Behavioral/Mental Health Conditions Flashcards

1. Identify assessments for the child with behavioral and mental health conditions. 2. Identify interventions for the child with behavioral and mental health conditions. 3. Discuss principles of safety for children with behavioral and mental health conditions.

You may prefer our related Brainscape-certified flashcards:
1
Q

Which of the following is accurate concerning adverse childhood experiences (ACES)?

a. The greater the number of ACES, the greater the risk of negative outcomes.
b. ACES that begin during the adolescent eyars have the greatest impact on health.
c. There is no difference in the experience of ACES among different ethnicities.
d. Although no physical health alterations have been associated with experiencing multiple ACES, many psychosocial effects have been linked.

A

a

The greater the number of ACES, the greater the risk of negative outcomes. ACES experienced chronically throughout childhood lead to toxic stress that can have a negative impact on physical as well as psychologicla health. Children of different races and ethnicities do not experience ACES equally.

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2
Q

Which ACES are most common among all races and ethnicities?

a. Emotional and physical abuse
b. Emotional and physical neglect
c. Parental separation and economic hardship
d. Substance misuse and metal illess

A

c

Parental separation and economic hardship are the most commonly experienced ACES.

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3
Q

Which of the following is accurate concerning human trafficking?

a. Women and children of both sexes are the primary victims.
b. Victims are more commonly from rural areas with limited access to urban resources.
c. The majority of victims have limited interaction with healthcare professionals.
d. It is one of the fastest growing industries in the world.

A

d

Human trafficking is one of the fastest growing industries in the world as it is highly profitable. Females in all age groups comprise most victims. Victims are commonly from urban areas with access to highways and waterways. Most victims have sought care from healthcare professionals while being trafficked.

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4
Q

A 14-year-old female has been brought into the emergency department after experiencing syncopal episodes. The child does not speak English but is accompanied by an adult claiming to be the guardian who is fluent in the child’s langugage and English. Which of the following is the best approach in caring for this child?

a. Have the guardian serve as an interpreter.
b. Use an interpreter to interview the child away from the guardian.
c. Use an interpreter to interview the child and guardian.
d. Speak slowly to the child to determine the child’s language abilities.

A

b

A child who does not speak English but is accompanied by an adult of different ethnicity who communicates for the child, may be a victim of human trafficking. Using an interpreter to interview the child away from the adult may result in the child sharing more information.

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5
Q

Which of the following raises the most concern for human trafficking?

a. A 16-year-old child with a tattoo of a current musical artist.
b. A 14-year-old child carrying her passport in her backpack.
c. A child accompanied by an adult who is inattentive and sleeping on the day bed.
d. A 17-year-old child with monogrammed initials tattooed on the ankle.

A

d

Although all factors need to be considered, having initials tattooed can be a form of branding and should be a red flag. Children who are victims of abuse often do not have access to items of identificationsuch as passports. Adults accompanying the vitims are usually attentive and do not leave the child alone.

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6
Q

A nurse providing information on trauma informed care begins the educational program by listing the principles of the approach. Which of the following is a principle to include?

a. Resuscitation
b. Safety
c. Paternalism
d. Prevention

A

b

Trauma informed care promotes a culture of safety, empowerment, and healing. Safety is one of the principles of the approach.

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7
Q

Which of the following children has the highest likelihood of developing resilience after exposure to trauma?

a. A child who attends a community youth group for children whose parents are incarcerated.
b. A child who is living in extreme poverty, who just earned an academic award.
c. A child who identifies as having a nurturing relationship with her father after her mother died from an intentional overdose of opioids.
d. A child who is leading a support group after witnessing a school shooting.

A

c

The presence of a nurturing adult is the strongest protective factor associated with developing resilience to childhood trauma.

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8
Q

What is resilience?

A

The presence of a nurturing adult is the strongest protective factor associated with developing resilience to childhood trauma.
The single most common protective experience seen in children that develop resilience is at least one stable and committed relationship with a parent, caregiver or other adult.
1. Focus on strengths/assets rather than deficits and risks of negative outcomes; try to succeed in the face of adversity.
2. Reduce risk factors while promoting protective factors.

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9
Q

Protective Factors

A

Are conditions that make one or more or less likely to engage in high-risk behaviors and deal with stressful conditions. These include:
* feeling connected to parents, peers, the school and community
* participating in extracurricular activities
* academic success
* self-confidence
* a sense or humor
* having respect for oneself, for others, and for the property of others
* coping and problem solving skills

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10
Q

A pediatric community health nurse is gathering data concerning violence by youth. Which of the following is accurate?

a. Self-inflicted injuries are included in the category of violence by youth.
b. Heterosexual youths are more likely to experience multiple forms of violence in comparison to sexual minority adolescents.
c. Children who are injured from fighting without the use of weapons are not included under the category of violence by youth.
d. Although youth violence is common, it rarely leads to death.

A

a

Self-inflicted injuries are included in the category of violence by youth. Sexual minority youth are more likely to experience violence. Fighting with or without weapons is categorized as violence by youth. Violence is a leading cause of death for youth.

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11
Q

A 3-year-old is admitted with a burn injury. Which of the following is typically associated with accidental burns?

a. A doughnut shaped burn to the buttocks.
b. A burn to one extremity with splash marks extending from distal to proximal.
c. A cigarette burn to the inner thigh.
d. A burn resembling a glove or a sock.

A

b

A burn that is isolated to one extremity with splash marks is typically associated with an accidental burn. Burn findings that include a glove, sock, or doughnut shaped markings are usually due to being forcibly held in hot water. While a cigarette burn may be accidental, one that is located to the inner thigh is suspicious of abuse.

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12
Q

A child is admitted with suspected Factitious Disorder Imposed on Another. To confirm the diagnosis, the nurse anticipates that the child’s diagnositc workup will include:

a. Coagulation factor analysis
b. CT of the head
c. Urine and blood toxicology screening
d. Skeletal survey

A

c

Factitious Disorder by Proxy involves fabricating or creating manifestations of illness in a child. A toxicology screen can potentially identify toxins administered to the child.

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13
Q

The pediatric nurse is caring for a child with suspected Factitious Disorder Imposed on Another. What characteristics are commonly displayed by the abusing parent?

a. Very demanding and uncooperative
b. Indifferent and uninvolved with the child
c. Nurturing to the child and cooperative with the staff
d. Friendly with the staff, but rarely present

A

c

In situations where Factitious Disorder by Proxy is present, the responsible parent typically appears nurturing and cooperative with the staff. The parent rarely leaves the child.

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14
Q

Which of the following is most often noted in a school aged child with anxiety?

a. Complains of a headache and stomachache.
b. Increased school performance due to social isolation.
c. Increaseed focus on one specific activity at the cost of other activities such as school.
d. Excessive time spent sleeping.

A

a

Children with anxiety often have somatic complaints such as headaches and stomachaches. Self-esteem and performance in school and other activities are usually decreased.

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15
Q

A 10-year-old female has been diagnosed with generalized anxiety disorder. The nurse recognizes that this will most likely be managed with:

a. Anti-anxiety medication
b. Cognitive therapy and anti-anxiety medication if needed
c. Allowing the child time to outgrow the behavior and reevaluating after puberty
d. Encouraging attendance at gorup therapy to promote the development of empathy toward peers

A

b

Generalized anxiety is managed with cognitive therapy by promoting self-esteem and teachingrelaxation techniques. Anti-anxiety medication is used, when necessary, in conjunction with cognitive therapy.

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16
Q

Which of the following is accurate concerning childhood depression?

a. Most cases of depression resolve with maturation.
b. A cause-and-effect relationship with stressors and manifestations of depression is more commonly seen in younger children.
c. Depressed children tend to blame others for negative events.
d. Manifestations of childhood depression are very similar to that seen in adult depression.

A

b

Young children commonly display a cause-and-effect relationship between stressors and manifestations of depression. Manifestations of depression in children are often different from those seen in adults and do not usually resolve with maturation. Depressed children tend to exhibit self-blame for negative events.

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17
Q

A care conference has been arranged for an 8-year-old child with depression. The child is not considered to be a suicide risk. The best management plan for this child is:

a. Individualized one on one outpatient counseling
b. Group counseling with children of various ages
c. Admission to the pediatric behavioral unit for in-patient counseling
d. Admission to the pediatric unit with a consult to the mental health team

A

a

The child with depression is best managed with individualized outpatient therapy. It is best to avoid removing the child from the home unless needed for safety.

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18
Q

Which of the following is true concerning non-suicidal self-injury?

a. There is an increased risk of completed suicides.
b. It is typically the result of a failed suicide attempt.
c. The behavior usually begins during early adolescence and increases throughout adulthood.
d. Injuries are usually in locations that are easily visible.

A

a

Children who participate in non-suicidal self-injury are at an increased risk of completed suicide. There is no intent of suicide associated with non-suicidal self-injury. The behavior begins during early adolescence but typically decreases during the adult years. Injuries such as cuts and burns are usually located in hidden but easily accessed areas.

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19
Q

Which of the following is the most common method of completed suicides among both male and female adolescents?

a. overdose of legal drugs
b. overdose of illegal drugs
c. firearms
d. strangulation

A

c

Firearms are the most common method of completed suicides in both sexes.

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20
Q

An adolescent has been receiving therapy for suicide ideation. Which of the following is reassuring?

a. The child appears to have sudden cheerfulness after depression.
b. The child talks about saving money for a concert that he wishes to attend the following year.
c. The child’s parents describe him as argumentative.
d. The child gave his ddrum set to a younger sibling.

A

b

Saving money for an event in the future shows that the child has hope for the future. Although cheerfulness may seem to be a positive sign, it is often seen when a child has decided to attempt suicide as there is a solution to the sense of hopelessness. Giving items away and being argumentative are associated with suicide.

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21
Q

The nurse is teaching a class about keeping children safe. One of the parents asks a question about teen suicide. Which of the following is accurate concerning suicide?

a. Girls are more likely to die from suicide than boys.
b. Boys are more likely to attempt suicide than girls.
c. Suicide is either the 2nd or 3rd leading cause of death among adolescents depending on race.
d. There are rarely warning signs.

A

c

Suicide is the second leading cause of death among Caucasian adolescents and the third leading cause of death among African American adolescents. Boys are more likely to die from suicide because they use more violent methods. Girls are more likely to make uncompleted attempts at suicide becuase they typically use less violent methods. There are usually many warning signs before a teen attempts to take his life. These include signs of depression and withdrawal.

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22
Q

A child is admitted for treatment of bulimia nervosa. When developing the plan of care, the nurse anticipates including interventions that address which metabolic disorder?

a. Hypoglycemia
b. Metabolic alkalosis
c. Metabolic acidosis
d. Hyperkalemia

A

b

The child with bulimia nervosa typically exhibits habits of binging and purging. Frequent induction of vomiting is a source of metabolic alkalosis as the acidic contents of the stomach are purged. So, one of the interventions for the child with bulimia nervosa is correction of fluid and electrolyte disturbances, particularly metabolic alkalosis.

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23
Q

The nurse is performing an assessment on an 11-year-old being evaluated for an eating disorder. She has lost a significant amount of weight and currently weighs less than 85% of her expected body weight. Which of the following would be expected in an eating disorder?

a. Tachycardia, hypotension, vague abdominal complaints, and diarrhea
b. Bradycardia, hypotension, vague abdominal complaints, and diarrhea
c. Bradycardia, hypotension, vague abdominal complaints, and constipation
d. Tachycardia, hypotension, vague abdominal complaints, and constipation

A

c

The child with an eating disorder enters a state of starvation where the body responds by slowing itself. Constipation with vague abdominal pain often results. The circulatory system responds with bradycardia and hypotension.

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24
Q

The nurse is caring for Kenny, a 17-year-old with severe bulimia. The nurse analyzes Kenny’s labs and is not surprised to find which of the following?

a. Metabolic acidosis, hyperkalemia
b. Metabolic alkalosis, hyperkalemia
c. Metabolic acidosis, hypokalemia
d. Metabolic alkalosis, hypokalemia

A

d

The child with bulimia loses excessive acid and potassium when he vomits causing metabolic alkalosis with hypokalemia.

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25
Q

Bobby is a 3-year-old being evaluated for autism. Which of the following would the nurse expect his mother to report?

a. Bobby likes to play with children who are much younger than him.
b. Bobby often rocks back and forth.
c. Bobby likes to stay busy and doesn’t do well with a rigid routine.
d. Bobby has periods of extreme lethargy.

A

b

Children with autism often comfort themselves with self-stimulating behavior such as rocking. They often prefer to play alone and do best with very structured routines. They usually experience extreme hyperactivity instead of lethargy.

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26
Q

A nurse needs to assess a 5-year-old child with autism. The child is playing with a toy car that he is holding and intently looking at. How should the nurse proceed with the assessment?

a. Tap him on the shoulder and say his name.
b. Take the car away and tell the child it will be returned at the end of the assessment.
c. Pick him up and put him in the nure’s lap for the assessment.
d. Sit three feet away from him on the floor and begin talking to him in a quiet voice.

A

d

The child with autism has difficulty engaging in interpersonal interactions. The best way to begin the assessment and establish therapeutic interaction is for the nurse to be present and attentive in his environment, while maintaining a physical distance.

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27
Q

Which of the following is true concerning learning disabilities?

a. The child typically has a slightly lower IQ.
b. The child typically has high self-esteem.
c. There is no known cause associated with learning disabilities.
d. The child must have a normal IQ to be diagnosed with a learning disability.

A

d

In order to be diagnosed with a learning disability, the child must have a normal IQ. Typically, children with learning disabilities have low self-esteem. Although not all cases can be linked to a direct cause, some are caused by trauma, infection, radiation, and genetics.

28
Q

The nurse is caring for a neonate who is experiencing withdrawal after being exposed to opioids in utero. Which of the following manifestations are consistent with neonatal abstinence syndrome?

a. Flushed skin
b. Inability to suck and depressed moro reflex
c. Lethargy
d. Nasal stuffiness

A

d

Manifestations of neonatal abstinence syndrome include nasal stuffiness, mottled skin, hyperactivity, frantic sucking of the hands, and exaggerated moro reflex.

29
Q

What considerations for the plan of care for feeding a neonate with neonatal abstinence syndrome?

a. Feeding on a fixed schedule will help the infant adapt to the environment.
b. Most neonates feed well as they have a vigorus suck and exaggerated rooting reflex.
c. Small frequent feeds of extra calorie formula are often needed to minimize weight loss.
d. Feedings should occur with lights and stimulation to encourage infant participation.

A

c

Infants with nneonatal abstinence syndrome often require extra calories to prevent weight loss. Feeding should be done on demand. Despite the vigorous suck, infants typically do not feed well. Stimulation should be kept to a minimum.

30
Q

How should the infant with neonatal abstinence syndrome be positioned?

a. Snuggly wrapped with the arms at the side.
b. Snuggly wrapped with the hands near the face.
c. Loosley wrapped with arms flexed midline.
d. Loosely wrapped with arms secured at the side.

A

b

The neonate should be snuggly wrapped with the hands near the face to allow for self-soothing behaviors.

31
Q

The nurse is caring for an infant born to a mother who was taking methadone during the pregnancy. Which of the following is true concerning methadone?

a. Minimal manifestations will be noted in the neonate as only limited amounts of methadone cross the placenta.
b. Methadone withdrawal tends to be more severe and proloned than heroin withdrawal.
c. Signs of withdrawal include hypothermia and lethargy.
d. Birth weight tends to be small for gestational age.

A

b

Methadone addicted infants tend to experience a more severe and prolonged withdrawal in comparison to heroin withdrawal. Methadone crosses the placenta and causes significant signs of withdrawal including fever and irritability. Infant weight tends to be appropriate for gestational age.

32
Q

The nurse is caring for a 7-year-old who was on long term opioids that were abruptly discontinued. Which of the following manifestations would the nurse anticipate?

a. Nasal congestion
b. Constipation
c. Decreased motor tone
d. Fatigue and lethgary

A

a

Manifestations of opioid withdrawal in the child include nasal congestion, diarrhea, increased motor tone, and insomnia.

33
Q

A school nurse is preparing an education session on the prevention of elopment. More education is needed when one teacher states:

a. “Children with autism are at increased risk/”
b. “I will place my desk at the back of the room to keep an eye on the classroom.”
c. “I will offer alternative activities when children feel overwhelmed.”
d. “Our unsupervised doors have an alarm.”

A

b

To prevent elopment, the teacher should place the desk near the entrance to the classroom.

34
Q

A 9-year-old child has been admitted due to violent outbursts and physically hurting himself and other people. The child has removed his IV, scratched his face with deep lacerations, and pulled out large chunks of hair. The nurse determines that wrist restrains are needed. The provider is not currently available. How should the nurse proceed?

a. Ask for a PRN order for restraints.
b. Have 2 nurses sign an emergency order for restraints.
c. Hold the child until the provider arrives.
d. Place the child in restraints and have the provider evaluate the child within 1 hour.

A

d

In an emergency, the child who is at risk for injury can be placed in restraints. The provider needs to evaluate the child within 1 hour. Restraints cannot be ordered on a PRN basis. It is not necessary for 2 nurses to sign an emergency order.

35
Q

According to the Joint Commission, physical holding in children is not considered a restraint if it occurs for less than:

a. 5 minutes
b. 15 minutes
c. 30 minutes
d. 60 minutes

A

c

According to the Joint Commission, physical holding in children is not considered a restraint if it occurs for less than 30 minutes.

36
Q

Trauma Informed Care

A
  1. An interventional approach that addresses childhood trauma
  2. Provides a basic understanding of trauma and how it affects families, groups, communities, and individuals.
  3. Emphasizes physical, psychological and emotional safety in order to help survivors build a sense of control and empowerment
  4. Provide a safe, stable, nurturing relationship and environment
  5. Key principles are: safety; trustworthiness and transparency; peer support; collaboration and mutality; empowerment, voice and choice; and cultural, historical and gender issues
37
Q

ACEs can result in negative health outcomes such as

A
  • alcohol abuse
  • depression
  • ischemic heart disease
  • suicide attempts
  • early initiation of smoking and sexual activity
  • teen pregnancy
  • poor academic performance
38
Q

The largest loss of life of youth ages 1-19 is…

A

from firearms

39
Q

Trauma-informed De-escalation Techniques

A
  1. Assess your own safety risks and make adjustments to the immediate environment to ensure safety.
  2. Let the person talk without interruption.
  3. Ask, “What would help you right now?”
  4. Avoid promising an unachievable solution.
  5. Give a range of realistic choices so the person can select what they believe will be done, by whom and when.
  6. Explain what will be done, by whom and when.
  7. Commit to a realistic timeframe for the agreed course of action.
  8. Stay calm and non-judgmental.
  9. Attend to the basic physical needs of the person: food, hydration, rest.
40
Q

Child Abuse

Introduction

A
  1. Child abuse comprises non-accidental acts of physical, emotional, or sexual abuse of a child or neglect/failure to act. It results in death, serious physical or emotional harm, or exploitation and includes failure to act which presents an imminent risk of serious harm.
  2. Child abuse is legally defined by state laws.
  3. Infants and toddlers are the most common victims of physical abuse; school-age and adolescent children are at a higher risk for emotional and sexual abuse.
  4. Child abuse usually indicates a serious family dysfunction in communication and coping.
  5. Child abuse may result from the parents’ unrealistic expectations of the child’s physical and psychosocial abilities.
  6. Child abusers come from all socioeconomic classes and educational backgrounds; about 10% have serious psychological disturbances.
    a. Some child abusers were abused as children and may not know healthier ways to discipline a child or show love.
    b. People who abuse children characteristically have low self-esteem, little confidence, and a low tolerance for frustration.
  7. Child sexual abuse is common. It is most often perpetrated by someone the child knows and trusts. Children with disabilities are twice as likely to be sexually abused. Children do not disclose for many reasons; age, developmental capabilities, shame, fear, lack of opportunity, or lack of understanding that the act is wrong.
  8. Sexual abuse may not be perceived by the child as wrong at first, because most victims know and trust their abusers.
41
Q

Factitious Disorder Imposed on Another/Medical Child Abuse

Previously called Munchausen syndrome by proxy.

A

when a parent exaggerates, fabricates or causes symptoms in a child that results in the child being subjected to multiple invasive tests and treatments; the parent receives a great deal of attention from the health care team and is initially viewed as a very caring and attentive parent. Symptoms decrease when the child is separated from the caregiver.

42
Q

Child Abuse

Assessment

A
  1. Do not examine the child alone; you could be implicated as the cause of the abuse.
  2. Observe parent-child interactions, carefully noting what the child and the parents say, including nonverbal communication.
  3. A detialed history and timeline is essential. History can support or negate the plausibility of the situation. Ask open-ended, non-leading questions.
  4. Describe each sore, bruise, or burn and its stage of healing; any bruise on the torso, genitals, ears, neck, or eyes should rais suspicion, especially in a child under 4 years.
  5. Note and describe any delay in seeking help.
  6. Pay attention to a history that does not correlate with findings when X-rays show old, unexplained fractures.
    a. Be suspicious of abuse with certain burn injuries (e.g., burns on the buttocks, both lower legs [from dipping], or cigarette burns).
  7. Differentiate cultural practices and medical conditions from abuse. Examples are coining that presents as a burn and cupping that presents as welts.
43
Q

Child Abuse

Interventions

A
  1. Meet the child’s immediate physical and psychological needs first, regardless of suspicions.
  2. Evaluate safety and provide protection for the child.
  3. Help the family begin to cope; try to prevent further abuse.
  4. Report suspected abuse to the proper state authorities, such as Department of Human Services; this is mandated for nurses in all states. Certainty regarding the diagnosis is not necessary.
  5. Reinforce what the parents do correctly; encourage their participation in the child’s care..
  6. Teach the parents relevant child development principles; give them anticipatory guidance; serve as their role model.
  7. Provide consistent care, maintaining respect and dignity, to gain the parents’ and child’s trust.
  8. Engage the child in play that encourages the expression of feelings, especially guilt and fear.
  9. Child abuse requires a multid-disciplinary approach, involving the healthcare team, social work, primary care, law enforcement, and the community.
  10. Refer the parents to support services.
44
Q

Human Trafficking

A

Overview:
A form of modern day slavery, involves use of force, fraud, or coercion in order to obtain some form of labor or sex act; 2/3 of victims see a healthcare professional during their exploitation; therefore, be alert to the possibility when working with patients.

Assessment:
Victims have a lack of free will, may be branded/tattooed, wearing expensive clothing, having someone with them who speaks for them; may have frequent STIs, acute or remote injuries that are poorly explained and poor school attendance.

Interventions:
Separate victim from any other person, provide support and resources, coach on the hotline number 888-373-7888 (or text 233733 [BE FREE]), have policies in place to contact police. If a patient is a minor, follow mandatory state mandatory reporting laws for child abuse and neglect.

45
Q

Anxiety Disorders

A

Overview:
1. Developmentally inappropriate and excessive worry.
2. Common among children of all ages.
3. Causes clinically significant impairment in social and academic relationships.
4. Diagnosis is made when symptoms are recurrent, persistent, and excessive for at least 4 weeks.
5. Includes separation anxiety, generalized anxiety, panic disorders, phobias, posttraumatic stress disorder, and OCD.

Assessment:
1. Assess vital signs for tachycardia and tachypnea; the child may complain of shortness of breath.
2. Assess for diaphoresis, tremors, nausea, stomachache, and headache.
3. Assess frequency of somatic complaints (e.g., headache, stomachache).
4. Ask about sleep problems and nightmares.
5. Assess for decreased participation in normal activities.
6. Assess for self-esteem.
7. Ask about school performance.
8. Ask if the teen as used drugs or alcohol to dull the sensations.

Interventions:
1. Initiate relaxation exercises.
a. Encourage diaphragmatic breathing (breathe in through the nose and out through the mouth).
2. Psychosocial treatment of choice is cognitive behavioral therapy.
3. Promote self-esteem.

46
Q

Depression

A

Overview
1. Sadness lasts longer than is common in children and interferes with social functioning, concentration on academic work, and feelings about self.

Assessment
1. Be aware that psychosomatic complaints may be a “call for help”.
2. Ask questions such as, “What makes you sad?” “What are some things you worry about?” “What do you do when you feel sad?”
3. Assess for self-mutilation, such as cutting, and self-destructive behaviors, such as the use of drugs and alcohol.

Interventions:
1. Professional therapy is usually needed.
2. Selective serotonin reuptake inhibitors (SSRI) may be prescribed.

47
Q

trichotillomania

A

hair pulling

48
Q

Non-suicidal Intentional Self Injury

A

Overview: Deliberate self-inflicted harm to surface of body, such as cutting, hair pulling (trichotillomania), or rubbing the skin to the point of injury; likely to induce bleeding, bruising or pain as a way to ward off feelings.
1. A way to manage negative feelings or interpersonal problems; may have deficits in communicating feelings and coping.

Assessment:
1. Children are not suicidal; they want to eliminate the emotional pain.
2. Assess for emergency needs related to bleeding; assess for difference between current wounds and old healed wounds.

Interventions:
1. Be non-judmental; do not avoid topic or respond with shock or horror; use appropraite response: “This really tells me how badly you are hurting.”
2. Help them get professional therapy.

49
Q

Suicidal Ideation

A

Overview:
1. Suicide is the second or third leading cause of death among children and adolescents.
2. Voluntary self-harming with the intent to end one’s own life.
3. Suicide ideation is any though, with or without a plan to end one’s life.
4. Usually warning signs are present, such as depression and withdrawal from relationships.
5. Gay, lesbian, bisezual, and transgender youth are at high risk.

Assessment:
1. Has the youth made commends about being better off if dead?
2. Does the youth have thoughts about killing himself or herself?
3. Does the youth have access to weapons?
4. Does the youth have a plan to kill himself or herself?
5. Has there been a change in mood, affect, or level of functioning?
6. Be aware of black box warnings for psychotropic medication taken, especially for the first 3 months after initiating therapy.

Intervention:
1. Do not leave the child alone; provide immediate physical protection.
2. Contact parents and crisis mental health professionals and stay with child until resource people arrive.

50
Q

Attention-deficit/Hyperactivity Disorder (ADHD)

Overview

A
  1. The condition is thought to be due to a dysregulation of neurotransmitters, especially the catecholamines dopamine and norepinephrine in the prefrontal cortex.
  2. The prefrontal cortex is thought to be the site of excecutive behavior, such as decision making and attention.
  3. Ther eis a genetic predisposition in 50% of cases.
  4. It does not usually affect one’s ability to learn but rather affects the availability for learning to occur.
  5. Characterized by persistent and evelopmentally inappropraite levels of inattention, hyperactivity and impulsivity.
51
Q

Attention-deficit/Hyperactivity Disorder (ADHD)

Assessment

A
  1. For the hyperactive impulsive type of ADHD:
    a. Fidgets with hands or feet/squirms in seat
    b. Leaves seat in situations when remaining seated is expected
    c. Runs/climbs excessively in situations in which it is inappropriate (adolescents ahve subjective feelings of restlessness)
    d. Has difficulty playing quietly
    e. Acts as if driven by a motor
    f. Talks excessively
    g. Blurts out answers before questions are completed
    h. Has difficulty awaiting turn
    i. Interrupts or intrudes on others
  2. For the inattentive type of ADHD:
    a. Fails to give close attention to details; makes careless mistakes
    b. Has difficulty sustaining attention in tasks
    c. Does not seem to listen when spoken to
    d. Does not follow through on instructions
    e. Has difficulty organizing tasks
    f. Avoids, reluctant to engage in tasks that require sustained mental effort
    g. Loses things necessary for tasks
    h. Easily distracted by extraneous stimuli
    i. Often forgetful in dialy activities
  3. Child must have nine criteria at a level significantly more than expected for age in a category to be diagnosed with that type.
  4. Child must have the symptoms for >6 months.
  5. Child must have the symptoms before age 12.
  6. Symptoms must be present in at least two different settings (e.g., home and school).
  7. Multiple psychiatric conditions are comorbid with ADHD; it is important to differentiate the symptoms of the various conditions.
52
Q

Attention-deficit/Hyperactivity Disorder (ADHD)

Interventions

A
  1. Psychostimulants are often prescribed to increase the availability of neurotransmitters to increase focus and attention.
    a. Short-acting preparations last 4 hours; long-acting last 8 to 12 hours. Do not chew long-acting preparations as chewing destroys the delivery system.
    b. Common side effects include anorexia and sleep disturbances. Assure foods available are high in protein and other nutrients.
  2. Implement behavioral/environmental interventions.
    a. Identify child’s stengths and child on these.
    b. Have clear, simple rules.
    c. Develop a consistent routine in a structured but uncluttered environment.
    d. Get child’s attention first before giving directions.
    e. Reduce environmental stimuli.
    f. Enhance educational supports.
53
Q

Learning Disabilities

Overview

A
  1. Due to multiple causes, such as genetics, brain infections or trauma, cerebral radiation.
  2. Affects one’s ability to process and use information by a particular modality thus affecting the ability to learn.
  3. Must have at least a normal IQ in order to have this diagnosis.
  4. Can be viewed from two frameworks:
    a. Reading, writing, or mathematical learning disabilities; dyslexia, a reading disorder, is the most common type.
    b. Sensory (visual and auditory), integrative, or motor learning disabilities
  5. Response to Intervention must be tried in the schools before a diagnosis is made to assure that deficits are not due to teaching approach.
54
Q

Learning Disabilities

Assessment

A
  1. Visual perceptual sensory deficit
    a. Difficulty processing and/or interpreting information received visually; there is no vision deficit
    b. Dyslexia (reversing letters or words), difficulty copying or matching, difficulty differentiating a figure from the background, difficulty judging distance and speed, difficulty with visual memory
  2. Auditory perceptual sensory deficit
    a. Difficulty processing and/or interpreting information heard; there is no hearing deficit
    b. Difficulty reciting from memory, differentiating sounds, following oral direcitons, differentiating a sound from noise in the background
  3. Tactile perceptual sensory deficit
    a. Difficulty interpreting the sensations of the need to defecate or the start of menses
    b. May be hypersensitive to certain fabrics against the skin
  4. Integrative deficits
    a. Difficulty with sequencing information, problem solving, organizing, prioritizing
    b. Difficulty with abstract thought and with the concepts of science and mathematics
  5. Motor/expressive deficit
    a. Difficulty writing neatly, difficulty with hand- eye coordination
55
Q

Learning Disabilities

Interventions

A
  1. Teach child to compensate for the area of deficit.
  2. Use alternative modalities to teach child.
    a. If child has visual perceptual deficit, tape-record lesson and use hands-on learning.
    b. If child has auditory perceptual deficit, use checklists and use hadns-on learning.
    c. **If child has integrative deficit, use visual aids to sequence activities and pictures to describe amounts and the steps of a process. **
    d. If child has motor deficits, use alternative modalities, such as computers, lined paper.
  3. Build self-esteem.
  4. Facilitate a multi-disciplinary team-based approach in building an academic improvement plan with educators, parents, the medical home, and specialists.
  5. Be alert for psychological sequela, such as poor self-esteem or depression.
  6. Provide a structured routine as close to home routine as possible.
56
Q

Autistic Spectrum Disorder

A

Overview:
1. A pervasive developmental disorder characterized by deficits in social communication and social interaction, as well as engaging in restricted and repetitive behaviors.
2. Cause is unknown.
3. Must be differentiated from intellectual disability, deafness, and childhood schizophrenia.

Assessment: [NOTE: Symptoms of autism are on a spectrum from very mild and functional in society to more severe; the more severe symptoms are listed here.]
1. Note that the child severely affected does not relate to or interact with others; mildly affected individuals may have an abnormal back-and-forth conversation with reduced sharing of interests, emotions, or affect.
2. Observe that the child severely affected does not cuddle or mold to the body of the caretaker; less seriously affected individuals may have deficits in eye contact, body language, and using and interpreting gestures.
3. Note that the child does not demonstrate anticipatory behaviors as the parent approaches.
4. Note that the child does not appear to be comforted by the parent’s touch after an injury.
5. Observe that the child uses peripheral vision rather than central vision; the child looks at your mouth where the sound is coming form rather than your eyes.
6. The child may not have meaningful speech.
a. Uses inappropraite noises and responses
b. Appears deaf, but is not
7. Note that if speech is present, the child rarely refers to self and may use echolalia, where the child repeats what he/she hears over and over.
8. The child appears fascinated by objects that spin, reflect light, sparkle, or are smoothl child prefers inanimate objects but may relate to pets.
9. The child performs repetitive motions and self-stimulating behaviors, such as rocking or hand flapping; the child appears hyperactive. Children do form attachments with caregivers and respond differently to strangers.
10. The child demonstrates inappropraite fears of harmless items.
11. The child resists a change in routines and displays rigid behaviors.

Interventions:
1. Early intervention improves outcomes; intensive behavioral therapy is warranted.
2. Work with the child on a one-to-one relationship.
3. Give the child specific directions to follow, initially without rationales.
4. Minimize handling to prevent upsetting the child.
5. Decrease stimulation inthe environment.
6. Provide a structured routine as close to home as possible.
7. Partner with the family to provide educaitonal/behavioral interventions that target the acquisition of communication, social and cognitive skills.

57
Q

echolalia

A

where the child repeats what he/she hears over and over.

58
Q

Eating Disorders: Anorexia and Bulimia

A

Overview:
1. Common in adolescent females
2. Often the result of poor perception of the physical self or poor self-esteem

Anorexia nervosa:
1. A voluntary refusal to eat accompanied by having a significantly low body weight less than the minimum expected for age without an organic cause and intense fear of gaining weight and becoming fat.
2. Results from a distorted, unrealistic attitude toward body size, body weight, and intak ethat overrides feelings of hunger, treats by family, or accurate knowledge.

Bulimia (binge-purge):
1. A ravenous appetite and huge intake followed by feelings of gult and anxiety and resulting in forced vomiting, misues of laxatives/diuretics, fasting, or excessive exercise; these are referred to as binge-purge cycles.

Assessment:
1. Measure height, weight, and muscle mass.
2. Does the youth use enemas, laxatives, diruetics, or diet pills?
3. Assess intake and output.
4. For Anorexia
a. Note electrolyte status, especially potassium; assess cardiac function, especially long Q-T syndrome.
b. Note physical signs of malnutrition, such as decreased body temperature, cold intolerance, bradycardia, orthostatic hypotension, dry skin and hair, and constipation
c. Assess for delayed puberty or amenorrhea.
d. Assess for diet and excessive exercise patterns.
5. For Bulimia:
a. Assess for metabolic alkalosis from vomiting.
b. Induced vomiting may cause sore throat, dental decay, and irritated fingers (Russell’s sign).

Interventions:
1. Recommend psychotherapy.
2. Correct fluid and electrolyte disturbances.
3. Work with the adolescent to plan well-balanced meals with adequate caloric intake.
4. In the hospital, those with anorexia are observed during eating and for one hour after.
5. Limit physical activity and caloric expenditure.
6. Institute measures to remove anger and anxiety from the eating situation.
7. Offer non-judgmental support.

59
Q

Substance Use Disorders/Withdrawal

A
  1. Substance use disorders may be due to prenatal exposure, medically-induced dependence from treatment modalities, and use of illicit substances.
  2. Risk factors include social, familial, and environmental factors as well as genetics.
  3. There is impaired cognitive and/or motor function.
  4. Substances are taken in larger amounts or over a longer period than was originally intended; the individual may have tried multiple times to stop using the substance; a significant amount of time and money is used to obtain and use the substance; and the use affects school performance and social interactions.

Assessment of withdrawal:
1. Withdrawal symptoms begin 24 hours after abrupt opioid discontinuation.
2. Assess for neurologic excitability (irritability, tremors, seizures, increased motor tone, insomnia).
3. Assess for G.I. dysfunction (nausea, vomiting, diarrhea, abdominal cramps).
4. Assess for autonomic dysfunction (sweating fever, chills, tachypnea, nasal congestion, rhinitis).

Intervention
1. Prevent withdrawal by weaning patients from opioids that were administered for more than 5-10 days, using a weaning medication protocol.
2. Psychotherapeutic treatments include cognitive behavioral therapy, family therapy, motivational interviewing, and support groups.

60
Q

Therapeutic Holding, Restraint, Seclusion, and Elopment

A

Nursing considerations:
1. Must use least-restrictive modality
a. According to The Joint Commission, physically holding a child for less than 30 minutes does not constitute restraint.
2. Clarify the intent of the intervention; therapeutic holding, restraint, and seclusion are never to be used as a form of punishment.
3. Determine degree of stress and safety of patient, considering cognitive and emotional developmental capabilities.

Interventions:
1. Observe restraint and effect on child routinely, assuring good skin care and range of motion, and meet nutritional, toileting and stimulation needs.
2. Remove from restraints as soon as safely possible.
3. Refer to state law and specific institutional policies.
4. Provide verbal de-escalation wtih calming presence.
5. MOdify the environment, assuring appropriate and adequate safe phsyical space.
6. Institute prevention strategies for children at risk of elopement including one-on-one observation by nursing assistive personnel.

61
Q

Therapeutic Holding

A

is holding by a person(s) with the intent to allow the patient time to regain control over behavior, or to protect the patient’s safety. It is less confining than physical restraint and is usually limited to a timeframe of 10 minutes.

62
Q

Restraint

A

is any manual method (physical or mechanical device, material or equipment) that immobilizes or reduces the ability of the patient to freely move their body.
1. Often used to protect medical devices, prevent interference with treatment, and prevent injury to self and others.

63
Q

Seclusion

A

is involuntary confinement of a patient alone in a room/area from which they are physically prevented from leaving.
1. Used for violent behavior toward self and others.
2. Only used under orders of phsyician or licensed independent practitioner.

64
Q

Elopement

A

is when a patient wanders away, walks away, runs away, escapes, or otherwise leaves the hospital unsupervised and unnoticed prior to a scheduled discharge date.
1. Elopement is a risk facctor for patient harm and death.
a. If elopement results in patient harm or death, The Joint Commission classifies it as a sentinel event.
2. Children at highest risk are those with behavioral/mental health conditions.

65
Q

Coping is the ability to

A

use cognitive and behavioral strategies to deal with, manage the demands of or attempt to overcome a problem or difficulty or situation in order to reduce negative or unpleasant emotions caused by the situation

Strategies:
1. Engage in problem-solving techniques.
2. Use calming techniques (counting, deep breathing).
3. Ask for help; talk to a trusted adult.
4. Do something active (walk or jog).
5. Write in a journal, hug a pillow, listen to music, pet an animal.
6. Question negative thoughts.