NRNP 6665 Week 5 Patient Education For Children And Adolescents Assignment

NRNP 6665 Week 5 Patient Education For Children And Adolescents Assignment

Assignment: NRNP 6665 Week 5 Patient Education For Children And Adolescents

Patient Education for Children and Adolescents
Disruptive mood dysregulation disorder (DMDD) is a recently introduced diagnostic in the DSM-5 that seeks to enhance the categorization and management of children who experience persistent irritation and intense temper outbursts that are not episodic (Mürner-Lavanchy et al., 2021). Children with DMDD often experience intense and frequent outbursts of anger, which may significantly disrupt their daily functioning in many settings, such as home, school, and social interactions. This blog offers a comprehensive examination of DMDD, including its symptoms and therapy.

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Signs and Symptoms
DMDD is a disorder marked by intense episodes of anger, persistent melancholy, impatience, and exaggerated emotional responses. This condition impacts children who are six years old or older, starting before the age of ten, lasting for a minimum of one year, and resulting in challenges in functioning across various settings (Findling et al., 2022). Additionally, symptoms may manifest in other child mental diseases such as depression, bipolar disorder, and oppositional defiant disorder. Additionally, some children may exhibit comorbidity, whereby they have a secondary condition, such as attention deficit or anxiety disorders. Thus, it is essential to have a thorough assessment conducted by a qualified mental health practitioner.
Pharmacological Treatments
At present, there are no drugs authorized by the FDA for the treatment of DMDD in children or adolescents. Healthcare practitioners have the authority to administer stimulants, antidepressants, and atypical antipsychotics in order to relieve symptoms. It is essential to monitor and report any side effects of these drugs to healthcare experts. Stimulants are often used for the treatment of ADHD and have the potential to reduce irritability in kids with DMDD (Brænden et al., 2023). Antidepressant medications, such as citalopram and methylphenidate, may be effective in decreasing irritability in children with DMDD. Atypical antipsychotics are used for the treatment of irritability, extreme outbursts, or violence.
Nonpharmacological Treatments
The standard treatment for DMDD generally involves psychotherapy, and in some instances, medication may also be prescribed. Psychotherapy is frequently the first approach used in the treatment process (Sheybani et al., 2022). Cognitive behavioral therapy (CBT) is a very successful approach to addressing anger and disruptive behavior. Additionally, parent training equips individuals with helpful strategies for managing irritable behavior, such as predicting situations, planning, providing predictable reactions, and offering incentives for good behavior.
Community Resources
DMDD.org provides a range of services, including support groups and research, to assist families in effectively managing the difficulties associated with DMDD. They provide pragmatic tactics, collective anecdotes, and online communities for assistance. Parents and carers may get relevant material, engage in research endeavors, and foster significant relationships via Facebook groups (Benarous et al., 2020). DMDD.org acknowledges the scarcity of research and information pertaining to DMDD and establishes a community for parents and carers to provide mutual assistance. By being part of the community, parents and carers may get up-to-date information, exchange expertise, and collaborate to enhance the well-being of persons with DMDD.
Referrals
A comprehensive assessment conducted by a pediatric healthcare professional may help identify the underlying factors contributing to a child’s behavior and give suitable recommendations for intervention. Additionally, one may inquire about obtaining a recommendation for a mental health practitioner who specializes in dealing with children and adolescents (Benarous et al., 2020). Such professionals may include social workers, community mental health nurses, occupational therapists, psychiatrists, psychologists, counselors, and community support workers.
References
Benarous, X., Bury, V., Lahaye, H., Desrosiers, L., Cohen, D., & Guilé, J. M. (2020). Sensory processing difficulties in youths with disruptive mood dysregulation disorder. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.00164
Benarous, X., Renaud, J., Breton, J. J., Cohen, D., Labelle, R., & Guilé, J. (2020). Are youths with disruptive mood dysregulation disorder different from youths with major depressive disorder or persistent depressive disorder? Journal of Affective Disorders, 265, 207–215. https://doi.org/10.1016/j.jad.2020.01.020
Brænden, A., Coldevin, M., Zeiner, P., Stubberud, J., & Melinder, A. (2023). Executive function in children with disruptive mood dysregulation disorder compared to attention-deficit/hyperactivity disorder and oppositional defiant disorder and in children with different irritability levels. European Child & Adolescent Psychiatry, 33(1), 115–125. https://doi.org/10.1007/s00787-023-02143-6
Findling, R. L., Zhou, X., George, P., & Chappell, P. B. (2022). Diagnostic trends and prescription patterns in disruptive mood dysregulation disorder and bipolar Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 61(3), 434–445. https://doi.org/10.1016/j.jaac.2021.05.016
Mürner-Lavanchy, I., Kaess, M., & Koenig, J. (2021). Diagnostic instruments for the assessment of disruptive mood dysregulation disorder: a systematic review of the literature. European Child & Adolescent Psychiatry, 32(1), 17–39. https://doi.org/10.1007/s00787-021-01840-4
Sheybani, H., Mikaeili, N., & Narimani, M. (2022). The efficacy of cognitive behavior therapy on emotion regulation and irritability of the students suffering from disruptive mood dysregulation disorder. jsp.uma.ac.ir. https://doi.org/10.22098/jsp.2022.1569

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PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

• By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
• Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

THE ASSIGNMENT

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
Although you are not required to respond to colleagues, collegial discussion is welcome.

BY DAY 7 OF WEEK 5

Submit your Assignment.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

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Rubric

NRNP_6665_Week5_Assignment_Rubric

NRNP_6665_Week5_Assignment_Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIn a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.	30 to >26.0 ptsExcellent The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience. 26 to >23.0 ptsGood The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience. 23 to >20.0 ptsFair The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience. 20 to >0 ptsPoor The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.	30 pts
This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.	30 to >26.0 ptsExcellent The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience. 26 to >23.0 ptsGood The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience. 23 to >20.0 ptsFair The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience. 20 to >0 ptsPoor The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.	30 pts
This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.	25 to >22.0 ptsExcellent The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience. 22 to >19.0 ptsGood The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience. 19 to >17.0 ptsFair The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience. 17 to >0 ptsPoor The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.	25 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 ptsExcellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 to >3.5 ptsGood Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. 3.5 to >3.0 ptsFair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 3 to >0 ptsPoor Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 ptsExcellent Uses correct grammar, spelling, and punctuation with no errors 4 to >3.5 ptsGood Contains one or two grammar, spelling, and punctuation errors 3.5 to >3.0 ptsFair Contains several (three or four) grammar, spelling, and punctuation errors 3 to >0 ptsPoor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.	5 to >4.0 ptsExcellent Uses correct APA format with no errors 4 to >3.5 ptsGood Contains one or two APA format errors 3.5 to >3.0 ptsFair Contains several (three or four) APA format errors 3 to >0 ptsPoor Contains many (five or more) APA format errors	5 pts
Total Points: 100

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