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NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

Walden University NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment-Step-By-Step Guide

 

This guide will demonstrate how to complete the Walden University NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

 

How to Research and Prepare for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  

 

Whether one passes or fails an academic assignment such as the Walden University NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

 

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

 

How to Write the Introduction for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  

The introduction for the Walden University NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

 

How to Write the Body for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  

 

After the introduction, move into the main part of the NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

 

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

 

How to Write the Conclusion for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  

 

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

 

How to Format the References List for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment  

 

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

The purpose of this discussion is to review the evaluation presented in the video YMH Boston (2013) and reflect on the questions presented in this lesson. Then address the questions relating to adolescent psychiatric evaluations in general.

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

  1. Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
  2. Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
  3. Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

YMH Boston Video

YMH Boston (2013), is a case study video of a social worker conducting a psychiatric evaluation on a male adolescent in his late teens named Tony, who appears to the clinic after a referral from his primary care physician for symptoms of anxiety and depression noted during a physical exam.

Practitioner Evaluation

The social worker in this case study did a good job asking questions to get the client to engage in the assessment. As stated in Hilt and Abraham (2015), utilizing a reflective statement following the adolescent’s lead can initiate conversation. The tone of her voice and choice of words helped create a calm environment. The social worker could have reflected more on the symptoms he described by expressing empathy and validating his right to have these feelings. According to Srinath et al. (2019), children may not report problems if they are embarrassing or show them in a bad light.

Concerns

Tony stated that he is angry about his girlfriend breaking up with him. He described having chest pain and heart palpitations when thinking about it. He has been feeling this way for two months. He has been drinking beers which can influence his behavior. He also stated “I don’t want to live.”

Next Question

After stating thoughts of suicide, or self-harm the appropriate questions to ask Tony would focus on getting him to describe any plans he has to harm himself. As shown in Western Australian Clinical Training Network (2016) questions such as (How often do you think of dying?) and (Do you think about how that will happen?) should be asked next to evaluate the risk level for the adolescent to commit self-harm or suicide.

Adolescent Psychiatric Evaluation

  A psychiatric evaluation is an assessment tool used to determine the mental status of an adolescent patient.

Significance

Suicidal thoughts and behaviors (STBs; i.e., thoughts and actions related to self-directed injury with at least some intent to die) are significant public health concerns in adolescents. (Glenn et al., 2022). The central goal of a clinical assessment is to come to a case formulation that would guide management decisions (Srinath et al., 2019).

Symptom Rating Scales

Symptoms can be evaluated by using symptom rating scales. As mentioned in Hilt and Abraham (2015), factors

NRNP 6665 Discussion Comprehensive Integrated Psychiatric Assessment
NRNP 6665 Discussion Comprehensive Integrated Psychiatric Assessment

should be considered when choosing a rating scale, such as those that are research-validated for age, condition, and (ideally) culture. Broad-based screening scales detect the likelihood of any disorder being present while more specific rating scales investigate a particular problem. Select brief rating scales in a general environment and reserve longer rating scales for specialty settings to enhance patient participation. Screen for Child Anxiety Related Emotional Disorders (SCARED) is a brief assessment used to detect anxiety symptoms in children ages 9-17. Short Mood and Feelings Questionnaire (SMFQ) is a brief assessment used to detect depression symptoms in children 8-17.

Treatments

Treatment should be formulated as a plan with goals. One way to identify achievable and measurable goals is to personalize treatment goals to what is possible to achieve as reported in the medical literature (Hilt & Abraham, 2015). Psychotherapy is a frequently used as a first option treatment strategy for young people because it is the safest treatment option we can offer with the least potential for adverse effects. Cognitive-behavioral therapy (CBT), teaches patients how to correct illness-related cognitive errors in thinking (e.g., the depressed patient thinking “nothing ever goes right for me”) and coaches/encourages patients to try out different behaviors (i.e., behavior activation)—both of which lead to changes in how the person feels (Hilt & Abraham, 2015). If an adolescent has a moderate to severe range of symptoms and an evidence-based psychotropic medication is available, we usually prescribe the medication at the same time we initiate the appropriate psychosocial interventions (Hilt & Abraham, 2015). Prozac is a first-line treatment for both depression and anxiety due to it’s long half-life which reduces side effects from missed doses (Hilt & Abraham, 2015).

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Role of Parents/Guardians

The clinician must liaise with all the other people and agencies involved in the care of the child and must integrate obtained information to the extent possible Srinath et al., (2019). While children may be able to report the nature of symptoms, they may not be very good at reporting the timing and duration of their problems.

References

Glenn, C. R., Kleiman, E. M., Kearns, J. C., Santee, A. C., Esposito, E. C., Conwell, Y., & Alpert-Gillis, L. J. (2022). Feasibility and Acceptability of Ecological Momentary Assessment with High-Risk Suicidal Adolescents Following Acute Psychiatric Care. Journal of Clinical Child & Adolescent Psychology, 51(1), 32–48. https://doi.org/10.1080/15374416.2020.1741377

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health (First edition.). American Psychiatric Association Publishing.

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

Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessment [Video]. YouTube.  https://www.youtube.com/watch?v=wNF1FIKHKEU

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

Sample Answer 2 for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

The social worker was able to interview the adolescent male with good eye contact, sincere mannerisms, and enough questions to discover the cause and how his depression manifested within the patient; however, I feel like she could improve the interview by asking about anger first, rather than crying, as a lot of young males might think of it as being weak and not want to admit it. Call and Shafer (2018) reported typical depressive symptoms in males are aggression, irritability, violence, substance abuse, risky behavior, or somatic complaints, even though the DSM-5 does not list these as criteria for diagnosis (p 41). Srinath et al. (2019) state the importance of being upfront and honest about confidentiality and its limits while building rapport with patients, so the provider should have also started her interview with that as her opening statement (p 159). The most concerning details of this interview are his self sabotaging behaviors, his avoidance of eye contact and hesitation while answering her question about drugs and alcohol, and his openness about not wanting to be alive. My next question would be, “Do you have a plan to hurt yourself?” because it is vital to know the extent of the suicidal thoughts and if he needs to be inpatient.

Thorough psychiatric assessment of children is essential to formulate proper differential diagnoses for effective treatment decisions. Two scales that can assist with symptom rating in children are the Achenbach System of Empirically Based Assessment (ASEBA) and the Pediatric Symptoms Checklist-17 (PSC-17). The ASEBA instruments are self and collateral report instruments tailored to assess ages 1.5 to 5 and 6 to 18 with questions answered from 0 being not true, 1 being somewhat or sometimes true, and 2 being often true (Achenbach, 2019). The listed problems on the different instruments are in laymen’s terms for any informant to understand. There is a a parent and childcare provider form for 1.5 to 5 years old and a parent, teacher, and self report form for 6-18 (Achenbach, 2019). Achenbach (2019) also states there are important cultural differences to be factored in, so that needs to be kept in mind if assessing patients from different countries.

The PSC-17 uses the same 0-2 scale as the Achenbach. The PSC-17 can be filled out by parents, teachers, any adult that is part of the child’s life, or even the child if applicable (Jacobson et al., 2019). The PSC-17 is an easy-to-use and quick assessment with broad subscale domains of attention, internalizing, and externalizing symptoms, and strong reliability and validity (Jacobson et al., 2019). If findings are significant with the PSC-17, it can be followed more in depth with the PSC-35.

Two psychiatric treatment options for children and adolescents that may not be used when treating adults are play therapy and parent-child interaction therapy (PCIT). Play therapy allows children to show emotion with toys rather than have to say what they are feeling and it allows the therapist to direct the child and teach coping mechanisms while playing. ​Parent-child interaction therapy is for children with emotional and behavioral disorders that encourages better parent-child interaction and relationships (PCIT, n.d.). Parents and guardians play a large role in child assessments as they are the main source of information and voice for the child. They need to be able to provide detailed information for proper diagnosis to occur. They also need to be educated on the process, in order to understand and be patient (Srinath et al., 2019).

References

Achenbach, T. M. (2019). International findings with the Achenbach System of Empirically Based Assessment (ASEBA): Applications to clinical services, research, and training. Child and Adolescent Psychiatry and Mental Health, 13, 30. https://doi.org/10.1186/s13034-019-0291-2

Call, J. B., & Shafer, K. (2018). Gendered Manifestations of Depression and Help Seeking Among Men. American Journal of Men’s Health, 12(1), 41–51. https://doi.org/10.1177/1557988315623993

Jacobson, J. H., Pullmann, M. D., Parker, E. M., & Kerns, S. E. U. (2019). Measurement Based Care in Child Welfare-Involved Children and Youth: Reliability and Validity of the PSC-17. Child Psychiatry & Human Development, 50(2), 332–345. https://doi.org/10.1007/s10578-018-0845-1

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18

What is PCIT for Professionals? (n.d.). PCIT. Retrieved March 3, 2022, from http://www.pcit.org/what-is-pcit-for-professionals.html

Sample Answer 3 for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

Main question post: The practitioner did several things well during the interview, including asking appropriate and focused questions regarding his mood, substance use, and self-harm. The practitioner could improve her rapport building as she may gain more info and insight from the client if she takes a few more moments to develop trust and confidence. The point of the interview where I started to develop some concerns was when the client mentioned drinking alcohol and thoughts of or intended self-harm comments. My following questions would include any history of self-harm or thoughts or attempts of suicide. Additionally, I would ask the client if he has thoughts of harming others. The practitioner should consider informing the client at the beginning of the session that all the information he discloses is confidential, except for potential thoughts of self-harm or thoughts/actions of harming others.

A thorough psychiatric assessment is essential to establish a reason for the referral, gather collateral and supporting information, develop a clinical formulation and differential diagnoses related to presenting symptoms and information, and document findings (Srinath, 2019). Additionally, this is usually the provider’s first opportunity to develop a rapport with the client and family, which will be crucial for establishing trust and a therapeutic relationship moving forward. Additionally, an avenue for the family to communicate with the practitioner and vice versa should be shown for future communications.

Two useful rating scales for assessing children and adolescents include the Children’s Depression Rating Scale-Revised (CDRS-R) for children ages 6-19 and the Vanderbilt ADHD Rating Scales (VARS). According to Wolfe et al. (2019), the CDRS-R is a standardized assessment tool that effectively measures the risk and severity of symptoms associated with childhood depression. Furthermore, it is an objective instrument used to establish the baseline, intratreatment, and outcome measures of children treated for depression. Not all studies or outcome measures are solely based on rating scales. Markowitz et al. (2020) suggest that functional outcomes and improvements should also be considered when determining treatment and symptom goals, such as behaviors identified by the teachers, parents, client, and clinician, and that would include various performance measures associated with the specific subtype of ADHD for example and not measured by the scale difference alone.

Parents and guardians play an essential role in adolescent and child psychiatric assessment because they have the historical factors that explain why the client is being seen and have the most insight into the client’s behaviors. They will also play an essential role in maintaining medication and treatment adherence and effective communications with the provider.

References

Markowitz, J. O. (2020). Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder. Neuropsychiatric Disease and Treatment(16), 1619–1643.

Srinath, S. J. (2019). Clinical Practice Guidelines for Assessment of Children and Adolescents. Indian Journal of Psychiatry, 61(2), 158-175; DOI: 10.4103/psychiatry.IndianJPsychiatry_580_18.

WOLFE, K. N. (2019). Hopelessness as a Predictor of Suicide Ideation in Depressed Male and Female Adolescent Youth. The American Association of Suicidology: Suicide and Life-Threatening Behavior, 49(1), 253-263; DOI: 10.1111/sltb.12428.

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Sample Answer 4 for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

Based on the YMH Boston Vignette 5 Video, post answers to the following questions:

What did the practitioner do well?

The use of effective communication skills is essential during a comprehensive psychiatric assessment. It influences a positive treatment outcome and enhances a sustained therapeutic relationship between the provider and the patient (Robert, 2017). During the interview, the practitioner utilized some effective communication skills, which included maintaining eye contact, using appropriate terms, active listening and responding appropriately, and proper body position, which helped establish a good rapport with the patient. The practitioner explained the meaning of the term “mood” as the patient could not understand what it meant.

In what areas can the practitioner improve?

The practitioner started the interview without introducing herself to the patient, nor did she allow the patient to introduce himself. Rather she went straight to ask the patient if he had a sense of why he was there for the interview. The introduction instills trust, facilitates a positive attitude by the patients towards the clinician, and provides patients with a first impression of the clinician (Stefan et al., 2018). Secondly, the practitioner started the interview by asking the patient if he knew why he was there for the interview and then started asking him questions about symptoms. The practitioner should have validated the patient’s response about the reason for the interview to ensure that the patient understands the need for the assessment and explained to him what is expected during the interview.

The clinician appeared to be in a hurry by jumping from one question to another without taking time to explore further to gain more insight and obtain more information about the patient’s responses, especially when the patient admitted that he has anger issues and feels like he wants to fight someone. Being respectful and curious about the patient’s perspective is important, especially when interviewing adolescents (Thapar et al., 2015). The practitioner failed to ask why the patient said that he does not like school or doing his homework, which was an opportunity to gather more information and have a better understanding of what the patient is experiencing and be able to provide an effective treatment plan.

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

Yes, I would be concerned about the patient’s safety and anger issues, especially as he verbalized that he does not even want to be alive and his urge to fight someone. The practitioner would have done a comprehensive suicide risk assessment and encouraged the patient to call 911 or speak to someone if he experiences unsafe thoughts to harm himself or others. The patient’s emotional instability is another concern that must be addressed during psychotherapy to help the patient become emotionally stable.

What would be your next question, and why?

My next question would be, have you attempted harming yourself, or do you have any plan to harm yourself? Then I will go further to ask when was the last time you had thoughts of harming yourself, and how often do you experience these thoughts? Safety is a key issue to consider during an assessment (Thapar et al., 2015). Suicidal behavior is the most concerning health-related problem associated with depression. Recognizing risk factors that increase the likelihood of suicidal behavior, especially in patients with depression, is an essential aspect of emergent psychiatric assessment (Weatherly and Smith, 2019). A comprehensive suicide risk assessment will help determine the level of suicide risk and provide an appropriate intervention to prevent any harm to self or others.

The importance of a thorough psychiatric assessment of a child/adolescent

A comprehensive psychiatric evaluation of a child/adolescent can be very challenging. Still, it will help gather more detailed information that reveals the emotional, behavioral, or developmental problems the child or adolescent is experiencing. The findings will help guide effective management decisions for the patient. The sequence and organization of the psychiatric evaluation depend on the child’s age and developmental level as well as the clinician’s best judgment about how best to proceed (Thapar et al., 2015).

Two rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

The first rating scale appropriate to use during the psychiatric assessment is The Behavioral Assessment System for Children (BASC-3), a broadband behavioral rating scale designed to assess a variety of emotional and behavioral difficulties. It helps the clinician understand the behaviors and emotions of children and adolescents and determine their strengths and weaknesses.

The second rating scale would be The Strength and Difficulties Questionnaire (SDQ) designed to be used as a brief behavioral screening tool for youth 2-17 years old that can be completed in 5 mins (Thapar et al., 2015). It helps to assess behavioral and emotional symptoms, conduct problems, hyperactivity, and peer problems.

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

  • Play Therapy: Play therapy is a therapeutic technique for the treatment of children with disorders such as depression, children’s fears, behavior problems that stem from anxiety, enuresis, nail-biting, lying, aggression, hyperactivity, attention deficit, etc. During play therapy, the children are provided with toys or games as they play in a structured environment. The therapist assesses their behaviors during the therapy to better understand their thought process and behaviors. Studies have shown that the use of play therapy helps to reduce aggression in children with conduct disorder and that play therapy on learning, self-control, responsibility, enthusiasm, respect, acceptance of self and others improve social skills, self-esteem, depression, and anxiety effectively (Rahnama et al., 2014).
  • Multisystemic Therapy (MST): MST is an intensive family, community-based, well-established, and evidence-based intervention for families of youth with social, emotional, and behavioral problems. MST therapists engage family members in identifying and changing individual, family, and environmental factors thought to contribute to problem behavior. Intervention may include efforts to improve communication, parenting skills, peer relations, school performance, and social networks (Littell et al., 2021). The therapy addresses all systems and environmental factors that impact the youth, such as friends, schools, homes, families, and neighborhoods.

The Role parents/guardians play in assessment

Parents and guardians play vital roles in child/adolescent development, including their behaviors and mental health. Parents or guardians share essential information that is essential for the diagnosis and development of effective therapeutic interventions. The information may include prior treatment history, symptoms, and medical and developmental history. Children generally benefit the most from therapies when their parents or guardians are involved.

The articles utilized in this research are academic journal articles written and published by experts in the field.

References

Littell, J.H., Pigott, T.D., Nilsen, K.H., Green, S.J., & Montgomery, O.L. (2021). Multisystemic therapy for social, emotional, and behavioral problems in youth aged 10 to 17: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17 (4). Retrieved from https://www.proquest.com/nahs/docview/2610806810/E6964C8D20554769PQ/10?accountid=14872

Rahnama, F., Hamedi, M., Sahraei, F., & Parto, E. (2014). Effectiveness of play therapy (lego therapy) on behavior problems in children. Indian Journal of Health and Wellbeing, 5 (9), 1084-1086. Retrieved from https://www.proquest.com/nahs/docview/1629021502/F0EB38E0005B4EF6PQ/8?accountid=14872

Robert, L. (2017). Improving communication between patients and providers surrounding the legal basis for admission. The American Journal of Psychiatry, 11 (11), 3-5. Retrieved from https://psychiatryonline.org/doi/full/10.1176/appi.ajp-rj.2016.111102

Stefan, P., Claudia, P., Sajjad, A., Nadia, S., Jelena, J.G., & Stephen, B. (2018). How psychiatrists should introduce themselves in the first consultation: An experimental study. The British Journal of Psychiatry, 202 (6). Retrieved from https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/how-psychiatrists-should-introduce-themselves-in-the-first-consultation-an-experimental-study/92BB1CB2A7669A02342EDEC01BF78624

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

Weatherly, A.H., & Smith, T.S. (2019). Effectiveness of two psychiatric screening tools for adolescent suicide risk. Pediatric Nursing, 45 (4), 180-183. Retrieved from https://www.proquest.com/nahs/docview/2278736298/DC48DF1A93C64E2FPQ/2?accountid=14872

File  Effectiveness of play therapy on behavior problems in children.pdf (75.734 KB)

Sample Answer 5 for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

The practitioner did well in some areas when assessing the patient. Firstly, the practitioner employed open-ended questions in the assessment. Open-ended questions are effective during assessment since they allow the patient to express himself in detail. The practitioner also incorporated non-verbal communication skills during the assessment. This included maintaining eye contact with the patient and nodding to show her attention during the assessment. Non-verbal communication skills keep the patient attentive to the questions asked in an assessment. The practitioner also used effective questioning skills. This can be seen in how she rephrased the client’s responses before probing him further (George et al., 2020; Kaltman & Tankersley, 2020). I am concerned about the practitioner’s failure to provide a therapeutic space between her and the patient. My next question to the patient would be a history of mental health problems in his family. The risk of major depression is high among individuals with a family history of the disorder.

A thorough psychiatric assessment of a child or adolescent is important to understand better their actual and potential needs. The assessment also enables the practitioner to develop prioritized diagnoses to guide the treatment process. A practitioner also understands other factors such as social support, psychological status, and social determinants of health affecting children or adolescents when a thorough psychiatric assessment is performed. Some of the symptom rating scales that would be appropriate to use during the psychiatric assessment of a child or adolescent include the Parents’ Behavior Rating Scale and the Teacher’s Behavior Rating Scale. Treatment options utilized for children or adolescents and not adult patients include play therapy, and acceptance and commitment therapy. Parents or guardians provide information about their child’s problems during an assessment. They also help regulate a child’s behavior during an assessment (Musetti et al., 2021). Parents or guardians also provide children the comfort they need during a psychiatric review. Each source used in this essay is peer-reviewed, relevant to psychiatric practice, and published by scholars in psychiatric practice.

References

George, T. P., DeCristofaro, C., & Murphy, P. F. (2020). Self-efficacy and concerns of nursing students regarding clinical experiences. Nurse Education Today, 90, 104401. https://doi.org/10.1016/j.nedt.2020.104401

Kaltman, S., & Tankersley, A. (2020). Teaching Motivational Interviewing to Medical Students: A Systematic Review. Academic Medicine, 95(3), 458. https://doi.org/10.1097/ACM.0000000000003011

Musetti, A., Manari, T., Dioni, B., Raffin, C., Bravo, G., Mariani, R., Esposito, G., Dimitriou, D., Plazzi, G., Franceschini, C., & Corsano, P. (2021). Parental Quality of Life and Involvement in Intervention for Children or Adolescents with Autism Spectrum Disorders: A Systematic Review. Journal of Personalized Medicine, 11(9), Article 9. https://doi.org/10.3390/jpm11090894

Sample Answer 6 for NRNP 6665 Discussion: Comprehensive Integrated Psychiatric Assessment

I do agree with you that treating psychiatric disorders among the adolescents requires a better understanding of their environment and enhancing the privacy and confidentiality of the shared information. Therefore, as a PMHNP one is required a establish a rapport that will inspire trust and lasting friendships that transcends the usual patient-nurse interaction. One has to dig deeper and gather substantial information from the patient that would be critical in helping the patient to recover fully (Kim, 2019). Some of the psychiatric disorders common among such age groups include; anxiety, attention deficient disorder and depressive mood disorder. It is important to incorporate the treatment regimen with psychotherapy options where these age groups will be guided through a mentor and follow up measures to avoid relapse of such behavior. Generalized Anxiety Disorder (GAD) is characterized by excessive anxiety and worry about a variety of events and activities. Worry is typically difficult to manage (Ströhle et al., 2018). For at least six months, anxiety and worry are associated with at least three of the following symptoms:

Irritability, Muscle Tension, and Sleep Disruption (Thomsett & Cullen, 2018). GAD was a differential diagnosis based on the patient’s history of fear and anxiety about having a panic attack in public. The patient’s symptoms, however, did not meet the criteria for GAD, ruling it out as a primary diagnosis.

References

Ströhle, A., Gensichen, J., & Domschke, K. (2018). The Diagnosis and Treatment of Anxiety Disorders. Deutsches Arzteblatt international155(37), 611–620. https://doi.org/10.3238/arztebl.2018.0611

Thomsett, R., & Cullen, L. (2018). The assessment and management of chest pain in primary care:’A focus on acute coronary syndrome’. Australian Journal of general practice47(5), 246. https://doi.org/10.31128/AFP-08-17-4304

Kim, Y. K. (2019). Panic Disorder: Current Research and Management Approaches. Psychiatry Investigation16(1), 1–3. https://doi.org/10.30773/pi.2019.01.08