Posted: March 18th, 2023

Psychiatric disorders are common among children and adolescents

Use Diagnostic Tool for psychiatric diagnosis
Write a 4-5 page paper describing use of a specific screening tool.
Your writing Assignment should:
• follow the conventions of Standard English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• be a minimum of 4 pages in length, not including cover or reference page;
• display superior content, organization, style, and mechanics; and;
• use APA formatting and citation style.
To view the Grading Rubric for this assignment, please visit the Grading Rubrics section of the Course Resources.
Submit your assignment to the unit Dropbox before midnight on the last day of the unit.
Discuss what diagnosis you are using the tool for, how to score the tool and support use of the tool with evidence and rationale. Next develop a treatment plan for the patient based on your findings in the diagnostic test and interpretation.
Sections should include:
• Introduction to diagnostic tool
• Discussion of Tool: why it is used, how, and for what diagnosis
• Discussion of Interpretation of Scoring for the Tool
• Treatment Plan for patients with positive results from the tool, include, non-pharmacological and pharmacological approaches, patient education, additional testing required, and follow-up as needed.
• Conclusion

Unit- 8- Journal-1

Instrument/Tool criteria:
For each assessment tool you select, you will identify an instrument and do the following:
• Identify a scholarly, peer-reviewed article that addresses the use of the instrument.
• Discuss if the instrument is appropriate for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.
• Describe whether the instrument can be used to measure patient response to therapy/treatment.
• Discuss the psychometrics/scoring of the instrument, including reliability and validity.
• Discuss any limitations associated with the use of the instrument.
Instruments/Tools for diagnosis of (one instrument/tool for each diagnosis):
• ADHD (children)
• Depression in children and adolescents
Use the Journal Template Assessment Tool Template to complete the journal assignment. Your information can be in bulleted format or just a couple sentences for each criterion listed. However, you must use APA citations and references at the end. You are NOT required to write this in a paper format. Turn in one document for each of this week’s topics.
ALL criteria must be present to receive credit.
You may refer to the Assessment Instruments Student Example (Word) to assist you in preparing this assignment.
Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

Unite-8 journal -2

This week’s reflective journal assignment will allow you to investigate areas for clinical preparation in psychiatric mental health. The reflective journal should abide by APA writing standards, include a minimum of one reference in APA format, and be a minimum of 250 words.
Review the Mnemonics in Psychiatric Mental Health Care article:
• Caplan, J. P., MD., & Stern, T. A., MD. (n.d.). Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis (Links to an external site.). Current Psychiatry, 7(10), 27-33. http://mcmasterpa.weebly.com/uploads/1/2/7/3/12737575/0710cp_article2.pdf
Write a brief summary of how you will utilize these menuemonic tools in practice. Are there any others you have used in your nursing career in the past that you still recall? What other tips are helpful to you in clinical practice to retain information?
Tip: Choose one to memorize and implement it into practice each week for the remainder of the term. Create a memory notecard with the mnemonic information on one side and the NAME on the other to help you recall them.
Example: DIGFAST; Distractibility, Indiscretions, Grandiosity, Flight of Ideas, Activity Increase, Sleep deficits, Talkative
To view the Grading Rubric for this assignment, please visit the Grading Rubrics section of the Course Resources.
Submit your assignment to the unit Dropbox before midnight on the last day of the unit.

______________________

Psychiatric disorders are common among children and adolescents, and it is essential to screen and diagnose them early to initiate prompt treatment. The use of diagnostic tools in the field of psychiatry is critical to assess, diagnose, and treat psychiatric disorders effectively. In this paper, we will discuss the use of two specific diagnostic tools, namely, the Vanderbilt Assessment Scale for Attention-Deficit/Hyperactivity Disorder (ADHD) and the Children’s Depression Rating Scale (CDRS), to diagnose ADHD and depression in children and adolescents, respectively. We will also provide a treatment plan for patients with positive results from the tools.

Discussion of Diagnostic Tools

Vanderbilt Assessment Scale for ADHD
The Vanderbilt Assessment Scale is a diagnostic tool used to evaluate ADHD in children aged 6-12 years. The assessment scale consists of a parent questionnaire, a teacher questionnaire, and a scoring system. The parent and teacher questionnaires assess the child’s behavior and functioning in different settings, while the scoring system rates the symptoms and severity of ADHD. The Vanderbilt Assessment Scale is a reliable and valid tool for diagnosing ADHD in children and has been widely used in clinical and research settings (Wolraich et al., 2019).

Children’s Depression Rating Scale (CDRS)
The CDRS is a diagnostic tool used to assess depression in children and adolescents aged 6-17 years. The CDRS is a structured interview that evaluates the severity of depression symptoms, such as low mood, anhedonia, and irritability. The CDRS is scored based on the frequency and severity of each symptom, with higher scores indicating more severe depression. The CDRS is a reliable and valid tool for diagnosing depression in children and has been used in clinical and research settings (Poznanski & Mokros, 1996).

Discussion of Interpretation of Scoring for the Tools

Vanderbilt Assessment Scale for ADHD
The Vanderbilt Assessment Scale uses a scoring system to rate the symptoms and severity of ADHD. The scoring system ranges from 0 to 3, with 0 indicating that the symptom is not present, and 3 indicating that the symptom is present to a severe degree. The total score is calculated by adding the scores for each symptom, with higher scores indicating more severe ADHD. A total score of 18 or higher is considered positive for ADHD (Wolraich et al., 2019).

Children’s Depression Rating Scale (CDRS)
The CDRS uses a scoring system to rate the severity of depression symptoms. The scoring system ranges from 1 to 7, with higher scores indicating more severe depression. The total score is calculated by adding the scores for each symptom, with higher scores indicating more severe depression. A total score of 40 or higher is considered positive for depression (Poznanski & Mokros, 1996).

Treatment Plan

Vanderbilt Assessment Scale for ADHD
Non-pharmacological approaches for treating ADHD include behavioral therapy, parent training, and classroom accommodations. Behavioral therapy includes parent-child interaction therapy, which focuses on improving the parent-child relationship and communication skills. Parent training involves teaching parents behavior management techniques and positive reinforcement strategies to manage their child’s behavior. Classroom accommodations include providing extra time for assignments, allowing breaks, and minimizing distractions (American Academy of Pediatrics, 2019).

Pharmacological approaches for treating ADHD include stimulant and non-stimulant medications. Stimulant medications, such as methylphenidate and dextroamphetamine, are the first-line treatment for ADHD and have been shown to be effective in improving symptoms. Non-stimulant medications, such as atomoxetine and guanfacine, may be used if the child cannot tolerate stimulant medications or if there is comorbid anxiety or tic disorder (