4-1 Intervention Strategies

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric

Reading and Resources3.html

Textbook: Functional Behavioral Assessment, Diagnosis, and Treatment,  Chapter 4

Shapiro Library Article: Mental Health Symptoms and Delinquency Among Court-involved Youth Youth in the justice system have an extensive presence of psychological symptoms. In general, these youth meet criteria for psychiatric disorders at much higher rates than youth in the general population. This article examines the following:

• Specific types of psychopathologies and delinquency for youth in the justice system
• Juvenile system personnel’s potential stereotypical beliefs and attitudes
• Impact of stereotypical beliefs system personnel hold on the youth’s overall experience with the legal system

This resource will help you complete the module discussion.

Shapiro Library Article: Attachment, Development, and Mental Health in Abused and Neglected Preschool Children in Foster Care Read this article to learn about common attachment and developmental issues present in preschool-age children placed in foster care. This resource will help you complete the Milestone Three assignment.

Module Overview13.html

Behavioral Issues

This module explores commonly diagnosed disorders in children and adolescents. Following are disorders found among young people involved in the justice system (Seiter, 2017). Conduct disorder (oppositional disorder) presents itself in varying ways across cultures. This diagnosis is most often made for antisocial or defiant behavior. But, it can have other manifestations. Anxiety disorders are a heterogeneous category of disorders with variable diagnoses. Other notable disorders include childhood depression and adjustment disorder. Reactive detachment disorder and other attachment disorders appear in infancy. Attachment disorders have a major long-term impact, but they appear to be modifiable with early intervention programs (Kann et al., 2017). Pervasive development disorder is also diagnosed in children and adolescents.

Milder cases may first present as learning delays rather than socialization problems. The diagnosis and treatment of substance use in children and adolescents continue to evolve. Social media, newer types of substances or practices (like vaping), and other factors influence current substance use in the younger population. Currently, there is no defined cut-off age for early and late onset. Early onset is usually defined as using substances at age 17 or younger. Late onset is usually 18 or older. The younger a child is when they first try a substance, the more likely they are to continue to use that substance and develop a substance-use disorder.

This module organizes the diagnosis categories based on similarities between symptoms or underlying factors to present material in a useful way. Students are likely to come across these categories when discussing diagnoses by mental health professionals. The DSM-5 categories mental health professionals use provide a useful way to think about the relationships between disorders. Often, behaviors overlap within the categories. The same accommodations and responses may be useful across a range of categories.

References

Kann, L., McManus, T., Harris, W. A., Shanklin, S. L., Flint, K. H., Queen, B., Lowery, R., Chyen, D., Whittle, L., Thornton, J., Lim, C., Bradford, D., Yamakawa, Y., Leon, M., Brener, N., & Ethier, K. A. (2018). Youth risk behavior surveillance—United States, 2017. MMWR Surveillance Summary, 67(8), 1–479.

Seiter, L. (2017). Mental health and juvenile justice; A review of prevalence, promising practices, and areas for improvement. The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth. https://neglected-delinquent.ed.gov/resources/mental-health-and-juvenile-justice-review-prevalence-promising-practices-and-areas

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric