Child And Adolescent Behavioral Health Final Examination

Schools need to educate parents and children about mental health and illness. According to an article published by the Association for Children’s Mental Health, “1 in 5 children and youth have a diagnosable emotional, behavioral or mental health disorder and 1 in 10 young people have a mental health challenge that is severe enough to impair how they function at home, school or in the community” (Problems at School). Schools could hold educational meetings on mental health to inform and aid parents and children to determine when they need to address mental health. Additionally, incorporating a stronger mental health aspect in the state required health

Child and Adolescent Mental Health Service (CAMHS) is the organisational unit that works for safeguarding of children and young people. This institution is striving on providing all kinds of medical and social services in order to help children and young people. As per the CAMHS, the mental health issues includes minor emotional imbalance like feeling sad to extreme situation like hurting yourself. However, there are a list of mental health issues that are faced by children and young people in our society these days such as feeling sad or disliking their current place or surroundings, hurting own self or intention to do so, feeling scared and anxious, having eating disorder, facing problems in talking and sleeping, hallucinating and having

158-159). “In reviewing the literature, the focus was on identifying the impact of parental mental health, the associated risks, the difficulties with the interface working, and proposed solutions” (Duffy et al., 2010, p. 159). Some of concerns expressed for the program to be effective were how mental health and child care services work together, communication between the two, role clarity, and the outcome hoped to be achieved by the development of this program was to provide holistic interventions which could not be provided by just one agency, earlier intervention which was more effective, to decrease staff stress, and to obtain a better outcome for the families involved (Duffy et al.,

Wellness Recovery Action Plans are effective for adolescents who have experienced emotional difficulties from mental illnesses. Wellness recovery action plans (WRAP), is a prevention and wellness process that anyone can use because it is self-designed. It is used to initiate recovery, these are ways for people who are trying to overcome mental health issues and fulfill their lifelong dreams and goals (Copeland, 2012). WRAP is an evidence based practice that is used extensively by adolescents in all kinds of circumstances. Health care professionals utilize this practice to address adolescent’s mental health issues. There has been a rapid growth in using this intervention in the U.S., the results have contributed to the evidence base for peer-led

Snowball sampling through the PCPs identified 8 sites meeting the inclusion criteria. The sites then identified patients with mental illness and family members who were willing to talk to researchers. The sample size was 44 which included a combination of patients and family members. A semi-structured interview process performed during group discussions were recorded, transcribed and analyzed by mental health professionals for coherent themes (Robinson et al, 2012). Five main themes were identified which included a perception of community stigma related to mental illness, physical limitations such as distance and cost affect access to care, perceived inadequate care solutions, unresolved coordination of care, and reliance on family to aid in and deliver mental health care (Robinson et al, 2012).

Families are often the main support system for people affected by mental illness. If a

There has been an increasing focus on improving the quality of mental health care provided to youths and their families (Kerig & Lindahl, 2001). Many different observational coding systems are being implemented in school settings, as well as in clinical research, to naturalistically capture the specific behaviors within mental health services. Observational coding systems can vary in their content and methodology. The ultimate goal is to better understand how adults and parents can help children achieve developmental success in family life and in school settings, in order to better prepare them for the future, and for health providers to improve care quality. In this review, I will outline several observational coding systems developed for mental health contexts that have been used in clinical research settings to illustrate the advantages and challenges of each. My discussion will include the following coding systems: Iowa Family Interaction Rating Scales (IFIRS), the Classroom Observation Code (COC), the School Observation Coding System (SOCS), EBP Concordant Care Assessment (ECCA), and Therapy Process Observational Coding System (TPOCS).

During the creation of the treatment plan, the clinician identified potential problems, recorded DSM-5 clinical impressions, and determined what mental health treatment steps could be taken to help stabilize this family. To ensure success, the treatment plan offers a logical flow of potential mental health treatment issues, identifies potential barriers, and provided possible strategies to mitigated these barriers. The treatment plan includes specific measurable qualitative and quantitative objective outcomes over a year-long treatment. Although success requires the involvement of other professionals, the focus of the treatment plan is on the work of the clinician with the family and only non-specific suggestions for outside support are listed. Had the case provided more details about the family’s residence, increased details about community resources might have been added (like the contact information for the Health Center, a Big-Brother organization, a single-parent support group, a subsided day-care resource, etc.).

Define: Family engagement and retention by families with children with mental health, social, and behavioral issues does improve the outcome for the child according to Herman, Borden, Hsu, Schultz, Ma, Brooks and Reinke, 2011. Authors Ellis, Lindsey, Barker, Boxmeyer and Lochman, 2013 defined intervention engagement as, “client attendance, involvement, buy-in, full participation, active participation, and commitment to intervention efforts are all terms that have been used interchangeably to describe intervention engagement.” They continue to explain how construct of intervention engagement suffers from “a lack of a clear definition, consistent operationalization, and theoretical conceptualization across studies.” Several articles eluded to no clear definition but a report by The F.O.R.C.E. Society for Kids’ Mental Health from April 2009 the New York State Council on Children and Families, 2008 defined Family engagement as, “any role of activity that enables families to have direct and meaningful input into and influence on systems, policies, programs, or practices affecting services for children and families.” The F.O.R.C.E report also explained engagement as involvement as well as a commitment. However, obtaining and maintaining family engagement is often met with barriers as well according to Herman, et. al, 2011.

In a study conducted by Zack et al. (2015), the role of alliance was examined within an adolescent residential treatment center to determine how it would affect treatment outcomes. 100 adolescents ranging in age from 11-17 were administered pretreatment self-reports measuring symptoms and functioning at time of admission using the Treatment Outcome Package. This is a 58 item checklist, examining symptoms within attention, depression, conduct, interpersonal functioning, psychosis, school, panic, suicidality, violence/temper, and sleep. Additionally, the Inventory of Parent and Peer Attachment was used to determine their security of attachment to both their caregiver and peers; as well as the Working Alliance Inventory- Short Form to assess the relationship with the clinician based on agreement of goals, agreement on how to achieve goals, and affective relationship. To assist in valid results, the clinicians were not aware of the results during the study. Treatment consisted of rational emotive behavioral therapy, in conjunction with group counseling, recreational and vocational life skills training, and family systems therapy. All assessments were administered in two week intervals throughout the three months of treatment. Results concluded that a stronger alliance was associated with greater reduction of symptoms at the end of treatment; as

Family-Based Treatment (FBT), implements the plan for the entire family to be present in treatment sessions. In comparison, Parent-Focused Treatment (PFT), demands that the adolescent in treatment attends a brief meeting with a nurse prior to the session with their parents to measure their weight, share information with one another, assess medical stability, and support for the adolescent. This study compared the efficiency of FBT and PFT while forming the path to remission for the adolescent with AN in an inpatient facility. Findings in this study support the hypothesis, that predicted that PFT would lead FBT on rates to remission by the end of treatment. This would follow up findings in the Dimitropoulos and Freeman (2015) study, implying

Moretti and Obsuth (2009) recommended that “the connection program may serve as an effective component of a large treatment package” (p.1356). The author implied that further treatments on children and adolescents were definitely needed because they were the people who had mental illness, not their parents. Both articles indicated that poor parenting methods such as threat, denunciation, and even physical maltreatments were one major reason to cause children’s mental problems. However, the Connect program never indicated that parents with these inappropriate behaviors could also be the patients of mental disorders. It was absolutely necessary to employ more treatments on children and adolescents if their conditions were extremely severe, as the authors advocated. However, it was also important to realize that some parents also needed to be treated in a serious way, because their brutal parenting styles were unlikely to be eliminated completely with few intervention

The purpose of this paper is to share and assess the experiences a family endured when caring for their 13 year old daughter who was diagnosed with OCD, bipolar 1, anxiety and panic disorders. The family consisted of a mother, a father, 5 daughters (ages of 14, 13, 9, 7, and 5), and one son (11). The mother came in for an interview and gave us information regarding family background, how her daughter’s illness progressed, treatment options, and how they are coping with her illness today. Recovery is a collaborative effort; no one can ever do it alone. Which is why as nurses we must remember that caring for a patient with a mental illness affects the entire family. It is our duty to ensure that everyone is getting the support and care that they need throughout the entire treatment process.

Children with mentally ill parents have a hard time coping up with their environment. Their parents are not involved in their life as much as children’s with mentally healthy parents, instead children with mentally ill parents are the one who make an effort to support their parents both physically and emotionally such as: cleaning the house, and listening to their parent’s

The second study to be addressed pertains to the likeliness of the program to decrease risky sexual behaviors in adolescents. This study tries to assess the effectiveness of the program in decreasing reports of participants having sex, unprotected sex and underage pregnancies after the completion of the program. The participants in this study were, on majority, 9th graders from different schools across the world. The criteria for selecting the schools was their curriculum, location, scheduling, and school size. Out of the 28 institutions chosen, half of them were assigned for comparison and the other half was to apply the program. Participants were divided into two different cohorts for the sake of organization. Within the cohorts, there