Nursing Week 2: Therapy for Pediatric Clients With Mood DisordersMood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families.
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Nursing
Week 2: Therapy for Pediatric Clients With Mood Disorders
Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.
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Order Paper NowThis week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies.
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Assignment: Assessing and Treating Pediatric Clients With Mood Disorders
When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.
Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
Learning Objectives
Students will:
· Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients
· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy
· Evaluate efficacy of treatment plans
· Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note:
To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
- Chapter 6, “Mood Disorders”
- Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note:
To access the following medications, click on the
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Review the following medications:
- amitriptyline
- bupropion
- citalopram
- clomipramine
- desipramine
- desvenlafaxine
- doxepin
- duloxetine
- escitalopram
- fluoxetine
- fluvoxamine
- imipramine
- ketamine
- mirtazapine
- nortriptyline
- paroxetine
- selegiline
- sertraline
- trazodone
- venlafaxine
- vilazodone
- vortioxetine
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note:
Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Note:
Retrieved from Walden Library databases.
Required Media
Laureate Education (2016e). Case study: An African American child suffering from depression [Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3
Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497
To prepare for this Assignment:
· Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
· At each decision point stop to complete the following:
o Decision #1
§ Which decision did you select?
§ Why did you select this decision? Support your response with evidence and references to the Learning Resources.
§ What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
§ Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
o Decision #2
§ Why did you select this decision? Support your response with evidence and references to the Learning Resources.
§ What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
§ Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
o Decision #3
§ Why did you select this decision? Support your response with evidence and references to the Learning Resources.
§ What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
§ Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients.
Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Nursing Week 2: Therapy for Pediatric Clients With Mood DisordersMood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families.
E lit. Module 6- Readings/Viewings Mark Hansen and Ben Rubin, Listening Posthttps://www.youtube.com/watch?v=dD36IajCz6Ahttps://frieze.com/article/mark-hansen-and-ben-rubinWinnie Soon, Thousand Questionshttp://siusoon.net/thousand-questions/John Cayley and Daniel Howe, The Readers Projecthttp://thereadersproject.org/David Rokeby, n-Cha(n)thttp://davidrokeby.com/nchant.html Part A: Write the response above those links. (500words) Part B: 2 Peers review (250 words each X2 =500words) Student A Mark Hansen and Ben Rubin, Listening PostInitially, I didn’t like this video. After watching it a little, more I began to enjoy how the statements all come from different people. They only use statement that start with “I am” and the ways you can complete this sentence is infinite. I think a lot of the statements are vague, which to me seems a bit boring. They should have used more personal statements: I am a poor collections intern. I am drunk off boxed wine. I am masturbating in front of my cat. I am bolder behind my computer screen. Although, I do think the less personal statements let people relate on a deeper level to this piece of work. Those who don’t have a cat may never know the feeling of their cat staring at them in complete disgust from the bottom of your very own bed. The article associated with this piece describes the video as theatrical. At one point in this article “At particularly striking moments the text washes rapidly across the screens in patterns akin to the topologies created by the movement of wind across a wheat field (also evoked by the soundtrack) before clicking to a legible halt.” I truly believe that this is complete bologna. The video is supposed to go along with the dialogue, and it does add visual interest, but I don’t think it’s nearly comparable to “wind across a wheat field” Winnie Soon, Thousand QuestionsFor the second film, “If I wrote you a love letter would you write back? (And thousands of other questions)” I believe the random letters generating on the screen are the tweets the electronic voice is verbalizing. I had trouble hearing this one, because of the English accent of the already inaudible electronic voice, and the random phrase all strung together. I loved the title of this piece but I was ultimately let down by the content. When I watched “thousand questions” from the sound cloud link, I was bored because there was no visual content, which I think is interesting because normally I am let down by the visual content in the films you give us. I liked some of the questions presented, because they were more personal. It sort of made me think of my cringey early presence on social media. My oldest tweet with a question mark was from May 19, 2013 (I don’t have one from the 29th October 2012) and it said “Why are people laughing at me for walking my cat?” I don’t tweet anymore because I scoff at every old tweet I read. I don’t delete any of my posts or tweets, because I like viewing my archive of growth through the years.David Rokeby, n-Cha(n)tThis piece was pretty cool, but it reminded me of a church. I was raised catholic, and the electronic voices and the echoing remind me of sermons where everyone replies to the priest loud and in unison. Then, it began to sound more colt like, because, like many of the pieces, the voices were spewing gibberish. I think how the electronic voices are able to synchronize with one another is awesome. There are infinite ways computers can be used. It’s definitely an eerie film to watch, though, Student B In viewing and reading the different works, I noticed that all of these works had a pattern. Each work seemed to group sounds and words together. The first work that I encountered Thousand Questions by Winnie Soon utilized a computer synthesized voice asking numerous questions. I noticed that the questions were not linked to each other. I also noticed that the content of the questions ranged from thought provoking questions such as “Did you know that the only source of knowledge is experience?” to questions such as “Did you already have outfits for Coachella?” The information in this piece seemed to be gathered from educational sources and social media (which was hinted to by the question “Can you please send us a dm with your order number so that we can further assist you?”) I thought that the questions showed the diversity of speech that existed on social media and the internet. The questions showcased the different personalities that exist on the internet as well. n(chant) by Mark Hansen and Ben Rubin immediately reminded me of a Buddhist chant. The voices may have ranged in tone yet they all seemed to mesh together well. I found that the different tones in the chant made it similar to a choir as well. Similarly to a choir where the tenors, altos, and sopranos combine their voices to provide a beautiful melody, the voices blended into one another giving the chant a melody. The clapping broke this cohesiveness and it was clear that the deeper voices gravitated towards one another while the softer voices gravitated towards one another. I thought that this amalgamation of voices represented all of the conversations taking place in the earth as there were so many voices. The work definitely represented “individual thought and its role in group dynamics” (Eely). I would have to say that the piece featured lots of words that sounded like a “distant and foreign utterance” (Eely). Listening Post was similar to Thousand Questions with its computerized voice yet it was different in that it contained declarations such as “I am.” As the voice kept repeating “I am”, the voice sounded as if it were pausing after each repetition, like a robot being uploaded with the memory of individuals throughout the world. For me, the voice seemed to take on the voices of the internet’s diverse characters as phrases ranged from “I am hot girl” to “I am here and you are doomed.” The voice was sort of like a library that kept individual cultures and personalities in storage. The final work I encountered was The Readers. The Readers were intriguing as each reader was a textual representation of the vocal works. The ones that I found most fascinating were the perigram and the grammatical readers. The perigram adds some words randomly making sentences unreadable. In contrast, the grammatical reader places words in a readable pattern. The Readers also represented how different people create different typed or written works. Rubrics – Post comprehensively addresses the topic, adds value to discussion with stimulating posts – Posts in-depth, incisive reflections that demonstrate critical thinking; shares real-world experiences and examples – Well-written posts made within required timeframe; no grammar/spelling errors – Original thinking: making complex connections between multiple readings (from multiple weeks), larger culture and technology and power issues, and the themes of the course. It’s a good idea to give me the impression that you’re doing all the readings, not just one a week.- Bringing up hard questions or contradictions, and really trying to unpack and think through them in depth.- Thoughtful antipathy. You don’t have to like things just because I like them, but if you hate a piece, I want you to think through why exactly you hate it. Dismissing a piece as “boring” will not impress me.- Creative experiments. Please feel very free to play with the post/reply format, and to try out experiments (like imitating the style of stuff you’re reading). Don’t totally substitute a poem for a thoughtful response, but if your thoughtful response is in a stylish format in a way that makes sense
