6-1 intervention
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files (6)6-1Discussion_MoodDisorders.pdf
BOOK.acsm
6-1ReadingandResources5.html.zip
MoodDisordersinChildrenandAdolescents.zip
6-1GraduateDiscussionRubric.html1.zip
grade.pdf
6-1Discussion_MoodDisorders.pdf
6-1 Discussion: Mood Disorders
In your opinion, are certain mood disorders overly diagnosed in children and adolescents? Support your rationale using specific and insightful examples.
To complete this assignment, review the Discussion Rubric.
BOOK.acsm
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6-1ReadingandResources5.html.zip
Reading and Resources5.html
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Required Resources |
Textbook: Functional Behavioral Assessment, Diagnosis, and Treatment, Appendix A
Article: Mood Disorders in Teens Read this article to further understand childhood and adolescent mood disorders, including symptoms and treatment options. This resource will help you complete the module discussion.
Shapiro Library Article: Opportunities for the Prevention of Mental Disorders by Reducing General Psychopathology in Early Childhood This article discusses features common among all mental disorders. It also discusses a structure for early intervention in mental health disorders to prevent mental illness later in life. This resource will help you complete the module discussion.
Article: Ethical Principles of Psychologists and Code of Conduct This resource from the American Psychological Association is a guide to ethical issues psychologists face and how to deal with them. This resource will help you complete the Milestone Four assignment.
MoodDisordersinChildrenandAdolescents.zip
Module Overview15.html
Mood Disorders in Children and Adolescents
Childhood Mood Disorders
This module will discuss and review symptoms of childhood and adolescent mood disorders. Mood disorders or affective disorders are conditions that affect a person’s affect, or mood. The American Psychiatric Association’s Diagnostic and Statistical Manual, Fifth Edition (DSM-5), identifies specific symptoms children and adolescents with mood or affective disorders exhibit. These symptoms specify a marked and serious change in mood. Unlike a bad mood a child sometimes experiences, a mood disorder involves intense, difficult-to-manage, and persistent thoughts and feelings. Mental health treatment for youth with mood disorders can be assessed with surveys and statistical analyses.
The Centers for Disease Control and Prevention (2022) lists common mental disorders that can be diagnosed in childhood. Their list includes the following disorders with mood affects:
- Attention-deficit/hyperactivity disorder (ADHD)
- Anxiety
- Conduct disorders
- Autism
- Eating disorders
Many factors can impact or contribute to mood disorders in children and adolescents.
- A chemical imbalance in the brain may impact mood disorders. Chemicals in the brain called neurotransmitters, such as serotonin or dopamine, are responsible for positive moods. A chemical imbalance can occur on its own or due to other factors.
- Environmental factors, such as unexpected life events or long-lasting stress, can contribute to a chemical imbalance.
- Mood disorders could have a genetic component.
Many psychiatric conditions seen in children and adolescents, such as depression and anxiety, are a result of varied genetic and environmental factors (Austin, 2020). A comprehensive evaluation is needed to understand and treat a young person with symptoms of mood disorders.
References
Austin, J. C. (2020). Evidence-based genetic counseling for psychiatric disorders: A road map. Cold Spring Harbor Perspectives in Medicine, 10(6), a036608.
Centers for Disease Control and Prevention (2022). Children’s mental disorders. CDC. https://www.cdc.gov/childrensmentalhealth/symptoms.html
6-1GraduateDiscussionRubric.html1.zip
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
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
grade.pdf
Discussion Rubric: Graduate Activity: 6-1 Discussion: Mood Disorders
Course: PSY-636-10219-M01 Intervention Strategies 2024 D-3 (Jul - Oct)
Name: Sule Umit
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Comprehension 18 / 20
Criterion Feedback
Depression and anxiety are mood disorders, as you noted. However, ADHD and learning disorders are not. Review your DSM-5 for the
classifications between the two.
Timeliness 10 / 10
20 points
Develops an initial
post with an
organized, clear point
of view or idea using
rich and significant
detail
18 points
Develops an initial
post with a point of
view or idea using
appropriate detail
14 points
Develops an initial
post with a point of
view or idea but with
some gaps in
organization and
detail
0 points
Does not develop an
initial post with an
organized point of
view or idea
0 points
N/A
This level is not
applicable for
grading of this
criterion.
10 points
Submits initial post
on time
7 points
Submits initial post
one day late
0 points
Submits initial post
two or more days late
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Engagement 18 / 20
Criterion Feedback
Be sure to provide citations of your sources for your responses to your peers. A lot of your work seems to be from other sources.
Critical Thinking 30 / 30
Writing (Mechanics) 0 / 20
20 points
Provides relevant and
meaningful response
posts with clarifying
explanation and
detail
18 points
Provides relevant
response posts with
some explanation
and detail
14 points
Provides somewhat
relevant response
posts with some
explanation and
detail
0 points
Provides response
posts that are generic
with little explanation
or detail
30 points
Draws insightful
conclusions that are
thoroughly defended
with evidence and
examples
27 points
Draws informed
conclusions that are
justified with
evidence
21 points
Draws logical
conclusions
0 points
Does not draw logical
conclusions
20 points
Initial post and
responses are easily
understood, clear,
and concise using
proper citation
methods where
applicable with no
errors in citations
18 points
Initial post and
responses are easily
understood using
proper citation
methods where
applicable with few
errors in citations
14 points
Initial post and
responses are
understandable using
proper citation
methods where
applicable with a
number of errors in
citations
0 points
Initial post and
responses are not
understandable and
do not use proper
citation methods
where applicable
Total 76 / 100
Overall Score
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Criterion Feedback
You provide references for your work but need citations.
The DSM-5 that you mentioned in your work, has to be cited and referenced as well.
Exemplary Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Proficient Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Needs Improvement Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Not Evident Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
