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 

To Prepare

· Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.

· Review the case study assigned by your Instructor for this Assignment.

· Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.

· Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

· Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.

· Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.

Case Study 1:

Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following:

· Atenolol 12.5 mg daily

· Doxazosin 8 mg daily

· Hydralazine 10 mg qid

· Sertraline 25 mg daily

· Simvastatin 80 mg daily

Case Study 2:

Patient HM has a history of atrial fibrillation and a transient ischemic attack (TIA). The patient has been diagnosed with type 2 diabetes, hypertension, hyperlipidemia and ischemic heart disease. Drugs currently prescribed include the following:

· Warfarin 5 mg daily MWF and 2.5 mg daily T, TH, Sat, Sun

· Aspirin 81 mg daily

· Metformin 1000 mg po bid

· Glyburide 10 mg bid

· Atenolol 100 mg po daily

· Motrin 200 mg 1–3 tablets every 6 hours as needed for pain

Case Study 3:

Patient CB has a history of strokes. The patient has been diagnosed with type 2 diabetes, hypertension, and hyperlipidemia. Drugs currently prescribed include the following:

· Glipizide 10 mg po daily

· HCTZ 25 mg daily

· Atenolol 25 mg po daily

· Hydralazine 25 mg qid

· Simvastatin 80 mg daily

· Verapamil 180 mg CD daily

Your final course project is now due. This paper will include all of the components you have developed over the course, and it should also include changes suggested by your instructor. Proofreading and formatting are essential prior to submission.

The requirements for your Project include the following:

• Must be 6-8 pages.
• Must include an introductory paragraph that describes the entire project.
• The project must have all of the following: identification of the alteration in health (disease), the role nutrition plays in the prevention of this disease, its etiology, progression, treatment, recommended diet, type of nursing assessment and nursing interventions needed with regard to nutrition, outline of what should be included in client education and two strategies to help ensure adherence (overcome barriers) to the recommended diet.
• Must have a title page and an APA Editorial formatted Reference page with at least three scholarly peer reviewed references. There must also be appropriate APA Editorial formatted in-text citations.

By the due date assigned write a 2-3-page paper addressing the sections below of the research proposal.

Introduction

• Background and Significance of the Problem
• Statement of the Problem and Purpose of the Study

Research Questions, Hypothesis, and Variables with Operational Definitions

• Research Question
• Hypothesis: Research and Null
• Identifying and Defining Study Variables
• Operationalize Variables

Write an introductory paragraph that discusses the elements from your outline that will be covered in your course project paper. Be sure to use correct grammar and spelling. In your introductory paragraph:

• Identify the topic you have selected.
• Discuss why the topic you have selected is important to you and to the industry.
• Explain what will be discussed in your paper.
• Create a reference list, following APA formatting, with at least three different resources related to your selected topic, that you will use when writing your course project paper