Where does the child’s or adolescents problem originate from

Describe the impact of social context on conformity, obedience, and helping behaviors.
January 7, 2019
What challenges do you encounter to the learning process using your planned approach?
January 7, 2019

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 01/09/19 at 5pm.

Discussion – Week 7

Assessing Mood Disorders

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.

For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescents 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 in this week’s Learning Resources, and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate.

With these thoughts in mind:

Post by Day 4 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 intervention you might use to address the child/adolescent or parent/guardian in this case study. Be specific and support your response using the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

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Required Resources

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 9 “Depressive        Disorders”

· Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American Counseling Association.

  • Chapter 4, “Rapid        Emotional Change Techniques: Teaching Young Clients Mood Management        Skills”
  • Chapter 8, “Assessment        and Management of Young Clients Who Are Suicidal”

· Gutierrez, P. M. (2006). Integratively assessing risk and protective factors for adolescent suicide . Suicide and Life-Threatening Behavior, 36(2), 129–135.
© 2006 by BLACKWELL PUBLISHING. Reprinted by permission of BLACKWELL PUBLISHING via the Copyright Clearance Center.

· Pirruccello, L. M. (2010). Preventing adolescent suicide: A community takes action . Journal of Psychosocial Nursing and Mental Health Services, 48(5), 34–41.
© 2010 by SLACK INCORPORATED. Reprinted by permission of SLACK INCORPORATED via the Copyright Clearance Center.

· Document:Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm

· Document:Child and Adolescent Suicide Risk Factors and Warning Signs

· Document:Suicide Assessment Procedures, Documentation, and Risk Factors

· DSM-5 Bridge Document:Mood Disorders and Self-Harm

Media

  • Laureate Education (Producer).      (2011). Child and adolescent counseling [Video      file].
    Retrieved from https://class.waldenu.edu
  • “Mood Disorders and        Self-Harm” (approximately 20 minutes)

Optional Resources

  • Everall, R. D., Altrows, K. J.,      & Paulson, B. L. (2006). Creating a future: A study of resilience in      suicidal female adolescents. Journal of Counseling &      Development, 84(4), 461–471.
    Retrieved from the Walden Library databases.
  • Maples, M. F., Packman, J., Abney,      P., Daugherty, R. F., Casey, J. A., & Pirtle, L. (2005). Suicide by      teenagers in middle school: A postvention team approach. Journal      of Counseling & Development, 83(4), 397–405.
    Retrieved from the Walden Library databases.
  • Hallab, L., Covic, T. (2010).      Deliberate self-harm: The interplay between attachment and stress. Behaviour Change, 27(2), 93–103.
    Retrieved from the Walden Library databases.
  • Nock, M. K. (2009). Why do      people hurt themselves? New insights into the nature and functions of      self-injury. Current Directions in Psychological      Science, 18(2), 78–83.
    Retrieved from the Walden Library databases.
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