Respond to Aron and Zenabou at least two of your colleagues by offering
• additional insights or alternative perspectives on their analysis of the video,
• other rating scales that may be used with children,
• or other treatment options for children not yet mentioned.
• Be specific and provide a rationale with evidence.
Aaron
Provide at least two citations and two references for Aron
Homework help – Discussion Main Post
Comprehensive Integrated Psychiatric Assessment
Psychiatric assessments are a vital component to developing appropriate and individualized treatment plans (Thapar et al., 2015). A comprehensive psychiatric assessment will assist a provider in determining the optimal therapeutic approach to utilize in treating clients. The approach used when assessing children or adolescents can differ from adults in several ways. The purpose of this discussion post is to evaluate several points from the media resource and explain the purpose of a thorough psychiatric assessment for children and adolescents.
Vignette 5 Video
In the video, the practitioner did well in asking the client questions to gather information regarding his current status. She provided nonjudgmental responses to his answers and seemed to provide a safe environment that allows for the client to feel comfortable discussing sensitive topics. She allowed him adequate time to answer each question. One of the areas that the practitioner could improve in is introducing herself and explaining what she does. By providing a proper introduction, the client can have a sense of understanding regarding why he is at the appointment and the purpose of the interview. By providing a proper introduction, the practitioner can begin to establish a rapport with the client.
At the end of the video, the client has expressed that he has thoughts of hurting himself. When a client expresses thoughts of self-harm or harming others, it is concerning information that should be further explored and appropriately addressed. Clients that express self-harming behaviors and thoughts should be evaluated appropriately to determine the severity of their thoughts and the practitioner should be mindful of interventions necessary to keep the client safe.
My next question for the client would be asking the client if he has a plan of harming himself. Homework help – Discussing with the client the details of his thoughts of self-harm can further evaluate and assist in determining the most appropriate intervention necessary to assist the client in remaining safe. One of the considerations would be whether the client would need inpatient treatment to prevent harm from occurring to himself or others.
The Need for a Thorough Psychiatric Assessment
Children and adolescents require a different approach to psychiatric assessments. With children and adolescents, the developmental stage of the client should be accounted into the psychiatric assessment (Hoyos, 2016). Based on the developmental stage, the client may require a different approach to the assessment compared with other clients of similar age. Children and adolescents can develop at varying rates and attempting to engage a client in a lower developmental stage using an approach that is facilitated for a higher developmental stage will not be as effective.
A thorough psychiatric assessment is necessary to the understanding of the various components involved in the client’s current condition. A psychiatric assessment is complex and requires several aspects. By not adequately addressing each component, a practitioner might miss vital information that would be useful in treatment.
Symptom Rating Scales
Symptom rating scales for children and adolescents differ from those utilized with adult clients. One rating scale that is often used with children and adolescents is the Child Depression Inventory. The Child Depression Inventory is a self-rated determination assessment for children and adolescents to determine their quality of depressive symptoms (Kenar et al., 2019). The scale is frequently used to evaluate the symptomology of depression in children using a 5-point scale that quantifies areas such as negative mood and interpersonal problems (Ugwuanyi et al., 2021). The scale has been well-researched since its introduction in 1992 and is believed to be reasonably sensitive in its degree of accuracy (Ugwuanyi et al., 2021).
Another symptom rating scale that is frequently utilized in children and adolescent psychiatric assessments is the Beck Anxiety Inventory. The scale is a multiple-choice scale that is self-reported and measures the severity of anxiety in children and adolescents (Kenar et al., 2019). Each multiple-choice prompt within the scale has four possible choices and a practitioner can evaluate the score and determine the severity of the client’s anxiety (Kenar et al., 2019). The scale has been well-researched with a high degree of reliability and validity.
Two Psychiatric Treatment Options for Children and Adolescents
A psychiatric treatment option that is utilized for children is play therapy. Play therapy is a form of psychotherapy that is used with children that have experienced traumatic events (Stauffer, 2021). Children that have experienced a form of trauma may not express their feelings verbally and will act out their feelings using themes that can be evident during play therapy. Play therapy is not utilized with adult clients.
Another psychiatric treatment option for children and adolescents is drama therapy. Similar to play therapy, drama therapy focuses on using different forms of art and expression to assist children in understanding and working through their emotions and behaviors (Feniger-Schaal & Orkibi, 2020). Utilizing puppets or role playing, drama therapy attempts to engage children or adolescents in ways of expressing their emotions and feelings to help understand their behaviors while decreasing the severity of symptoms (Feniger-Schaal & Orkibi, 2020). While drama therapy may be utilized with older adult clients, it is most often used with children and promotes a safe environment that allows the child to feel welcomed and comfortable exploring their emotions.
Parents Role in Assessment
Children and adolescents may be unable to fully understand their conditions or circumstances. Parents or guardians play a critical role in the psychiatric assessment. Parents and guardians can notice changes in behavior in children and provide the practitioner with a timeframe of when the symptoms began. The parents or guardians are also a reliable resource on information such as exacerbating or relieving factors. A practitioner should consider the age and developmental stage of the child and utilize the parents or guardian as a resource in gathering information crucial to a thorough psychiatric assessment.
Conclusion
Comprehensive integrated psychiatric assessments play an important part in the treatment of children and adolescents. A thorough psychiatric assessment can provide details regarding a client’s condition and assist the practitioner in determining the optimal treatment plan. Children and adolescents require a different approach to providing psychiatric services and the practitioner should have a strong understanding of the differences to provide the best care possible to their client.
References
Feniger-Schaal, R., & Orkibi, H. (2020). Integrative systematic review of drama therapy intervention research. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 68–80. https://doi-org.ezp.waldenulibrary.org/10.1037/aca0000257
Hoyos, C. (2016). Assessment of psychiatric disorders in children. Medicine, 44(11), 638–640. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mpmed.2016.08.005
Kenar, A., Örün, U. A., Yoldaş, T., Kayalı, Ş., Bodur, Ş., & Karademir, S. (2019). Anxiety, depression, and behavioural rating scales in children with non-cardiac chest pain. Cardiology in the Young, 29(10), 1268–1271.
Stauffer, S. D. (2021). Overcoming trauma stuckness in play therapy: A superhero intervention to the rescue. International Journal of Play Therapy, 30(1), 14–27. https://doi-org.ezp.waldenulibrary.org/10.1037/pla0000149
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
Ugwuanyi, C. S., Ene, C. U., Okeke, C. I. O., Eze, U. U., Okeke, A. O., & Ikeh, F. E. (2021). Factorial validation of children’s depression inventory in primary schools in Nigeria. International Medical Journal, 28(1), 12–15.
Resource1Week1.pdf This resource is considered scholarly due to it being peer-reviewed and published by Elsevier.
Resource2Week1.pdf This resource has been peer-reviewed and found to be scholarly with accurate information by Cardiology in the Young journal.
Resource3Week1.pdf This resource is considered scholarly due to it being peer-reviewed and published in the International Medical Journal.
21 hours ago
Zenabou
Provide at least two citations and two references for Zenabou
Main Post
COLLAPSE
A comprehensive, integrated psychiatric assessment could guide the proper diagnosis and treatment of mental illness. Danielson et al. (2019) found valid and accurate diagnoses essential for helping patients and their families to recognize and understand symptoms, providing assertive medical and psychological treatments, and planning effective interventions. My discussion would display a review and critique of the mental health professional’s techniques and methods performing a comprehensive, integrated psychiatric assessment of an adolescent in the third video of the YMH Boston Vignette 5 video.
Practitioner’s Best Practices and Practitioner’s Areas of Improvement
The mental health professional (MHP) in this video is a social worker (SW) who meets with Tony referred to the MHP by the patient’s medical provider (PCP) for evaluation of symptoms of depression and anxiety reported by Tony during a physical exam. During Tony’s mental health assessment, the SW demonstrated best practices in many aspects. According to Srinath et al. (2019), a therapeutic alliance plays a vital role in children and adolescents’ clinical assessments to facilitate information sharing. In this regard, Srinath et al. (2019) recommended a pediatric-friendly space for evaluation and finding common ground with the child or adolescent to establish therapeutic rapport and facilitate efforts to engage the young person. The SW set a positive connection with the patient by providing a therapeutic environment, indicated by a clean, comfortable, and private office. The MHP sat down at eye level and facing the patient, which then created an atmosphere that allowed the teenager to speak openly. By asking about Tony’s school and hobbies, the therapist showed interest in what the patient enjoyed doing, promoting therapeutic rapport. The MHP used a soft tone of voice, dressed professionally, maintained appropriate distance, demonstrated useful nonverbal communication techniques such as nodding during the interview. Finally, the SW could engage the patient to discuss, which enabled her to conduct her assessment like inquiring patient’s insights into his illness, summarizing the patient’s answers to ensure understanding of the patient’s viewpoints, and assessing the patient’s risk of suicide.
However, the MHP could improve on communication skills. Improving communication with the child or adolescent during initial encounters with providers could involve a process of introducing oneself, giving the patient time to respond, and gradually moving toward establishing the context of the interaction (Srinath et al., 2019). Also, Srinath et al. (2019) advised using simplistic terms to acknowledge the child’s perception of the situation and build a shared understanding, improving therapeutic outcomes in the long run. The video did not capture the SW introducing themself to the patient. Also, the SW failed to elaborate questions and terms to Tony. For instance, she asked, “How has your mood been lately? Have you been crying a lot? Have you been feeling hopeless, edgy?” The patient had to request clarification, and at times, he did not respond to the SW. The SW failed to recognize or acknowledge the patient’s silence or hesitation to provide answers to questions most of the time. Instead, the SW proceeded with the interview and provided clarification upon the patient’s request. Also, the SW did not address any confidentiality issues. Confidentiality is a concern for adolescents (Saddock & Saddock, 2015). According to Saddock and Saddock (2015), providing adolescents with a safe, confidential, nonjudgmental place could improve good rapport and allow patients to confide sensitive and challenging topics to the provider. Hence, the SW could fail to capture essential information due to failure to convey a sense of confidentiality and ensuring the patient’s understanding of interview questions.
Compelling Concerns
At this point in the clinical interview, some compelling concerns would be to inquire about Tony’s home life, relationships with parents and peers, stressors, and social support. Adolescents could feel expectations from family and peers too high, leading to feelings of stress, hopelessness, and suicide risks (Farley, 2020). Tony reported getting angry and feeling like fighting someone, which the SW mentioned following up. Also, the need to follow up on Tony’s report of suicide intent is crucial, which the SW explored more towards the video’s end.
Additional Questions
Other questions would pertain to Tony’s emotional, behavioral, and developmental problems during childhood. Srinath et al. (2019) recommended an understanding and grasp of child development and childhood mental health disorders when assessing children and adolescents for psychiatric presentations or evaluation contexts. Hence ascertaining the presence of developmental problems could help make a diagnosis and plan management. Also, questions about Tony’s previous successful coping skills to manage stress, anger issues, and overall wellbeing could help the provider plan therapeutic interventions.
Importance of a thorough psychiatric assessment of a child/adolescent
A thorough psychiatric assessment is a vital step in developing a plan to deliver the best patient care. When conducting a comprehensive psychiatric review involving children or adolescents, Wheeler (2014) recommended gathering information not only from the child but from other sources, including family members, school counselors, teachers, and caregivers. The information obtained includes data such as a history of present illness, past psychiatric history, substance use or abuse, past medical history, family history, developmental and social history, which are essential to establish the treatment plan (Saddock & Saddock, 2015). Besides, conducting a well-detailed interview during the assessment could establish trust between the practitioner and the child or the child’s caregiver (Saddock & Saddock, 2015). Hence, a child or adolescent’s comprehensive assessment could guide proper diagnosis and treatment of their mental illness.
Two Different Symptom Rating Scales for a Psychiatric assessment of a child/adolescent
Many rating scales could help screen psychiatric disorders in children or adolescents. The General Anxiety Disorder-7 (GAD-7), used for age 12 and above, represents one of the most frequently used diagnostic self-report scales for screening, diagnosis, and severity assessment of anxiety disorder (Jordan et al., 2017). GAD-7 consists of seven questions to measure or assess GAD severity. Each item asks the individual to rate the severity of their symptoms over the past two weeks. Response options include “not at all,” “several days,” “more than half the days,” and “nearly every day.”
Another rating scale, the Severity Measure for Depression—Child Age 11–17 (adapted from PHQ-9 modified for Adolescents [PHQ-A]), ) is a 9-item measure that assesses the severity of depressive disorders and episodes (or clinically significant symptoms of
depressive disorders and episodes) in children ages 11–17 (Nandakumar et al., 2019). According to Nandakumar et al. (2018), the child’s measure is completed before visiting the clinician. Each item asks the child to rate the severity of their depression symptoms during the past seven days.
Two Psychiatric Treatment Options for Children and Adolescents not Used with Adults
Many psychiatric treatment options are available for children and adolescents that may not be used when treating adults. According to Riedinger et al. (2017), psychological therapy with children can include talking, playing, or other activities to help the child express feelings and thoughts. Other options for children and adolescents include parent-focused approaches involving parents speak with the therapist about the child’s behavior and emotions. Therapists would observe parents and children together or the child in a one-on-one session and suggest finding different ways to react.
Roles of Parents or Guardians in Assessment
Parents or guardians play a pivotal role in the diagnosis and management of children and adolescents. Careful clinical interviews of informants are usually the best method to aid clinical decision-making (Srinath et al., 2019). According to Srinath et al. (2019), given that children should be evaluated and managed in the context of their caregiving environment, parents or guardians and the extended family represent important informants and an integral part of the treatment plan. Hence, obtaining a narrative account of the child’s or adolescent’s clinical history from both parents is crucial to guide effective diagnosis and treatment plan for the child and adolescent client.
Conclusion
In conclusion, the MHP in the video did very well by engaging the client through the video. However, effective communication could improve therapeutic alliance and outcomes. Finally, MPHs must tailor screening tools and treatment approaches to pediatric patients for optimal patient outcomes.
References
Danielson, M., Månsdotter, A., Fransson, E., Dalsgaard, S., & Larsson, J.-O. (2019). Clinicians’ attitudes toward standardized assessment and diagnosis within child and adolescent psychiatry. Child and Adolescent Psychiatry and Mental Health, 13(1), 42–43. https://doi-org.ezp.waldenulibrary.org/10.1186/s13034-019-0269-0
Farley, H. R. (2020). Assessing mental health in vulnerable adolescents. Nursing, 50(10), 48–53. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NURSE.0000697168.39814.93
Jordan, P., Shedden-Mora, M., & Löwe, B. (2017). Psychometric analysis of the Generalized Anxiety Disorder scale (GAD-7) in primary care using modern item response theory. PLoS ONE, 12(8), e0182162. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0182162
Nandakumar, A. L., Vande Voort, J. L., Nakonezny, P. A., Orth, S. S., Romanowicz, M., Sonmez, A. I., Ward, J. A., Rackley, S. J., Huxsahl, J. E., & Croarkin, P. E. (2019). Psychometric properties of the Patient Health Questionnaire-9 modified for major depressive disorder in adolescents. Journal of Child and Adolescent Psychopharmacology, 29(1), 34–40. https://doi-org.ezp.waldenulibrary.org/10.1089/cap.2018.0112
Riedinger, V., Pinquart, M., & Teubert, D. (2017). Effects of systemic therapy on mental health of children and adolescents: A Meta-analysis. Journal of Clinical Child & Adolescent Psychology, 46(6), 880–894. https://doi-org.ezp.waldenulibrary.org/10.1080/15374416.2015.1063427
Saddock, B. J., & Saddock, V. A. (2015). Kaplan & Saddock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian journal of psychiatry, 61(2), 158–175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
Wheeler, K. eds. (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company
wk1.DB1.article 1.pdfwk1.DB1.article 2.pdfwk1.DB1.article 3.pdfwk1.DB1.article 4.pdfwk1.DB1.article 5.pdfwk1.DB1.article 6.pdf
21 hours ago
Zenabou
Main Post
COLLAPSE
A comprehensive, integrated psychiatric assessment could guide the proper diagnosis and treatment of mental illness. Danielson et al. (2019) found valid and accurate diagnoses essential for helping patients and their families to recognize and understand symptoms, providing assertive medical and psychological treatments, and planning effective interventions. My discussion would display a review and critique of the mental health professional’s techniques and methods performing a comprehensive, integrated psychiatric assessment of an adolescent in the third video of the YMH Boston Vignette 5 video.
Practitioner’s Best Practices and Practitioner’s Areas of Improvement
The mental health professional (MHP) in this video is a social worker (SW) who meets with Tony referred to the MHP by the patient’s medical provider (PCP) for evaluation of symptoms of depression and anxiety reported by Tony during a physical exam. During Tony’s mental health assessment, the SW demonstrated best practices in many aspects. According to Srinath et al. (2019), a therapeutic alliance plays a vital role in children and adolescents’ clinical assessments to facilitate information sharing. In this regard, Srinath et al. (2019) recommended a pediatric-friendly space for evaluation and finding common ground with the child or adolescent to establish therapeutic rapport and facilitate efforts to engage the young person. The SW set a positive connection with the patient by providing a therapeutic environment, indicated by a clean, comfortable, and private office. The MHP sat down at eye level and facing the patient, which then created an atmosphere that allowed the teenager to speak openly. By asking about Tony’s school and hobbies, the therapist showed interest in what the patient enjoyed doing, promoting therapeutic rapport. The MHP used a soft tone of voice, dressed professionally, maintained appropriate distance, demonstrated useful nonverbal communication techniques such as nodding during the interview. Finally, the SW could engage the patient to discuss, which enabled her to conduct her assessment like inquiring patient’s insights into his illness, summarizing the patient’s answers to ensure understanding of the patient’s viewpoints, and assessing the patient’s risk of suicide.
However, the MHP could improve on communication skills. Improving communication with the child or adolescent during initial encounters with providers could involve a process of introducing oneself, giving the patient time to respond, and gradually moving toward establishing the context of the interaction (Srinath et al., 2019). Also, Srinath et al. (2019) advised using simplistic terms to acknowledge the child’s perception of the situation and build a shared understanding, improving therapeutic outcomes in the long run. The video did not capture the SW introducing themself to the patient. Also, the SW failed to elaborate questions and terms to Tony. For instance, she asked, “How has your mood been lately? Have you been crying a lot? Have you been feeling hopeless, edgy?” The patient had to request clarification, and at times, he did not respond to the SW. The SW failed to recognize or acknowledge the patient’s silence or hesitation to provide answers to questions most of the time. Instead, the SW proceeded with the interview and provided clarification upon the patient’s request. Also, the SW did not address any confidentiality issues. Confidentiality is a concern for adolescents (Saddock & Saddock, 2015). According to Saddock and Saddock (2015), providing adolescents with a safe, confidential, nonjudgmental place could improve good rapport and allow patients to confide sensitive and challenging topics to the provider. Hence, the SW could fail to capture essential information due to failure to convey a sense of confidentiality and ensuring the patient’s understanding of interview questions.
Compelling Concerns
At this point in the clinical interview, some compelling concerns would be to inquire about Tony’s home life, relationships with parents and peers, stressors, and social support. Adolescents could feel expectations from family and peers too high, leading to feelings of stress, hopelessness, and suicide risks (Farley, 2020). Tony reported getting angry and feeling like fighting someone, which the SW mentioned following up. Also, the need to follow up on Tony’s report of suicide intent is crucial, which the SW explored more towards the video’s end.
Additional Questions
Other questions would pertain to Tony’s emotional, behavioral, and developmental problems during childhood. Srinath et al. (2019) recommended an understanding and grasp of child development and childhood mental health disorders when assessing children and adolescents for psychiatric presentations or evaluation contexts. Hence ascertaining the presence of developmental problems could help make a diagnosis and plan management. Also, questions about Tony’s previous successful coping skills to manage stress, anger issues, and overall wellbeing could help the provider plan therapeutic interventions.
Importance of a thorough psychiatric assessment of a child/adolescent
A thorough psychiatric assessment is a vital step in developing a plan to deliver the best patient care. When conducting a comprehensive psychiatric review involving children or adolescents, Wheeler (2014) recommended gathering information not only from the child but from other sources, including family members, school counselors, teachers, and caregivers. The information obtained includes data such as a history of present illness, past psychiatric history, substance use or abuse, past medical history, family history, developmental and social history, which are essential to establish the treatment plan (Saddock & Saddock, 2015). Besides, conducting a well-detailed interview during the assessment could establish trust between the practitioner and the child or the child’s caregiver (Saddock & Saddock, 2015). Hence, a child or adolescent’s comprehensive assessment could guide proper diagnosis and treatment of their mental illness.
Two Different Symptom Rating Scales for a Psychiatric assessment of a child/adolescent
Many rating scales could help screen psychiatric disorders in children or adolescents. The General Anxiety Disorder-7 (GAD-7), used for age 12 and above, represents one of the most frequently used diagnostic self-report scales for screening, diagnosis, and severity assessment of anxiety disorder (Jordan et al., 2017). GAD-7 consists of seven questions to measure or assess GAD severity. Each item asks the individual to rate the severity of their symptoms over the past two weeks. Response options include “not at all,” “several days,” “more than half the days,” and “nearly every day.”
Another rating scale, the Severity Measure for Depression—Child Age 11–17 (adapted from PHQ-9 modified for Adolescents [PHQ-A]), ) is a 9-item measure that assesses the severity of depressive disorders and episodes (or clinically significant symptoms of
depressive disorders and episodes) in children ages 11–17 (Nandakumar et al., 2019). According to Nandakumar et al. (2018), the child’s measure is completed before visiting the clinician. Each item asks the child to rate the severity of their depression symptoms during the past seven days.
Two Psychiatric Treatment Options for Children and Adolescents not Used with Adults
Many psychiatric treatment options are available for children and adolescents that may not be used when treating adults. According to Riedinger et al. (2017), psychological therapy with children can include talking, playing, or other activities to help the child express feelings and thoughts. Other options for children and adolescents include parent-focused approaches involving parents speak with the therapist about the child’s behavior and emotions. Therapists would observe parents and children together or the child in a one-on-one session and suggest finding different ways to react.
Roles of Parents or Guardians in Assessment
Parents or guardians play a pivotal role in the diagnosis and management of children and adolescents. Careful clinical interviews of informants are usually the best method to aid clinical decision-making (Srinath et al., 2019). According to Srinath et al. (2019), given that children should be evaluated and managed in the context of their caregiving environment, parents or guardians and the extended family represent important informants and an integral part of the treatment plan. Hence, obtaining a narrative account of the child’s or adolescent’s clinical history from both parents is crucial to guide effective diagnosis and treatment plan for the child and adolescent client.
Conclusion
In conclusion, the MHP in the video did very well by engaging the client through the video. However, effective communication could improve therapeutic alliance and outcomes. Finally, MPHs must tailor screening tools and treatment approaches to pediatric patients for optimal patient outcomes.
References
Danielson, M., Månsdotter, A., Fransson, E., Dalsgaard, S., & Larsson, J.-O. (2019). Clinicians’ attitudes toward standardized assessment and diagnosis within child and adolescent psychiatry. Child and Adolescent Psychiatry and Mental Health, 13(1), 42–43. https://doi-org.ezp.waldenulibrary.org/10.1186/s13034-019-0269-0
Farley, H. R. (2020). Assessing mental health in vulnerable adolescents. Nursing, 50(10), 48–53. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NURSE.0000697168.39814.93
Jordan, P., Shedden-Mora, M., & Löwe, B. (2017). Psychometric analysis of the Generalized Anxiety Disorder scale (GAD-7) in primary care using modern item response theory. PLoS ONE, 12(8), e0182162. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0182162
Nandakumar, A. L., Vande Voort, J. L., Nakonezny, P. A., Orth, S. S., Romanowicz, M., Sonmez, A. I., Ward, J. A., Rackley, S. J., Huxsahl, J. E., & Croarkin, P. E. (2019). Psychometric properties of the Patient Health Questionnaire-9 modified for major depressive disorder in adolescents. Journal of Child and Adolescent Psychopharmacology, 29(1), 34–40. https://doi-org.ezp.waldenulibrary.org/10.1089/cap.2018.0112
Riedinger, V., Pinquart, M., & Teubert, D. (2017). Effects of systemic therapy on mental health of children and adolescents: A Meta-analysis. Journal of Clinical Child & Adolescent Psychology, 46(6), 880–894. https://doi-org.ezp.waldenulibrary.org/10.1080/15374416.2015.1063427
Saddock, B. J., & Saddock, V. A. (2015). Kaplan & Saddock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian journal of psychiatry, 61(2), 158–175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
Wheeler, K. eds. (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company
wk1.DB1.article 1.pdfwk1.DB1.article 2.pdfwk1.DB1.article 3.pdfwk1.DB1.article 4.pdfwk1.DB1.article 5.pdfwk1.DB1.article 6.pdf
