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Clinical Practice Guidelines for Assessment of Children and Adolescents Essay Paper
Respond to at least two of your colleagues
Zeshan Mehmood
What did the practitioner do well? In what areas can the practitioner improve?
The practitioner was very empathetic and had the appropriate tone. She asked the right questions such as how has his mood been lately or has, he been feeling sad or depressed? Has he been crying? Have you been feeling hopeless? Have you been feeling edgy or angry? Do you feel like you donâ€t have much energy or not interested in things? How are you doing in school? Why are you not doing your homework anymore? Do you use drugs or alcohol? How long have you been having these feelings? Have you had thoughts about hurting yourself? Clinical Practice Guidelines for Assessment of Children and Adolescents Essay Paper
The practitioner can improve by asking his past psychiatric history questions. She could also improve by following up and asking the leading questions. For example when she asks him about if he has been feeling edgy or angry and the patient responds that he feels like fighting, the practitioner could ask what makes him feel like want to fight?
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At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
Yes, she should investigate any past medical and psychiatric history that may include any past diagnoses, medications, hospitalizations. Any pertaining to family, social and legal history that may be associated or may affect the patientâ€s condition. The practitioner should also implement a Mental Status Exam to assess patientâ€s mental functional level.
What would be your nextquestion, and why?
After the practitioner asks the patient that has he thought about hurting himself would be to lead further related to that question and ask if you have any active plans of suicide? Then I would lead further and ask about how and by what method he would attempt to hurt himself? I would also ask about if has ever attempted in to hurt himself in the past? All these questions would allow to elicit information and plan for patient safety. Clinical Practice Guidelines for Assessment of Children and Adolescents Essay Paper
Explain why a thorough psychiatric assessment of a child/adolescent is important.
A thorough psychiatric assessment of a child/adolescent is very important because they may be reluctant to share their thoughts and feelings with adults. Children might be able to describe the symptoms themselves, but they could struggle to describe when and how long their issues lasted. If the issues are humiliating or paint them in a negative light, they might not report them. The complexity of clinical examinations for children and adolescents necessitates the clinician’s intelligence and diligence in gathering data from many places and sources, including the child, parents, teachers, and other caregivers. There will undoubtedly be inconsistencies in the report, but multi-source data is still necessary for diagnosis and treatment. In general, assessment and therapy include many disciplines. In order to avoid overwhelming the kid and family, information may also be acquired in stages. The experts that are involved in the care of the kid and family must communicate the information that has been gathered (Srinath et al., 2019).
Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
The Spence Childrenâ€s Anxiety Scale (SCAS) is an extensively used and evaluated 44-item questionnaire developed to assess anxiety symptoms in children and provides a sound base for the development of an abbreviated anxiety symptoms questionnaire (Ahlen et al., 2017).
The Childrenâ€s Depression Rating Scale–Revised (CDRS-R) has become the most widely used rating scale for assessing severity of depression and change in depressive symptoms for clinical research trials in children and adolescents with depression (Mayes et al., 2010).
Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues (Lieneman et al., 2017). Clinical Practice Guidelines for Assessment of Children and Adolescents Essay Paper
Play therapy is widely used to treat emotional problems and behavioral disorders of children because it fully meets their unique developmental needs. In most children under 11 years the capacity of abstract thinking, which is a prerequisite in order to express a word with meaning and understand complex issues, motivation and emotions, is not fully developed (Koukourikos et al., 2021).
Explain the role parents/guardians play in assessment.
Clinicians should include both parent and youth for identifying any mental health problems or disorders, youth information for detecting emotional problems or disorders, and parent information to detect behavioral problems or disorders. Not only symptom scores but also impact measures may be useful to detect emotional problems or disorders, particularly in male youth.
Each of my supporting sources is scholarly because these topics have been extensively researched by the experts in the field and there is published in the respected and accepted journals for education and improvement in practice.
Resources
Ahlen, J., Vigerland, S., & Ghaderi, A. (2017). Development of the spence childrenâ€s anxiety scale – short version (SCAS-S). Journal of Psychopathology and Behavioral Assessment, 40(2), 288–304. https://doi.org/10.1007/s10862-017-9637-3
Koukourikos, K., Tsaloglidou, A., Tzeha, L., Iliadis, C., Frantzana, A., Katsimbeli, A., & Kourkouta, L. (2021). An Overview of Play Therapy. Materia Socio Medica, 33(4), 293. https://doi.org/10.5455/msm.2021.33.293-297
Lieneman, C., Brabson, L., Highlander, A., Wallace, N., & McNeil, C. (2017). Parent–Child Interaction Therapy: current perspectives. Psychology Research and Behavior Management, Volume 10, 239–256. https://doi.org/10.2147/prbm.s91200
Mayes, T. L., Bernstein, I. H., Haley, C. L., Kennard, B. D., & Emslie, G. J. (2010). Psychometric Properties of the childrenâ€s Depression rating scale–revised in adolescents. Journal of Child and Adolescent Psychopharmacology, 20(6), 513–516. https://doi.org/10.1089/cap.2010.0063
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical Practice Guidelines for Assessment of Children and Adolescents. Indian journal of psychiatry, 61(Suppl 2), 158–175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18 Clinical Practice Guidelines for Assessment of Children and Adolescents Essay Paper
