Many Assessment Principles Explained for Students (Easy Guide)

This question tests key academic concepts commonly covered in coursework.

What This Question Is About

This question relates to many assessment principles and requires a structured academic response.

How to Approach This Question

Start by identifying the main issue, then apply relevant academic frameworks.

Key Explanation

This topic involves many assessment principles. A strong answer should include explanation, application, and examples.

Original Question

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans. Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which additional diagnostic challenges. In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents. To Prepare Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos. Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post. By Day 3 of Week 1 Based on the YMH Boston Vignette 5 video, post answers to the following questions: What did the practitioner do well? In what areas can the practitioner improve? At this point in the clinical interview, do you have any compelling concerns? If so, what are they? What would be your next question, and why? Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video. Explain why a thorough psychiatric assessment of a child/adolescent is important. Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent. Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults. Explain the role parents/guardians play in assessment. Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. https://www.youtube.com/watch?v=Gm3FLGxb2ZU ================================================================== What did the practitioner do well? The social worker set up a comfortable, relaxing environment for Tony. When and ready for the therapy dealing with teenagers, this approach will let them feel comfortable and at ease; the therapy breaks down words when the client cannot express his feelings. In the end interview, she went over his overall problems. In what areas can the practitioner improve? The cline did not advise of his right to privacy during the assessment. The assessment also procedure did not include any information on the parents’ or family’s health or mental history, which I found lacking. The parent should have provided more detailed information concerning the adolescent’s health, disease, therapy, and current medicines. It was not the case. According to American Psychiatric Association (2013), struggling academically may indicate an inability to concentrate, pointing to a psychiatric diagnosis of depression, anxiety, or attention-deficit hyperactivity disorder. Just for curiosity’s sake, questions like what makes Tony angry, if he wants to hurt himself or someone Teenagers like their things kept secret and confidential. The interviewer did not go over confidentiality as the basis of a healthy therapeutic relationship. The therapist has an ethical and confidential legal responsibility to protect and protect their clients (Pope & Vasquez, 2016). At this point in the clinical interview, do you have any compelling concerns? If so, what are they? Tony’s subconscious anger towards his girlfriend is a compelling concern. Knowing that Tony has this deep-rooted anger should have asked more questions to find out. Many teenagers do not like to confide in or talk to their feeling; the social worker should not have seen it as a reason not to ask. What would be your next question, and why? The subsequent inquiry will be whether the client or their parents have any questions about the assessment. Parents are often concerned about how the assessment team will see them.’ A child and adolescent psychiatrist’s role are to help families and be a partner, not criticize or point fingers at individuals. They are attentive to concerns and assist the kid or teenager and their family in defining the objectives of the examination (American Academy of Child and Adolescent Psychiatry, 2018). Questions about any concerns will assist in alleviating any anxieties that may be preventing therapy from taking place. Explain why a thorough psychiatric assessment of a child/adolescent is essential. EssenticalEffective treatment of adolescents with psychopathological disorders is essential to reduce later morbidity and disability (Biagiarelli et al., 2019). Any variety of emotional, behavioral, or developmental issues may be diagnosed with the aid of a thorough psychiatric examination—the assessment. The assessment of a kid or adolescent is based on the behaviors seen. The evaluation of children and adolescents is a significant challenge. In most cases, the child or teenager in issue would not have initiated the consultation. The patient may even be opposed to the need for such a meeting. Depending on the circumstances, talk may or may not be requested for the most challenging situation at hand. Even though youngsters can describe the nature of their symptoms, they may be less adept at explaining the time and length of their difficulties. If the problems are humiliating or cast negatively, they may choose not to disclose them. As a result, psychiatric evaluations of children and adolescents are time-consuming. They need the psychiatrist to gather information from various sources and places, including the kid, parents, teachers, and other family members. There will be differences in the report, yet multi-source information is required throughout the diagnostic and management process. Assessment and treatment are often conducted in a multidisciplinary manner. It is also possible to obtain information structured so that the kid and family are not overwhelmed. It is necessary to communicate the information gathered with other experts engaged in the care of the kid and family. Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent. Young Mania Rating Scale (YMRS): The Young Mania Rating Scale (YMRS) and Montgomery-Asberg Depression Rating Scale (MADRS) are the two the most widely used outcome measures for clinical trials of medications for bipolar disorder (BD) (Prisciandaro & Tolliver, 2016). The YMS can be used with other rating systems to clarify manic episodes. For example, the YMRS was used to evaluate the severity of manic symptoms. The domain for mania in the Clinician-Rated Dimensions of Psychosis Symptom Severity (CRDPSS) was used to assess the presence or absence of manic symptoms (0-1, absence; 2-4, presence” (Park & Choi, 2016, p. 1298). Columbia depression scale: The high rates of suicide in the adolescent population and the reluctance of this population to seek help, developing initiative-taking and practical strategies to timely detect individuals at substantial risk for suicide in non-clinical contexts is a worldwide recognized need (Núñez et al. 2019). Hahn, 2020 studied the Questionnaires containing two types of questions: closed-ended and open-ended. Closed-ended questions can be presented in true/false, yes/no, or multiple-choice formats. What closed-ended questions have in common is that all the possible answers are provided to the participant. This type of question is an effective way to gather information or opinions quickly. Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults. Play therapy is the psychotherapist gives the child some toys, dolls, puppets, and blocks and then observes how the child uses them to play. Through this therapy, the psychotherapist can understand the behavior and conflicts of the child to a great extent (Brems, 2021). Griffiths et al. (2019) reported that mentalization-based therapy uses the type of therapy to help children grow into healthier individuals by helping those who struggle to understand who they are. Mentalization-Based Therapy (MBT) has yielded promising outcomes for reducing self-harm, although to date, only one study has reported MBT’s effectiveness for adolescents. Explain the role parents/guardians play in assessment. For parents to understand and appreciate their children’s efforts, indicators of development and accomplishment throughout time, incorporating parents in assessment may give instructors vital information to aid each child’s learning. Based on these observations, families will frequently gain a new appreciation for their child’s talents and abilities. They are crucial to effective teamwork and satisfying the many varied needs of young children. Programs with explicit standards and regular processes for assessment are comforting for parents. References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. American Academy of Child and adolescent psychiatry. (2018). CPT code training module. https://www.aacap.org/App- Themes/AACAP/docs/clinical-practice-center/business-of-practice/cpt/2018-CPT-module-revised-March-2018.pdf https://www.aacap.org/App_Themes/AACAP/docs/clinical_practice_center/business_of_practice/cpt/2018_CPT_module_revised_March_2018.pdf Biagiarelli, M., Curto, M., Listanti, G., Andraos, M. P., Pazzelli, F., Aprile, V., Pelaccia, S., Mantovani, B., Caccia, F., Carpentieri, R., Trabucchi, G., Tambelli, R., Girardi, P., Ferracuti, S., Baldessarini, R. J., & Sarlatto, C. (2019). Efficacy of the cooperative assessment method (COOPAS) to improve the psychiatric care of help-seeking adolescents. Clinical Neuropsychiatry: Journal of Treatment Evaluation, 16(5-6), 189-196. Brems, C. (2021). Play therapy. Salem Press Encyclopedia of Health. Griffiths, H., Duffy, F., Duffy, L., Brown, S., Hockaday, H., Eliasson, E., Graham, J., Smith, J., Thomson, A., & Schwannauer, M. (2019). Efficacy of Mentalization-based group therapy for adolescents: the results of a pilot randomised controlled trial. BMC Psychiatry, 19(1), N.PAG. https://doi.org/10.1186/s12888-019-2158-8 https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=11&sid=aea0a27c-c96f-44bd-89ed-6bab5d8e32a6%40redis Hahn, A., PhD. (2020). Questionnaire (research instrument). Salem Press Encyclopedia. Núñez, D., Arias, V., Méndez-Bustos, P., & Fresno, A. (2019). Is a brief self-report version of the Columbia severity scale useful for screening suicidal ideation in Chilean adolescents? Comprehensive Psychiatry, 88, 39-48. https://doi.org/10.1016/j.comppsych.2018.11.002 Park, S. C., & Choi, J. (2016). Using the Young Mania Rating Scale for Identifying Manic Symptoms in Patients with Schizophrenia. Yonsei Medical Journal, 57(5), 1298-1299. https://doi.org/10.3349/ymj.2016.57.5.1298 Pope, K. S., & Vasquez, M. J. (2016). Ethics in psychotherapy and counseling: A practical guide. John Wiley & Sons. Prisciandaro, J. J., & Tolliver, B. K. (2016). An item response theory evaluation of the young mania rating scale and the Montgomery-asberg depression rating scale in the systematic treatment enhancement program for bipolar disorder (STEP-BD). Journal of Affective Disorders, 205, 73-80. https://doi.org/10.1016/j.jad.2016.06.062 Proofreading, please. Thank you.

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