Addresses the following prompts using evidence-based references to support your answers: Summarize the case. What is your provisional diagnosis, as
Addresses the following prompts using evidence-based references to support your answers:
- Summarize the case.
- What is your provisional diagnosis, as well as the possible differentials?
- Justify your answer with DSM-5 criteria (be short, brief and to the point).
- Is Ava too young to diagnose, or is there a basis for early identification and intervention?
- What psychiatric scales or assessment tools might you use with this patient? With the parents? List and describe briefly.
- What would be your treatment plan for medications, if any? If you do choose to offer medication as part of the treatment plan, please address the following medications issues:
- Target symptoms
- Receptors affected
- Psychiatric and system effects
- Possible parental concerns
- What would be your school-based treatment plan, if any?
- What would be the implications for the families of children and adolescents with these diagnostic pictures?
- How does the mother’s health play into the picture of Ava’s diagnosis? What type of therapy would you recommend for Ava (and her family) to work through her issues?
- Identify resources for patients/families with this diagnosis in the form of community groups, web-sites, advocacy, as well as treatment resources available in your service area.
- What are you worried about (if anything)? Consider this question in terms of treatment, assessment, alliance, compliance, effectiveness, safety, and other factors.
Ava is a seven-year-old girl, the second of two children of a middle-class family living in a suburban area of a northwest city. Ava has one sister that is two years older than she is. Her mother’s pregnancy was normal, with no complications and Ava’s birth was normal. Ava had colic the first three months, cried extensively and was difficult to comfort. After three months, she became passive and cried very little with comfort from her mother. Her growth and development appeared to be normal. She met all the developmental milestones her first three years. She interacted normally with her sister and parents, except that she would become tearful and anxious when her parents would get a babysitter.
At age four, she was in nursery school and appeared to function normally except during the first month when Ava had difficulty when her father would drop her off at school. The nursery school was a small private school with a lot of personal attention given to each child. Although shy, she made friends and liked going to nursery school after she became adjusted to the new setting. Her parents liked the school so much that they decided to keep Ava in kindergarten at this school with her same teachers and friends. However, tuition at the school became a problem after Ava’s mother became sick with lupus and was unable to work.
At age six, Ava’s parents enrolled her in first grade at the public elementary school in their neighborhood. For the last two weeks, she has refused to go to school and has missed six school days. She began routinely brushing her hair before bed and insisted on making sure each side was brushed with an even number of strokes. She also had her mother tuck her in bed on the right side and her father come after on the left side each night. She would become very tearful and upset if the routine was not followed. She is awake almost all night worrying about going to school and asks the same questions over and over about the environment, teachers, and other students. As the start of the school day approaches, she cries and screams that she cannot go, chews holes in her shirt, pulls her hair, digs at her face, punches the wall, throws herself on the floor, as well as experiences headaches, stomachaches, and vomiting. Over the past two weeks, she has become gloomy, has stopped reading for fun, and frequently worries about her mother's Lupus and that she may die. She asks her every night if she has dreamed about her funeral. In addition, Ava is phobic of dogs, avoids speaking and writing in public, and wets the bed every night.
Her parents immediately made an appointment to see her PCP. Her doctor conducted a thorough physical exam, found no physical abnormalities and then referred her to you, a Family PMHNP.
Family history of mental health includes the following: mother has a history of panic disorder; her father has a history of treatment with medications for ADHD as a child; and she has a cousin diagnosed with Asperger’s syndrome.
For your assignment, write a paper that addresses the following prompts using evidence-based references to support your answers:
1. Summarize the case.
2. What is your provisional diagnosis, as well as the possible differentials?
3. Justify your answer with DSM-5 criteria (be short, brief and to the point).
4. Is Ava too young to diagnose, or is there a basis for early identification and intervention?
5. What psychiatric scales or assessment tools might you use with this patient? With the parents? List and describe briefly.
6. What would be your treatment plan for medications, if any? If you do choose to offer medication as part of the treatment plan, please address the following medications issues:
1. Target symptoms
2. Receptors affected
3. Psychiatric and system effects
4. Possible parental concerns
7. What would be your school-based treatment plan, if any?
8. What would be the implications for the families of children and adolescents with these diagnostic pictures?
9. How does the mother’s health play into the picture of Ava’s diagnosis? What type of therapy would you recommend for Ava (and her family) to work through her issues?
10. Identify resources for patients/families with this diagnosis in the form of community groups, web-sites, advocacy, as well as treatment resources available in your service area.
11. What are you worried about (if anything)? Consider this question in terms of treatment, assessment, alliance, compliance, effectiveness, safety, and other factors.
GRADING RUBRIC
|
Assignment Criteria |
Level III |
Level II |
Level I |
Not Present |
|
Criteria 1 |
Level III Max Points: 15 |
Level II Max Points: 13 |
Level I Max Points: 9 |
Not Present 0 Points |
|
Content of Paper |
· Demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner · Develops content and theories are well · Links content to the paper requirements and practical experience · Includes relevant material that fulfills all objectives of the paper · Uses scholarly resources that were not provided in the course materials · Completes all instruction requirements |
· Demonstrates an understanding of the subject matter · Explains and applies knowledge of evidence-based practice, ethics, theory, and/or role · Uses a variety of scholarly resources from the course material and some that were not provided in the course materials · Includes relevant material that fulfills all objectives of the paper. · Completes all instruction requirements |
· Demonstrates a moderate understanding of the subject matter · Summarizes content with minimal application to evidence-based practice, theory, or role-development · Presents content but is missing depth and or development · Uses only scholarly resources that were provided in the course materials Completes most instruction requirements |
· Does not meet the criteria |
|
Criteria 2 |
Level III Max Points: 15 |
Level II Max Points: 13 |
Level I Max Points: 9 |
Not Present 0 Points |
|
Analysis and Synthesis of Paper Content and Meaning |
· Provides critical analysis in an accurate, clear, concise, and complete presentation of the required content · Synthesizes information from scholarly resources · Provides new information or insight related to the context of the assignment with both supportive and alternative information or viewpoints · Completes all instruction requirements |
· Provides evidence of further synthesis of course content via scholarly resources · Synthesizes information to help fulfill paper requirements · Supports content with at least one viewpoint. · Completes all instruction requirements |
· Lacks clarification or new information · Supports content with scholarly reference without adding any new information or insight · Provides content that may be confusing or unclear, and the summary may be incomplete · Completes most instruction requirements |
· Does not meet the criteria |
|
Criteria 3 |
Level III Max Points: 10 |
Level II Max Points: 8 |
Level I Max Points: 6 |
Not Present 0 Points |
|
Application of Knowledge |
· Offers a multidisciplinary approach via scholarly resources · Applies practice that is accurate and plausible · Supports practice with additional scholarly resources · Answers all questions posed within the assignment in a well-developed manner with citations for validation · Completes all instruction requirements |
· Presents a summary of the paper’s content, findings, and knowledge gained · Indicates how the information will be used within their professional practice · Completes all instruction requirements |
· Lacks objective criteria · Applies superficial bridge between the assignment and the broader course content · Indicates how they will apply this new knowledge to their clinical practice in a vague manner · Completes most instruction requirements |
· Does not meet the criteria |
|
Criteria 4 |
Level III Max Points: 5 |
Level II Max Points: 4 |
Level I Max Points: 3 |
Not Present 0 Points |
|
Organization |
· Provides well-organized content with a clear and complex purpose statement and content argument · Provides concise writing with a logical flow of ideas |
· Provides organized content with an informative purpose statement and supportive content and summary statement · Provides argument content with minimal issues in content flow |
· Provides poor organization, and flow of ideas distract from content · Provides a purpose statement · Provides narrative that is difficult to follow and frequently causes reader to reread work |
· Does not meet the criteria |
|
Criteria 5 |
Level III Max Points: 5 |
Level II Max Points: 4 |
Level I Max Points: 3 |
Not Present 0 Points |
|
College-level academic writing |
· Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability · Meets the assignment length requirements |
· Includes no more than four grammatical, spelling, or punctuation errors that do not interfere with the readability · Meets the length requirements |
· Includes five or more grammatical, spelling, and punctuation errors makes understanding parts of assignment difficult, but does not interfere with readability · Meets the length requirements |
· Does not meet the criteria |
|
Maximum Total Points |
50 |
42 |
30 |
0 |
|
Minimum Total Points |
43 points minimum |
31 points minimum |
1 point minimum |
0 |
Updated 2/2/2021
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