Mental Health Assessment of Child and Adolescent Flashcards

1
Q

What are specific instances when private information may be disclosed for teens?

A

Adolescents should be made aware of specific instances when private information may be disclosed, such as suicidal or homicidal ideation or suspected child abuse.

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2
Q

What are some topics that pts should be encouraged to talk to their parents about?

A

Encourage patients to talk with their parents about behaviors that include but not limited to:
substance abuse,
high risk sexual practices,
mental health care

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3
Q

Assessment Process for Children and Adolescent: How should you assess for concrete thinkers?

A

Use of more specific, fewer open-ended questions (concrete thinkers)

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4
Q

Assessment Process for Children and Adolescent: How should you assess young children?

A

Children need simple phrases (narrower vocabulary)

Use of artistic and play media

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5
Q

In addition to assessing children and teens what else is needed?

A

Corroboration of information with adult

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6
Q

Possible problem when assessing children?

A

Possible problems with accurate sequencing of events (less specific sense of time; less developed memory)

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7
Q

Techniques for Data Collection: Clinical Interview

A

Establishment of a treatment alliance

Separate child and parent interviews

Development of rapport

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8
Q

Why do children have difficulty with accurate sequencing of events?

A

Children often have difficulty with accurate sequencing of events because they have a less specific sense of time and a less developed memory than adults.

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9
Q

How to develop rapport with preschool children?

A

Use of play

Assessment tools (drawings)

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10
Q

How to develop rapport with school aged children?

A

Have the ability to use constructs, provide longer explanations

Rapport through gaming

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11
Q

How to develop rapport with teens?

A

Communication of respect, cooperation, honesty, and genuineness

Explanation of what information will be shared with parents; direct, candid approach

Promotion of adolescent’s feeling of control

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12
Q

Important quality of teens that differ from preschool and school aged children?

A

Egocentric with increased self-consciousness, fear of being shamed

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13
Q

What is needed for a nursing assessment

A

Thorough history of psychiatric and medical problems

Physical assessment to rule out medical problems

Pharmacologic assessment

Genetic vulnerability

Neurologic examination

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14
Q

Nursing Assessment for the Psychological Domain

A

Mental status exam

Developmental assessment

Children’s rating scale

Temperament and Behavior

Self-concept

Risk assessment

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15
Q

Development assessment included in the assessment for the psychological domain:

A

Developmental assessment:

Maturation (developmental delays)

Intellectual functioning

Gross motor and fine motor functioning

Cognition

Thinking and perception; social interactions and play

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16
Q

Examples of Children’s rating scales used for Nursing Assessment for the Psychological Domain:

A

Children’s Yale-Brown Obsessive Compulsive Scale,

The Swanson, Nolan, and Pelham Rating Scale (SNAP-IV)

17
Q

The Swanson, Nolan, and Pelham Rating Scale (SNAP-IV)

A

is a widely used scale that measuresthe core symptoms of attention deficit hyperactivity disorder (ADHD

18
Q

How to measure self concept for the nursing assessment for the

A

Self-concept (three wishes; drawings)

Opens up dialogue

19
Q

Examples of temperament and behavior assessed for the nursing assessment for the psychological domain?

A

Easy, difficult, slow to warm up

20
Q

Nursing Assessment for the Psychological Domain: Risk assessment

A

Risk assessment: straightforward questions

21
Q

What are the questions included in the risk assessment?

A

Questions about thoughts or actions related to hurting self

22
Q

What are you screening for with the risk assessment?

A

Screening for potential use and abuse of substances

23
Q

Nursing Assessment for the Social Domain

A

Family relationship

School and peer adjustment

The LGBTQ children and adolescents

Community

Religious and spiritual assessment

Functional status

Evaluation of childhood sexual abuse

Stresses and coping behaviors