7-1 intervention

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

Module Overview16.html

Assessment Tools

In the first six modules, we discussed mental health issues found in children and adolescents, particularly those involved in the legal system. These mental health issues include psychiatric symptoms with significant impact on the youth and those around them. A proper diagnosis helps to treat and improve these symptoms. A proper diagnosis can be achieved through psychological assessment or testing. A psychological assessment provides important insights into a child’s learning and social, behavioral, and personality development. A goal of psychological assessments is to tailor a specific treatment plan. Psychological assessments also support recommendations that address the youth’s educational and mental health needs.

Psychological assessment of children and adolescents is a reliable method to identify different domains of the child’s functioning. Tests can identify variables that include the following:

• Strengths and weaknesses of the child’s current state of functioning
• Psychological symptoms
• Problematic behaviors

Various assessment tools are available for mental health treatment providers to use as a supplement to their clinical examination. These tools efficiently screen for a broad range of behavioral problems. The type of instrument or assessment selected depends on factors such as age and clinical concern. Assessment of children and adolescents can present unique challenges. For example, mood symptoms are more challenging to evaluate in children than in adults. In 1978, Joachim Puig-Antich, MD adapted the Schedule for Affective Disorders and Schizophrenia (SADS) to create the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS) (Townsend et al., 2020). The K-SADS aims to promote earlier diagnosis of mental disorders in children. All versions of K-SADS include interviews with both the child and the parents or guardians. The semi-structured interview measures symptoms of mood, anxiety, psychotic behaviors, and disruptive behaviors. K-SADS uses a combination of screening questions and more comprehensive modules to balance interview length and thoroughness. K-SADS has various versions but mainly serves to diagnose childhood mental disorders in school-aged children 6–18.

References

Townsend, L., Kobak, K., Kearney, C., Milham, M., Andreotti, C., Escalera, J., Alexander, L., Gill, M. K., Birmaher, B., Kaufman, J., & Deep, A. (2020). Development of three web-based computerized versions of the Kiddie Schedule for Affective Disorders and Schizophrenia child psychiatric diagnostic interview: Preliminary validity data. Journal of the American Academy of Child & Adolescent Psychiatry, 59(2), 309–325. https://doi.org/10.1016/j.jaac.2019.05.009

Reading and Resources6.html

Note: Please refer to the list of valuable resources to assist you as you complete your module activities as well as your milestones and final project. Some of the resources are quite lengthy, so focus your attention on the elements of the readings that are particularly relevant to the topic you chose for your final project. These resources will help you complete the module discussion.

Article: Guidelines for Adolescent Depression in Primary Care Part I: Practice Preparation, Identification, Assessment, and Initial Management

Article: Guidelines for Adolescent Depression in Primary Care Part II: Treatment and Ongoing Management Read these American Academy of Pediatrics articles to explore assessment tools for children with depression.

Article: General Measurement Tools for Assessing Mental Health Problems Among Children and Adolescents with an Intellectual Disability: A Systemic Review Read this article to learn about tools for assessing mental health concerns in children and adolescents.

Website: Screening Tools: Pediatric Mental Health Minute Series This website briefly describes several screening tools for pediatric mental health. It also contains the following resources:

• Pediatric Mental Health Minute Series, Topic: Screening Tools Video (9:31) This video describes tools available for mental health screening of children and how they are used.
• • A captioned version of this video is available: Pediatric Mental Health Minute Series, Topic: Screening Tools (9:31) (CC)
• Mental Health Tools for Pediatrics This handout is a compilation of tools organized by stage of screening, age group, and specific concern. Scroll down the page to Resources for Physicians to find the link to this resource.

Website: Behavioral Health Screening Tools This website provides a list of screening tools for children and adolescents that are recommended for healthcare providers. The tools listed have links to a more detailed description of the age ranges and disorders for which they are designed. This list includes original website or source contact information.

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