NRNP 6665 PMHNP Across the Lifespan I: Comprehensive Integrated Psychiatric Assessment

NRNP 6665 PMHNP Across the Lifespan I: Comprehensive Integrated Psychiatric Assessment

NRNP 6665 PMHNP Across the Lifespan I Comprehensive Integrated Psychiatric Assessment

What did the practitioner do well? In what areas can the practitioner improve?

Based on the YMH Boston Vignette 5 video, the practitioner did an excellent job by displaying appropriate communication skills, like active listening and the use of polite language to gather the necessary information to promote accurate diagnosis (YMH Boston, 2013). The practitioner also showed empathy based on the response from the patient, crucial in promoting a healthy therapeutic relationship with the patient. The practitioner however needs to work on her failure to introduce herself, and inform the patient why he was referred to her.

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

I had no compelling concerns throughout the clinical interview. However, it was quite impressive the way the practitioner asked the patient to talk more about his urge to take his life, given that suicidal ideation is a serious concern among patients with depressive disorder (YMH Boston, 2013).

What would be your next question, and why?

My next question will be based on the response the patient provides on his suicidal ideation. I will ask about any trigger, and what makes him not kill himself (YMH Boston, 2013). I will then confirm if he has been able to talk to anyone or has taken any necessary intervention to help with his current mental condition.

Explain why a thorough psychiatric assessment of a child/adolescent is important.

Most children and adolescents have problems with expressing their psychiatric deficits, until when the condition is worse, resulting in

NRNP 6665 PMHNP Across the Lifespan I Comprehensive Integrated Psychiatric Assessment

a severe outcome. As such, it is important to conduct a thorough psychiatric assessment for this age group for timely and acute diagnosis of their behavioral, emotional, and developmental problems (Song, 2020). The assessment results will also help in determining the most appropriate intervention to implement.

Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

The Revised Children’s Anxiety and Depression Scale (RCADS) and the Children’s Depression Rating Scale-Revised (CDRS-R) can be used during the psychiatric assessment of children and adolescents (Becker et al., 2018). The RCADS contains 47 items, a self-reported questionnaire for children/ adolescents between the age of 8 to 18 years. CDRS-R on the other hand contains 17 items and is clinically administered during the semi-structured interview for children between the age of 6 to 12 years but can also be used with adolescents.

Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.

Both Parent-Child Interaction Therapy (PCIT) and Play therapy can only be utilized in the management of psychiatric conditions among children and adolescents, but not adults. PCIT is used by parents to help their children understand and accept their deep emotions and promote positive interactions (Copeland et al., 2020). Play therapy on the other hand involves the use of toys to help children identify, recognize and verbalize their feelings.

Explain the role parents/guardians play in assessment.

Psychiatric assessment requires an evaluation of the child’s emotional, developmental, and behavioral needs. Parents and guardians play a significant role in providing information that can help the clinician understand the child’s behavior at home, efforts, progress, and achievements over time (Song, 2020).

NRNP 6665 PMHNP Across the Lifespan I: Comprehensive Integrated Psychiatric Assessment  References

Becker, S. P., Schindler, D. N., Holdaway, A. S., Tamm, L., Epstein, J. N., & Luebbe, A. M. (2018). The Revised Child Anxiety and Depression Scales (RCADS): Psychometric Evaluation in Children Evaluated for ADHD. Journal of Psychopathology and Behavioral Assessment, 41(1), 93–106. https://doi.org/10.1007/s10862-018-9702-6

Copeland, W. E., Alaie, I., Jonsson, U., & Shanahan, L. (2020). Associations of Childhood and Adolescent Depression With Adult Psychiatric and Functional Outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 60(5). https://doi.org/10.1016/j.jaac.2020.07.895

Song. (2020). Child, Adolescent, and Family Refugee Mental Health. Springer International Publishing.

YMH Boston. (2013). Vignette 5 – Assessing for Depression in a Mental Health Appointment. In YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

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