YMH Boston. (2013). Vignette 5- Assessing for depression in a mental health appointment. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU
Zhou, X., Zhang, Y., Furukawa, T. A., Cuijpers, P., Pu, J., Weisz, J. R. & Xie, P. (2019). Different types and acceptability of psychotherapies for acute anxiety disorders in children and adolescents: A network meta-analysis. Journal of the American Medical Association Psychiatry, 76(1), 41-50. https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2709652
Top of Form
I believe the practitioner did really well with the assessment of the client by asking the right questions to form a good relationship. There was good eye contact, open communication and compassion shown by the practitioner. All of these help the client to feel at ease during the assessment interview and its a crucial period for alliance building between the client and practitioner which aids in the client making a decision on the trustworthiness of the practitioner to continue with their treatment (Carlat, 2017) .
The practitioner could have improved her introduction to the client by introducing herself better so the client would feel more at ease. The practitioner should also go into details about the purpose of the interview assessment and why it is important to the client. My concerns are the clients mentioning of feelings of frustration and anxiety. The practitioner should address any safety issues to reduce any risk of the client harming himself or someone else. The next question to ask the client should be, Do you have any plans or intentions of harming yourself? If so, how are you planning to harm yourself? Also ask the client has he ever harmed anyone else on purpose.
A thorough psychiatric assessment of a child/adolescent is important to form a therapeutic alliance for the groundwork of the clients treatment. If the practitioner is careful and prepared and pays close attention to logistic preparations it will ensure to be attuned to the relationship with the client within five minutes into the assessment. The practitioner will sometimes have trouble with interviewing a child, due to the child not wanting to answer truthfully; the practitioner should recall their own childhood experiences, and from the lives of siblings or peers, to truly understand what the child may be feeling or going through (Srinath et al, 2019).
Two different symptom rating scales that are appropriate to use during a psychiatric assessment of a child/adolescent are Children’s Depression Rating Scale-Revised (CDRS-R) ( Stallwood, Monsour, Rodrigues, Monga, Terwee, Offringa, & Butcher, 2021) for depression to address the clients sleep, sadness and appearance to name a few (Isa, Bernstein, Trivedi, Mayes, Kennard, & Emslie, 2014) and Multi-Attitude Suicide Tendency Scale (MAST) (Verhulst & van der Ende, 2020). The practitioners choice of a rating scale will depend on the purpose for which it is to be used and its psychometric properties. That is why it is important to have a comprehensive understanding of the rating scales to assess the psychopathology of a child/adolescent and to apply criteria when judging each scale that best suits the clients problem (van der Ende, Verhulst, & Tiemeier, 2012).
Two psychiatric treatment options for children/adolescents that are not used for adults are Play Therapy which involves the use of toys, blocks, dolls, puppets, drawings, and games to help a child recognize, identify, and verbalize their feelings. The practitioner will observe how the child uses play materials and identifies themes or patterns to understand the child’s problems; through a combination of talk and play the child will have the opportunity to better understand and manage their conflicts, feelings, and behavior ( American Academy of Child and Adolescent Psychiatry (AACAP), 2019). The other treatment is Parent Child Interaction Therapy (PCIT) which aids parents and child who struggle with behavior problems or connection through real-time coaching sessions. The parent/guardian can interact with their child while the practitioner guides the family toward positive interactions ( AACAP, 2019).
The role parents/guardians play in the assessment process is the parent/guardian make any decisions for the treatment of the child. Any issues with confidentiality, privacy, or consent has to be addressed by the parent/guardian. A good relationship must be formed with the client and the parent/guardian in order to aid in helping the client during the assessment interview, treatment plan, and overall mental health (Carlat, 2017). Parenting is a key risk factor in the development and maintenance of a child, but can be developed to change for the better of the child (Ryan, O’Farrelly, & Ramchandani, 2017).
Articles are considered scholarly when written by an expert in their field of expertise to communicate new information. The peer review process is performed before being published by other experts who decide whether it contains good ideas, sound methods, and accurate research which can be used in treating clients. Scholarly articles should have an abstract, introduction, methods and materials, results, discussion or conclusion, and references.
American Academy of Child and Adolescent Psychiatry (AACAP) (2019). Psychotherapy for Children and Adolescents:
Different Types. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Psychotherapies-
Carlat, Daniel J. (2017). The Psychiatric Interview (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Carlat The Psychiatric Interview (1).pdf
Isa, A., Bernstein, I., Trivedi, M., Mayes, T., Kennard, B., & Emslie, G. (2014). Childhood depression subscales using repeated
sessions on Children’s Depression Rating Scale – revised (CDRS-R) scores. Journal of Child and Adolescent