9-1 intervention

Module Overview18.html

Treatment Interventions

Treatment-Specific Interventions

Specific treatment interventions are used by mental health professionals, mental health treatment programs, victim or witness advocates, and other practitioners who come into contact with children and their families who are faced with a diagnosis, which is likely a direct result of having been involved in the legal system. Such diagnoses could include post-traumatic stress disorder; sexual, verbal, and physical abuse; attention-deficit/hyperactivity disorder; and substance abuse.

The mental health professional’s primary challenge is to discover which treatments are effective for relieving the problems affecting the children or adolescents faced with one of these disorders; the professional must sort through the varying environments that may or may not have had a direct correlation to the mental health issue. Mental health professionals must also be aware that children and adolescents who have been through the legal system are more likely to have a dual diagnosis, which can develop into serious emotional and behavioral difficulties.

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

Reading and Resources8.html

Required Resources

Textbook: Functional Behavioral Assessment, Diagnosis, and Treatment,  Appendix B

Shapiro Library Article:  Barriers and Facilitators Affecting Self-Disclosure Among Male Survivors of Child Sexual Abuse: The Service Provider’s Perspective Review this article to better understand the issues victims of child sexual abuse face and how they impact treatment modalities. This resource may help you complete this module’s case study discussion.

Reading:  Child Protective Services Manual This manual provides an example of a state’s Child Protective Services protocols, including reporting abuse, best practices, and special populations. This resource could help you with this module’s discussion and short paper assignments.

Website: National Child Traumatic Stress Network: Trauma Treatments Explore this website to help analyze treatment options for children and adolescents with post-traumatic stress disorder. The information on this site will help you complete this module’s case study discussion.

Website:  Psychosocial Treatments Review this website to explore treatment options for children and adolescents with attention-deficit/hyperactivity disorder. The information on this site will help you complete this module’s case study discussion.

Reading:  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 this module’s short paper assignment.

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%