Discussion: Assessing Mood Disorders
Discussion: Assessing Mood Disorders essay assignment
Discussion: Assessing Mood Disorders essay assignment
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
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For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
By Day 3
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
Required Readings
Bosmans, G., Poiana, N., Van Leeuwen, K., Dujardin, A., De Winter, S., Finet, C., … & Van de Walle, M. (2016). Attachment and depressive symptoms in middle childhood: The moderating role of skin conductance level variability. Journal of Social and Personal Relationships, 33(8), 1135-1148.
Greville, L. (2017). Children and families forum: Suicide prevention for children and adolescents. Social Work Today. Retrieved from http://www.socialworktoday.com/archive/SO17p32.shtml
Pirruccello, L. M. (2010). Preventing adolescent suicide: A community takes action. Journal of Psychosocial Nursing and Mental Health Services, 48(5), 34–41.
As you review this article, focus on how a community takes action to prevent adolescent suicide.
Document: Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm (PDF)
Select one case study from this document to complete this week’s Discussion.
Document: DSM-5 Bridge Document: Mood Disorders and Self-Harm (PDF)
Use this document to guide your understanding of mood disorders and self-harm for this week’s Discussion.
Stebbins, M. B., & Corcoran, J. (2016). Pediatric bipolar disorder: the child psychiatrist perspective. Child and Adolescent Social Work Journal, 33(2), 115-122.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth (2nd ed.). Alexandria, VA: American Counseling Association.
Tough Kids, Cool Counseling: User-friendly Approaches with Challenging Youth, 2nd Edition by Sommers-Flanagan, J.; Sommers-Flanagan, R. Copyright 2007 by American Counseling Association. Reprinted by permission of American Counseling Association via the Copyright Clearance Center.
Checklist of General Suicide Assessment Procedures Table 8.1 (p. 179) (PDF)These documents will guide you as you think about suicide assessment to determine suicide risk in conjunction with common risk factors and warning signs.
Hallab, L., & Covic, T. (2010). Deliberate self-harm: The interplay between attachment and stress. Behaviour Change, 27(2), 93– 103.
As you review this article, focus on the relationship among attachment, mood, and self-harm and how this might inform your professional practice.
Van de Walle, M., Bijttebier, P., Braet, C., & Bosmans, G. (2016). Attachment anxiety and depressive symptoms in middle childhood: The role of repetitive thinking about negative affect and about mother. Journal of Psychopathology and Behavioral Assessment, 38(4), 615-630.
Document: Child and Adolescent Suicide Risk Factors and Warning Signs (Word document)
This document guides you through a checklist of warning signs and risk factors for children and adolescents that are at risk. Focus on how you might use this document to assist you in your assessments.
Required Media
Laureate Education (Producer). (2014b). Child and adolescent counseling: Mood disorders and self-harm [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 21 minutes.
In this media program, Drs. John Sommers-Flanagan and Eliana Gil discuss their experiences when working with children and adolescents who demonstrate mood disorders and self-harm.