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

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

Students will:

Analyze signs and symptoms of neurodevelopmental disorders

Analyze the pathophysiology of neurodevelopmental disorders

Analyze diagnosis and treatment methods for neurodevelopmental disorders

Evaluate Parent Guides

To Prepare for this Discussion:

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

Review the resources concerning your assigned disorder.

Review the Blackboard Help website concerning wikis.

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

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

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

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

By Day 7

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

Submission and Grading Information

Accessing Group Discussions and Wikis

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

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

Creating a Wiki Page

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

Grading Criteria

To access your rubric:

Week 3 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 3

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

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

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

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

Students will:

Evaluate clients for treatment of mental health disorders

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

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

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

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Autism Spectrum Disorder, ADHD, ODD, and ICD Essays.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

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

By Day 7 of Week 4

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

Assignment 2: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

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

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

Didactic Assignments – Parent Guides

Looking Ahead 1: Didactic Assignments

Week 3:
 You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

Week 5:
 You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes. Didactic Assignments – Parent Guides.

Week 6: 
You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.

Week 7: 
You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

Week 10: 
You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. Didactic Assignments – Parent Guides.

Assessment in Child and Adolescent Psychiatry – NURS 6660

Week 2: Assessment in Child and Adolescent Psychiatry

Kathryn Barnard was a nurse first and second an early developmental specialist with a PhD in early ecological development. Dr. Barnard, with her nursing background, was instrumental in developing assessment tools and interventions to promote infant mental health. A center is named after her at the University of Washington, aptly named the Kathryn Barnard Center for Infant Mental Health and Development. Dr. Barnard reminds us that mental health is lifelong. Proper treatment of children from their earliest moments is instrumental to their development. One of her sayings was “infants can’t wait” (Weber, 2015).

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All diagnosis, from infancy to adulthood, begins with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine how severe their bipolar disorder is. Instead, the field of psychiatry must use psychiatric assessments such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents. Assessment in Child and Adolescent Psychiatry – NURS 6660.

Diagnostic assessment of the child and adolescent is a specialized area of expertise. Some of the diagnostic and clinical features will be like your assessment of the adult. However, the PMHNP will be seeing children who have been to the PCP. Many PCPs are comfortable handling ADHD and other straightforward childhood disorders. That means that the PMHNP and those in his or her office will be seeing the more complicated patients.

This week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio.

Photo Credit: JGI/ Jamie Grill / Blend Images / Getty Images

Assessment in Child and Adolescent Psychiatry – NURS 6660 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.

Assessment in Child and Adolescent Psychiatry – NURS 6660 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 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)

Chapter 6, “Classification in Psychiatry” (pp. 290–299)

Chapter 31, “Child Psychiatry” (pp. 1107–1152)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Assessment in Child and Adolescent Psychiatry – NURS 6660.

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

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

Resume, Portfolio, and Cover Letter Resources

CoverLetter.us. (2017).
Nurse practitioner cover letter sample 1
. Retrieved from http://www.coverletter.us/nurse-practitioner-cover-letter/

Dahring, R. (2013). Cover letter caveats
.
Retrieved from https://web.archive.org/web/20161117160433/http://nurse-practitioners-and-physician-assistants.advanceweb.com:80/Columns/Career-Coach/Cover-Letter-Caveats.aspx. Assessment in Child and Adolescent Psychiatry – NURS 6660.

Porche, D. J., & Danna, D. (2015). Cover letter & resume preparation: Every detail is important when applying for a job.
Advance Healthcare Network for NPs & PAs.
Retrieved from https://web.archive.org/web/20160818183515/http://nurse-practitioners-and-physician-assistants.advanceweb.com:80/Features/Articles/Cover-Letter-Resume-Preparation.aspx

Walden University Career Services Center. (2017).
Resumes & CVs: Home
. Retrieved from http://academicguides.waldenu.edu/careerservices/resumesandcvs

Document:
Cover Letter, Resume, and Portfolio Assignment Guide (PDF)

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 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30)

Assessment in Child and Adolescent Psychiatry – NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP.  Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals. The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents. Assessment in Child and Adolescent Psychiatry – NURS 6660.

In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far.

Assessment in Child and Adolescent Psychiatry – NURS 6660 Learning Objectives

Students will:

Analyze the importance of developmental assessments

Analyze assessment instruments used for evaluating children and adolescents

Analyze treatment options used for children and adolescents

Analyze roles parents play in assessment and treatment

To Prepare for the Discussion

Review the Learning Resources concerning psychiatric assessments and assessment tools. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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

By Day 3

Post your answers to the following:

Explain why a developmental assessment of children and adolescents is important.

Describe two assessment instruments and explain why they are used for children and adolescents but not adults.

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

Explain the role parents play in assessment and treatment. Assessment in Child and Adolescent Psychiatry – NURS 6660.

By Day 6

Respond
 to at least 
two
 of your colleagues by offering additional insights or alternative perspectives on their diagnosis or provide alternate next questions and why you selected those.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion

Assessment in Child and Adolescent Psychiatry – NURS 6660 Assignment 1: Practicum: Cover Letter, Resume, and Portfolio

For this Assignment, you create a professional cover letter, resume, and portfolio that you can use as you pursue your next professional role.

Assessment in Child and Adolescent Psychiatry – NURS 6660 Learning Objectives

Students will:

Create professional cover letters, resumes, and portfolios

To Prepare for the Assignment:

Review the Learning Resources concerning developing your professional cover letter, resume, and portfolio.

Review the Cover Letter, Resume, and Portfolio Assignment Guide. Assessment in Child and Adolescent Psychiatry – NURS 6660

Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers.

Your professional cover letter, resume, and portfolio are due by 
Day 7 
of
 Week 10
. It is highly recommended that you begin planning and working on this Assignment as soon as it is viable. The following checklists outline all of the items you should include in your cover letter, resume, and portfolio.

Checklist for Cover Letter (S/U grade)

Your cover letter should be:

Presented and formatted in a professional business manner

Addressed properly

Clear and concise and include:

Content Introduction

Content Body

Content Conclusion

Written in a professional style and include:

Correct spelling, punctuation, and grammar

Clear and accurate sentence structure

Checklist for Resume (S/U) 

Your Resume should be clear, concise, and well-organized and it should also include your:

Name, address, business phone number, and e-mail address (top center of resume)

Profile: 2–3 sentences describing goal and positive attributes/characteristics

Certifications and licensure

Education

Professional experience

Honors/awards

References

Assessment in Child and Adolescent Psychiatry – NURS 6660

Checklist for Portfolio (S/U)

Your Portfolio should be clear, concise, and well-organized and it should also include your:

Personal philosophy statement

Self-assessment

Personal goals (short term and long term)

Achievements

Cover letter

Resume

Diplomas for formal education

Letters of recommendation

References (list names, affiliation, and contact information)

Certifications

Certificates of attendance for continuing education

Transcripts

Publications

Oral presentations and/or poster presentations

By Day 7 of Week 10

Submit
 your Assignment.

Assessment in Child and Adolescent Psychiatry – NURS 6660 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. Assessment in Child and Adolescent Psychiatry – 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.

Assessment in Child and Adolescent Psychiatry – NURS 6660 Making Connections

This week, you explored the many different psychiatric assessment tools and began to explore treatment options. You also began developing your resume and portfolio.

Next 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 and determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology. Assessment in Child and Adolescent Psychiatry – NURS 6660.

Looking Ahead

You will be working with other colleagues within a wiki format to create Parent Guides in Weeks 3, 7, and 10. Your instructor will assign your group by 
Day 1
 of 
Week 2
. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management

Practicum Professional Experience Plan

Course Description

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. 
Note:
 
This course requires a minimum of 144 practicum hours
.*

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*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management.

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information

Quarter/Term/Year:

Student
 
Contact Information

Name: xxx

City, State, Zip: x

Home Phone:

Work Phone: xxx

Cell Phone: xxx

Fax:

E-mail: xxx

Preceptor
 
Contact Information

Name: Cxxx Xxx

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-xxx

Cell Phone: 251-463-xxxx

Fax:

E-mail: xxxxxx@xxx.org

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: 
Improve time management skills in a leadership role while managing work life balance.

Objective 2: 
Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings. NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management.

Objective 3
: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

Section 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you 
may
 use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course). NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours
 (must meet the following requirements)

144 Hours

72

72

Section 4 – Signatures

Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan 
on or before Day 7
 of 
Week 1
 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form. NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management.

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