TO PREPARE

Review the educational materials and reflect on the insights they offer regarding a thorough, integrated psychiatric assessment. Observe the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
Watch the YMH Boston Vignette 5 video attentively and take notes; leverage this video as the foundation for your Discussion post.

DUE BY DAY 3 OF WEEK 1

In accordance with the YMH Boston Vignette 5 video, provide responses to the subsequent queries:

What aspects did the practitioner excel in? Where could the practitioner enhance their performance?
At this stage of the clinical interview, do you harbor any noteworthy concerns? If so, what are they?
What would be your subsequent inquiry, and what rationale underlies it?

Subsequently, address the following. It’s essential to note that your responses to these prompts need not be tailored specifically to the patient in the YMH Boston video.

Elucidate the significance of conducting a thorough psychiatric assessment for a child/adolescent.
Identify two distinct symptom rating scales suitable for implementation during the psychiatric assessment of a child/adolescent.
Outline two psychiatric treatment modalities for children and adolescents that may not be applicable when treating adults.
Clarify the role played by parents/guardians in the assessment process.

Endocrine System Hourly Rounds Subjective data Collection

Substantiate your answers with at least three peer-reviewed, evidence-based sources, elucidating why each source is deemed scholarly. Attach the PDFs of the sources you consulted.

Review the responses of your peers.

DUE BY DAY 6 OF WEEK 1

Respond to at least two of your colleagues on two different days by offering supplementary insights or presenting alternative perspectives on their analysis of the video, proposing additional rating scales for children, or suggesting other treatment options for children not yet discussed. Be precise, and substantiate your responses with rationale and evidence.

Tony has been referred to a social worker by his medical provider, who is apprehensive about symptoms of depression and anxiety reported by Tony during his physical examination.
0:02

Do you understand the reason for your visit?

0:04

Yes, my doctor sent me. So, I’d like to

0:08

ask you some questions about how you’re

0:10

feeling. How has your mood been lately?

0:12

Um, I don’t know what you mean.

0:16

Have you been feeling sad or depressed?

0:18

Not really. Have you been crying a lot?

0:21

I don’t really cry. Have you been feeling

0:25

hopeless?

0:28

Yeah. How about feeling edgy or angry?

0:37

Well, yeah, I guess I feel angry sometimes,

0:40

like I just want to fight someone. You

0:42

can definitely talk more about that. Do you

0:45

ever feel like you don’t have much energy

0:49

or like you’re not very interested in things?

0:52

Well, I like basketball, but sometimes

0:54

I don’t have enough energy to play. I don’t

0:57

like school. How are you doing in school?

1:00

Well, I used to get all A’s and B’s, but

1:02

my grades are kind of going down because

1:03

I don’t do my homework anymore.

1:08

Why not?

1:12

I don’t like it. It’s even hard getting

1:15

up in the mornings. Do you use drugs or

1:19

alcohol?

1:23

I guess I’ll have a beer or two with my

1:28

friends sometimes. Sounds like things are

1:32

not always going so great. You like

1:34

playing basketball, but sometimes you

1:36

have trouble getting up in the morning

1:38

and getting interested in school. You

1:40

can sometimes get pretty angry. How long

1:44

have you been feeling that way?

1:48

For like two months, um, since May. My

1:52

girlfriend broke up, and it makes me really

1:56

angry with her or just with anyone. When I

1:58

think about it, I get a tight pain in

2:00

my chest, and my heart beats really fast.

2:03

I don’t know. Hey, I don’t even know why

2:09

she did break up with me, but it hurts.

2:13

And I don’t, yeah, I don’t even want to be

2:15

alive. Have you had thoughts about doing

2:18

something to hurt yourself?

2:23

Yeah, yeah. Tell me more about that.

Transition to Graduate Study NURS 6003 Walden University

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.

Read a selection of your colleagues’ responses.

BY DAY 6 OF WEEK 1

Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.