PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS
Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.
For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
· By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
· Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
THE 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. Although you are not required to respond to colleagues, collegial discussion is welcome.
LEARNING RESOURCES
Required Readings
· 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”
· CriteriaRatingsPts
· 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
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### Blog Post: Understanding Anxiety Disorders in Children and Adolescents
**Introduction:**
Anxiety disorders are among the most common mental health conditions affecting children and adolescents. These disorders can significantly impact a young person’s daily life, making it essential for caregivers to understand the signs, symptoms, and available treatments. This blog post aims to provide clear and concise information to help you recognize and manage anxiety disorders in your child or adolescent.
**Signs and Symptoms:**
Anxiety disorders can manifest in various ways, and the symptoms might differ from one child to another. Common signs to look out for include:
– **Excessive Worrying:** Children with anxiety disorders often worry excessively about everyday situations, school, or social interactions.
– **Physical Symptoms:** These can include headaches, stomachaches, rapid heartbeat, sweating, or trembling.
– **Avoidance Behaviors:** Your child may avoid certain places, activities, or social situations due to fear or anxiety.
– **Sleep Problems:** Difficulty falling or staying asleep, or having frequent nightmares.
– **Irritability and Restlessness:** Anxious children may appear more irritable or restless than usual.
– **Difficulty Concentrating:** Anxiety can make it hard for children to focus on tasks or schoolwork.
**Pharmacological Treatments:**
Medications can be an effective part of the treatment plan for anxiety disorders. Commonly prescribed medications include:
– **Selective Serotonin Reuptake Inhibitors (SSRIs):** These medications help balance chemicals in the brain that affect mood and anxiety. Examples include fluoxetine (Prozac) and sertraline (Zoloft).
– **Benzodiazepines:** These are typically used for short-term relief of severe anxiety symptoms. Examples include clonazepam (Klonopin) and lorazepam (Ativan).
**Nonpharmacological Treatments:**
In addition to medications, several nonpharmacological treatments can help manage anxiety disorders:
– **Cognitive Behavioral Therapy (CBT):** This is a type of talk therapy that helps children identify and change negative thought patterns and behaviors.
– **Mindfulness and Relaxation Techniques:** Practices such as deep breathing, meditation, and yoga can help reduce anxiety symptoms.
– **Behavioral Interventions:** These can include gradual exposure to feared situations and positive reinforcement for facing anxiety-provoking scenarios.
**Community Resources and Referrals:**
Connecting with community resources can provide additional support for managing anxiety disorders. Here are some options:
– **School Counseling Services:** Many schools offer counseling services to help students cope with anxiety and other mental health issues.
– **Support Groups:** Joining a support group can provide a sense of community and shared experiences for both children and their caregivers.
– **Mental Health Clinics:** Local mental health clinics often provide comprehensive services, including therapy and medication management.
– **Online Resources:** Websites like the Anxiety and Depression Association of America (ADAA) offer valuable information and resources for managing anxiety disorders.
**Conclusion:**
Understanding anxiety disorders in children and adolescents is crucial for providing effective support and treatment. By recognizing the signs and symptoms, exploring both pharmacological and nonpharmacological treatments, and utilizing community resources, you can help your child manage their anxiety and lead a healthier, happier life.
**References:**
Hilt, R. J., & Nussbaum, A. M. (2016). *DSM-5 pocket guide for child and adolescent mental health*. American Psychiatric Association Publishing.
Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). *The patient education materials assessment tool (PEMAT) and user’s guide*. Agency for Healthcare Research and Quality. [PEMAT Guide](https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf)
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.
The post Understanding Anxiety Disorders in Children and Adolescents: A Guide for Caregivers appeared first on Destiny Papers.
