Respond to the post bellow  by comparing your assessment tool to theirs. 
NOTE: my assessment tool: The patient Health Questionnaire (PHQ-9
                                    Main Post
 
According  to the American Academy of Child and Adolescent Psychiatry (1995),  children and adolescents are evaluated due to psychiatric disorders that  impair emotional, cognitive, physical, and/or behavioral functioning.  The child or adolescent is evaluated in the context of the family,  school, community, and culture. The purpose and aims of the clinical  diagnostic assessment are to determine whether psychopathology is  present and, if so, to establish a differential diagnosis and tentative  diagnostic formulation, to develop a treatment recommendation and plan,  or to communicate the above findings in an appropriate fashion to the  parents and child. In addition, the aims of the assessment process are  to identify the stated reasons and factors leading to the referral, to  assess the nature and severity of the child’s behavioral difficulties,  functional impairments, subjective distress, and to identify individual,  family, or environmental factors that may potentially account for,  influence, or ameliorate these difficulties. When assessing children,  parents’ interviews and school functioning reports are necessary.
The  assessment tool I will discuss in this post is the Screen for Child  Anxiety Related Emotional Disorders (SCARED). Per the University of  Pittsburg (2019), SCARED is a child and parent self-report instrument  used to screen for childhood anxiety disorders including general anxiety  disorder, separation anxiety disorder, panic disorder, and social  phobia. In addition, it assesses symptoms related to school phobia. The  SCARED consists of 41 items and 5 factors that parallel the DSM-IV  classification of anxiety disorders. The child and parent versions of  the SCARED have moderate parent-child agreement and good internal  consistency, test-retest reliability, and discriminant validity, and it  is sensitive to treatment response
Target population: Children ages 8-18 years
Intended users: Clinicians and Psychiatrists
Time to Administer: 10 minutes
Completed by: Children and Parents
How to Use SCARED:  SCARED is a questionnaire with scales that describes how people feel.  Clients read each phrase and decide if it is “Not True or Hardly Ever  True” or “Somewhat True or Sometimes True” or “Very True or Often True”.  Then, for each sentence, they fill in one circle that corresponds to  the response that seems to describe them for the last 3 months. After  each phrase and circles, there are abbreviations of the various  disorders. Therefore,
a total score of >25 may indicate the presence of an Anxiety Disorder.  Scores higher than 40 are more specific.
A score of 7 for items 1, 6, 9, 12, 15, 18, 19, 22, 24, 27, 30, 34, 38 may indicate Panic Disorder or Significant Somatic Symptoms (PN).  
A score of 9 for items 5, 7, 14, 21, 23, 28, 33, 35, 37 may indicate Generalized Anxiety Disorder (GD).  
 A score of 5 for items 4, 8, 13, 16, 20, 25, 29, 31 may indicate Separation Anxiety Disorder (SP).  
A score of 8 for items 3, 10, 26, 32, 39, 40, 41 may indicate Social Anxiety Disorder (SC) 
A score of 3 for items 2, 11, 17, 36 may indicate Significant School Avoidance (SN)
(see the attached document or link, it’s the SCARED assessment and how the score is calculated: source http://www.shared-care.ca/files/SCARED_Child_Updated_June_2015.pdf)
Psychometric Properties:  There are accumulating studies that have shown the SCARED to have good  psychometric properties for children and adolescents from various  cultures, so SCARED can be utilized in various countries as a  cross-cultural screening instrument for DSM-V anxiety disorders. The  psychometric properties of the SCARED are strong because females scored  significantly higher than males, and that age had a moderating effect on  male and female score differences. Studies have demonstrated that girls  run a higher risk of developing anxiety disorders than boys. The  moderating effect of age on anxiety symptoms, particularly generalized  anxiety disorder symptoms increases for older girls that may highlight  the importance of early interventions for them to help reduce the risk  for later developmental maladaptation (Crocetti et al., 2011)
Diagnosis for a Client Receiving Psychotherapy: Possible diagnoses for these clients under Anxiety Disorders are Panic Disorder and Agoraphobia (fear  of places and situations that might cause panic, helplessness, or  embarrassment), Separation Anxiety Disorder, Social Anxiety Disorder  (formerly Social Phobia), and Generalized Anxiety Disorder (American  Psychiatric Association, 2017).
Legal and Ethical Implications of Counseling Children: The four  ethical/ legal issues that arise when counseling children are counselor  competence, informed consent, confidentiality, and mandatory reporting  of child abuse. Counselor Competence-  that is knowledge and skills of the counselor (e.g. use of play  therapy), knowledge of mental disorders, understanding human  development, understanding family structure, culture/ diversity, and a  more talked about topic (transgender). Informed Consent-  It is formal permission that allows treatment. The counselor and client  fall under legal jurisdiction of contract law. Minors can only enter a  contract by parental / guardian consent, involuntary at parent’s  insistence, or ordered by juvenile court. Through informed consents,  clients are given voluntary knowledge of treatment, must understand  consequences of treatment, and if not obtained, counselors are held  responsible, and sued for battery, failure to gain consent, & child  enticement. Confidentiality  must be maintained so it will not cause lack of trust and  communication, child not seeking treatment, or early termination of  psychotherapy. Mandatory Reporting:  mental health professionals must report in all States. It’s the duty of  health care providers to report and failure to report breaches legal  and ethical standards (Garnsey, n.d.)
References
American Academy of Child and Adolescent Psychiatry (1995). 
            Practice Parameters for the Psychiatric Assessment of Children and Adolescents.
            Retrieved March 2, 2020, from 
https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_asse
American Psychiatric Association (2013). 
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. 
Retrieved March 2, 2020, from 
https://dsm-psychiatryonline-org.ezp.waldenulibrary.org/doi/book/10.1176/appi.books.97
American Psychiatric Association (2017). What Are Anxiety Disorders?
            Retrieved March 3, 2020, from 
https://www.psychiatry.org/patients-families/anxiety-disorders/what-are-anxiety-disorder
Crocetti, E., Meeus, W. H. J., Raaijmakers, Q. A. W., William, W. H. (2011). 
            A meta-analysis of the cross-cultural psychometric properties of the Screen for Child
Anxiety Related Emotional Disorders (SCARED). Retrieved March 3, 2020, from
https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=3&sid=de03210f-a792-44d7-bb
Garnsey, E. (n.d.). Legal and Ethical Issues When Counseling Children. 
            Retrieved March 3, 2020, from
https://eportfolio.pace.edu/artefact/file/download.php?file=112508&view=76785
Screen for Child Anxiety Related Disorders (SCARED)- (2012). 
CHILD Version—Page 1 of 2 (to be filled out by the CHILD)
            Retrieved March 3, 2019, from 
http://www.shared-care.ca/files/SCARED_Child_Updated_June_2015.pdf
University of Pittsburg (2019). Instruments- Screen for Child Anxiety Related Emotional
            Disorders (SCARED). Retrieved March 2, 2020, from 
https://www.pediatricbipolar.pitt.edu/resources/instruments
SCARED_Child_Updated_June_2015.pdf 
The post Post- Linda appeared first on Nursing Essay Tutors.
Post- Linda was first posted on April 16, 2024 at 9:36 pm.©2019 "nursingassignmenttutor". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

Review the evidence-based practice requirements outlined for the Magnet Recognition Program by the American Nurses Credentialing Center (ANCC) at https://www.nursingworld.org/organizational-programs/magnet/magnet-model/. Compare and contrast your current practice environment to that of the guidelines.
Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.

 
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief: Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources. Create a problem statement. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable. Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

  
Drama Essay: Character Analysis
Submit your three-paragraph essay. You will complete this assignment using the play Proof on pp. 1181-1232 of Compact Literature.
Directions
Read the play Proof, and then write an analysis of one of the characters. You may use the brainstorming questions below to generate ideas, or you may refer to the Week 3 discussion prompt for a refresher on ways character is revealed.
For this assignment, develop a short essay of at least three paragraphs and 500 words. In your response, be sure that you have the following: an introductory paragraph with a clear thesis statement, at least one body paragraph with supporting reasons, examples, and quotations from the play, and a concluding paragraph. The thesis statement should be your main argument analyzing the character you have chosen. Use APA style for formatting the paper and for in-text citations and end references.
Brainstorming Questions
Select a character from Proof. What main emotion is the character experiencing? What does he or she want? What is the conflict this character encounters? How does he or she attempt to get this desire? What prevents him or her from achieving it? What is the resolution by the end of the play for this character? Does the character change by the end of the play? What point do you want to make about the character in your essay? Make notes, and develop a thesis statement with support.
Reminders
· Use APA style, and include a title page, running header, proper font and spacing, in-text citations, and a separate references page.
· Do not use any outside sources to complete this response; rely on your own insights.
· Quoted material from the play should not exceed 25% of the essay.
· You may exceed the minimum word and paragraph count.
 Example APA Reference from the eBookAuburn, D. (2016). Proof. In L.G. Kirszner & S.R. Mandell (Eds.), Compact Literature: Reading, Reacting, Writing [VitalSource digital version] (pp. 1081-1232). Boston: Cengage. 

What motivates U.S. firms to compete for the Malcolm Baldrige award? How could a firm benefit from participating in the Baldrige competition, even if it did not apply for the award?
The post What motivates U.S. firms to compete for the Malcolm Baldrige award? How could a firm benefit from.. appeared first on Class Assignments Help.
What motivates U.S. firms to compete for the Malcolm Baldrige award? How could a firm benefit from.. was first posted on September 23, 2022 at 5:12 pm.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]