Children With Mental Illness: A Case Study

It is an important part of a practitioner’s job to observe and assess children in order to establish where a child is at with regards to their development, health and well being and if they require extra support. The factors that need to be taken into account when assessing development are:

Our Life-span Development class observed a child in class for his social, emotional, cognitive, and physical development on October 2nd, 2017. The child observed for this report was almost seven months old at the time of the observation. His name is Maddox and he seems to be a very happy baby and developing at a normal rate. He was observed in classroom 1143 on Dordt College’s campus. His mother gave consent for this observation and both his mother and grandmother were present for the observation and answered questions about his behavior and development outside of what was observed in the classroom.

Ian is a 5 year old Caucasian male that exhibits average verbal skills, average cognitive skills, and appeared to be of average height and weight. When entering his assessment, it was noted that his clothing did not match, his hair was unkempt and his mother seemed frazzled at best.

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

|Parent conferences, professional counseling, verbal redirection, medications, student one-on-one counseling, intervention plan from team, in/out-of-school |

Children’s development may not follow the expected pattern due to a range of personal and external factors. This could be due to disability, long-term illness, life-threatening illness, environment, friends, family, etc.

When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk. When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic,

This article is about how using standards and assessments do not fully measure the educational quality of the students. It also suggests that the standardized assessments promise something that is not possible with all students. It is important to keep the standardized assessments simple and not go to deep into each subject.

As an Early childhood, Educator. I am required to administer a developmental screening to all students within 45 calendar of enrollment. When I was doing my observation for the course ECE 221. I could see in the pre-school class, how the teacher was assessing, a three-year-old child using” The Early Screening Inventory-Revised”. To start with this assessment,

My experience connects to my understanding and knowledge of young children’s characteristics and needs, observing them carefully, analyzing and comparing their actions, perspectives, and thinking with the AZ Infant and Toddler development Guidelines, Dr. Brazelton developmental touchpoints, and from the Text of Child Development class.

Berk, L. E. (2012). Infants, Children, and Adolescents (7th ed.). Boston, MA: Pearson Education, Inc.

Children with mentally ill parents often have a mental illness of their own. Typically when the term “mental illness” is used, many people believe it to be schizophrenia, multiple personality disorder, or severe bipolar disorder; a mental illness can be depression or something as simple as anxiety. Children who have ill parents, especially if they are in and out of psychiatric hospitals, “find it difficult to cope because they do not have the maturity and coping tools to deal with certain complex situations.” (Byrne). An unstable relationship between child and parent(s) can lead to many issues with the child, such as high anxiety levels. Children with high anxiety levels often “find it difficult to concentrate on a task or school work due to their anxiety.”

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

Case conceptualization explains the nature of a client’s problem and how they develop such problem ( Hersen, & Porzelius, p.3, 2002) In counseling, assessment is viewed as a systematic gathering of information to address a client’s presenting concerns effectively. The assessment practice provides diagnostic formulation and counseling plans, and aids to identify assets that could help the client cope better with concern that they are current. Assessment is present as a guide for treatment and support in the “evaluation process. Although many methods can be employed to promote a thorough assessment, no one method should be used by itself” (Erford, 2010, p.269-270). Eventually, it is the counselor's job to gain adequate

Becoming acquainted with a potential client’s history, personality and present concerns is necessary in forming a foundation for counseling interventions. This information gathering phase is referred to as assessment (Mears, 2010). While some mental health professionals will use an interview as their primary assessment tool, others will utilize testing