Chat with us, powered by LiveChat Research signs and symptoms for the diagnosis (Major Depressive Disorder), pharmacological treatments, non-pharmacological treatments, and appropriate community resources a - Writeedu

Research signs and symptoms for the diagnosis (Major Depressive Disorder), pharmacological treatments, non-pharmacological treatments, and appropriate community resources a

  

Research signs and symptoms for the diagnosis (Major Depressive Disorder), pharmacological treatments, non-pharmacological treatments, and appropriate community resources and referrals.

MAIN ASSIGNMENT

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals. 

Reading Resources

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.

Chapter 3, “Common Clinical Concerns”

Chapter 7, “A Brief Version of DSM-5"

Chapter 8, “A stepwise approach to Differential Diagnosis”

Chapter 10, “Selected DSM-5 Assessment Measures”

Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guideLinks to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.

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.

Chapter 60, “Anxiety Disorders”

Chapter 61, “Obsessive Compulsive Disorder”

Chapter 62, “Bipolar Disorder in Childhood”

Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorderLinks to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.

Mood Disorders Association of BC. (2014, November 20). Children in depressionLinks to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.

Psych Hub Education. (2020, January 7). LGBTQ youthLinks to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication  Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents. 

Bipolar depression Bipolar disorder

lurasidone (age 10–17)

olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17)

asenapine  (for mania or mixed episodes, age 10–17)

lithium (for mania, age 12–17)

olanzapine (age 13–17)

quetiapine (age 10–17)

risperidone (age 10–17)

  

Generalized anxiety disorder Depression

duloxetine (age 7–17) escitalopram (age 12–17)

fluoxetine (age 8–17)

  

Obsessive-compulsive disorder

clomipramine (age 10–17)

fluoxetine (age 7–17)

fluvoxamine (age 8–17)

sertraline (age 6–17)

NRNP WK5 ASSGN -Major Depressive Disorder

Research signs and symptoms for the diagnosis (Major Depressive Disorder), pharmacological treatments, non-pharmacological treatments, and appropriate community resources and referrals.

MAIN ASSIGNMENT

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

Learning Resources

Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeIn a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.

30 to >26.0 pts

Excellent

The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

30 pts

This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

30 to >26.0 pts

Excellent

The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

30 pts

This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.

25 to >22.0 pts

Excellent

The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

22 to >19.0 pts

Good

The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

19 to >17.0 pts

Fair

The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

17 to >0 pts

Poor

The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

25 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.5 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

Contains several (three or four) grammar, spelling, and punctuation errors

3 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors

5 pts

Total Points: 100

Reading Resources

Hilt, R. J., & Nussbaum, A. M. (2016).  DSM-5 pocket guide for child and adolescent mental health Links to an external site. . American Psychiatric Association Publishing.

Chapter 3, “Common Clinical Concerns”

Chapter 7, “A Brief Version of DSM-5"

Chapter 8, “A stepwise approach to Differential Diagnosis”

Chapter 10, “Selected DSM-5 Assessment Measures”

Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014).  The patient education materials assessment tool (PEMAT) and user’s guide Links to an external site. . Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.

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.

Chapter 60, “Anxiety Disorders”

Chapter 61, “Obsessive Compulsive Disorder”

Chapter 62, “Bipolar Disorder in Childhood”

Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

Center for Rural Health. (2020, May 18).  Disruptive mood dysregulation disorder & childhood bipolar disorder Links to an external site.  [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.

Mood Disorders Association of BC. (2014, November 20).  Children in depression Links to an external site.  [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.

Psych Hub Education. (2020, January 7).  LGBTQ youthLinks to an external site. : Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication  Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents. 

Bipolar depression

Bipolar disorder

lurasidone (age 10–17) olanzapine-fluoxetine combination (age 10–17) 

aripiprazole (age 10–17) asenapine  (for mania or mixed episodes, age 10–17) lithium (for mania, age 12–17) olanzapine (age 13–17) quetiapine (age 10–17) risperidone (age 10–17)

  

Generalized anxiety disorder

Depression

duloxetine (age 7–17)

escitalopram (age 12–17) fluoxetine (age 8–17)

  

Obsessive-compulsive disorder

clomipramine (age 10–17) fluoxetine (age 7–17) fluvoxamine (age 8–17) sertraline (age 6–17)

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