This document outlines the criteria for a family development presentation assignment. Students are asked to create a 15-20 slide PowerPoint presentation about a selected life stage analyzing challenges, crises, tasks, and issues related to that stage. The presentation should explain the family life cycle, effects of crises, introduce the selected life stage, discuss challenges and mental health issues, and recommend assistance strategies. Students are instructed to use course materials and referencing guidelines in APA format.
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MHW-522 Family Development Presentation Assignment Cr
1. MHW-522: Family Development Presentation Assignment
Criteria
Family Development Presentation
Using the life stage you selected for analysis throughout this
course, imagine you are a mental health worker assigned the
task of presenting information about this life stage for training
purposes.
Audience: You will present to colleagues who have not worked
with this life stage before.
In a PowerPoint presentation, use the revised information in
your worksheets to create a presentation about your selected life
stage:
1. Explain the family life cycle and various challenges affecting
the family life cycle today.
2. Explain the effects of various crises on family development:
a. Family violence
b. Substance abuse
c. Chronic illness or traumatic loss of a loved one
3. Introduce and briefly explain your selected life stage.
4. Include the second order tasks of this life stage and include
how this stage intersects with other family life cycles.
5. Include the impact of the following on your selected life
stage:
a. Siblings
b. Gender roles
c. Culture/race/ethnicity
d. Social institutions including schools, work/career, and
3. Focused Soap Evaluation
Name
Course
Date
Subjective
‘I've come to visit you because my mother told me that you
could help me.’
HPI;
He is a 7-year-old African American child who was brought to
the clinic by his pediatrician and accompanied by his mother,
who is in the room with him at all times He said that he is
constantly nervous and that nothing calms him down. Even more
disturbing, he's been experiencing a lot of nightmares about
losing his mother and sibling, and they happen virtually daily. It
was reported by him that he doesn't like to sleep in a dark room,
therefore his mother always keeps the lights on and the door
open to let him know she is nearby (Kodish, 2022). He
confessed that he worries about his mother and brother a lot
while he's at school, and wondered if they were okay. Mr.
Smelly is the name he gets at school because he doesn't bathe
and wets his bed, and this makes him feel terrible, he says.
4. Substance Current Use:
No illegal substances, alcohol, or cigarettes have been used by
the patient.
Medical History:
Current Medications: Synthroid 75 mcg with Zoloft 100 mg
Allergies; Medication:none
No food.
There is no record of rhinitis, asthma, eczema, or hives in the
family.
Reproductive Hx:
PMHx: Vaccination for tetanus was administered on December
7, 2018.
ROS:
GENERAL: Fatigue, loss of energy, lack of chills or fever
HEENT: No sneeze, no sneezing, no running nose, no hearing
loss, and no sore throat from the nose, ears, and throat.
No blurred vision, no vision loss, no yellow sclerae, and no
double vision are present in the eyes of the patient.
SKIN; A complete absence of rashes and itching.
CARDIOVASCULAR: No discomfort or soreness in the chest,
no edema, and no palpitations were experienced.
RESPIRATORY: There is no sputum, no difficulty breathing,
and no coughing in this situation.
GASTROINTESTINAL: There was no constipation, starvation,
nausea, nausea, blood in the stool, or stomach problems.
GENITOURINARY: During urination, there's no stinging or
burning.
Five days ago was my last menstrual cycle.
NEUROLOGICAL: Symptoms like tingling or numbness in the
limbs, dizziness or ataxia, headache, paralysis or changes in the
way one manages one's urine or bowels are absent.
MUSCULOSKELETAL: There is no stiffness or soreness in the
back or joints.
HEMATOLOGIC: Brusing, hemorrhage or anemia are not
present.
LYMPHATICS: No splenectomy was performed, and there were
5. no swollen lymph nodes to speak of.
ENDOCRINOLOGIC: Temperature intolerance, sweating, fluid
retention, polyuria are not present in the patient at this time.
Objective:
Heart; the patient's heart rate is 70 BPM, there are no gallops,
RRR, or murmurs in the arteries.
Vitals; the patient has a 120/80 mmHg blood pressure and a
fever of 100.2 degrees.
General observation: It's safe to say that the patient is awake
and aware. All questions are answered in a timely manner by
him. She is in a bad mood and in a state of extreme anxiety.
Stable balance and a normal walking pattern.
Skin; the skin was clear of rashes and blemishes.
Lungs; CTA on each sides
Lab: A normal TSH, CBC, and lytes.
Diagnostic results: During the assessment, it was discovered
that the patient was unable to focus and maintain the attention.
The findings of the other tests were all normal.
Assessment:
Mental Status Examination:
Young African American boy who appears to be the claimed
age, is properly attired for the weather, is well-groomed, and is
in good nutritional health is the subject of this investigation.
There are no anomalous motor movements, yet he is cooperative
with poor eye contact. Comprehensible words in the correct
volume and tone with flat facial expressions are all
characteristics of his demeanor at this time. It was determined
that he did not have any hallucinations, delusions, or other signs
of paranoia during the course of the examinations that were
conducted on him (Cobham, 2020). Although he is awake and
aware of the present moment, he is only vaguely aware of the
nature of his disease. His memory and intellect are intact, but he
is only vaguely aware of the nature of his condition.
Differential diagnosis:
Pediatric separation anxiety disorder
Oppositional defiant disorder
6. Anxiety behaviors
Primary diagnosis: Pediatric separation anxiety disorder
Reflections: D.C.'s diagnosis of separation anxiety disorder
seems correct based on the data and mental exam. I learned that
separation anxiety disorder is the most frequent child anxiety
issue. In this case study, I could have built a better relationship
with DC before evaluating the mother and child. Misdiagnosis,
treatment compliance, conflicts of interest, and secrecy are
ethical issues. Separation anxiety disorder can be averted by
practicing short goodbyes, practicing leaving, avoiding
rewarding fear, and keeping a familiar environment.
Case Formulation and Treatment Plan:
The goal of treating children with separation anxiety is to get
them back to their usual selves (Ströhle, 2018). Therapy,
medication, and relaxation techniques all play a role in
treatment. As a result, D.C. will begin counseling, learn
relaxation techniques, and begin taking fluoxetine 10 mg daily.
Follow up after one month of non-pharmacological therapy
The recommendation of a therapist for cognitive behavioral
therapy
Recommendation of an educational group.
References
Ströhle, A., Gensichen, J., & Domschke, K. (2018). The
diagnosis and treatment of anxiety disorders. Deutsches
7. Ärzteblatt International, 115(37), 611.
Cobham, V. E., Hickling, A., Kimball, H., Thomas, H. J., Scott,
J. G., & Middeldorp, C. M. (2020). Systematic review: anxiety
in children and adolescents with chronic medical
conditions. Journal of the American Academy of Child &
Adolescent Psychiatry, 59(5), 595-618.
Kodish, I., Rockhill, C., & Varley, C. (2022). Pharmacotherapy
for anxiety disorders in children and adolescents. Dialogues in
clinical neuroscience.
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP
Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6675: PMHNP Care Across the Lifespan II
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
9. Page 1 of 3
NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric
Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Focused SOAP Note Evaluation Template
AND the Rubric as your guide. It is also helpful to review the
rubric in detail in order not to lose points unnecessarily because
you missed something required. After reviewing full details of
the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
Read rating descriptions to see the grading standards!
In the Objective section, provide:
· Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
In the Assessment section, provide:
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
10. from top priority to least priority. Compare the DSM-5-TR
diagnostic criteria for each differential diagnosis and explain
what DSM-5-TR criteria rules out the differential diagnosis to
find an accurate diagnosis. Explain the critical-thinking process
that led you to the primary diagnosis you selected. Include
pertinent positives and pertinent negatives for the specific
patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (demonstrate
critical thinking beyond confidentiality and consent for
treatment!), social determinates of health, health promoti on and
disease prevention taking into consideration patient factors
(such as age, ethnic group, etc.), PMH, and other risk factors
(e.g., socioeconomic, cultural background, etc.).
(The FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing this type
of note in this course. You will be focusing more on the
symptoms from your differential diagnosis from the
comprehensive psychiatric evaluation narrowing to your
diagnostic impression. You will write up what symptoms are
present and what symptoms are not present from illnesses to
demonstrate you have indeed assessed for illnesses which could
be impacting your patient. For example, anxiety symptoms,
depressive symptoms, bipolar symptoms, psychosis symptoms,
substance use, etc.)
EXEMPLAR BEGINS HERE
Subjective:
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medication and referral reason.
11. For example:
N.M. is a 34-year-old Asian male presents for medication
management follow up for anxiety. He was initiated sertraline
last appt which he finds was effective for two weeks then
symptoms began to return.
Or
P.H., a 16-year-old Hispanic female, presents for follow up to
discuss previous psychiatric evaluation for concentration
difficulty. She is not currently prescribed psychotropic
medications as we deferred until further testing and screening
was conducted.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your follow up evaluation? Document
symptom onset, duration, frequency, severity, and impact. What
has worsened or improved since last appointment? What
stressors are they facing? Your description here will guide your
differential diagnoses into your diagnostic impression. You are
seeking symptoms that may align with many DSM-5 diagnoses,
narrowing to what aligns with diagnostic criteria for mental
health and substance use disorders.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
12. Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Objective:
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
13. Assessment:
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or
flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
concentration is good. His insight is good.
Diagnostic Impression:You must begin to narrow your
differential diagnosis to your diagnostic impression. You must
explain how and why (your rationale) you ruled out any of your
differential diagnoses. You must explain how and why (your
rationale) you concluded to your diagnostic impression. You
will use supporting evidence from the literature to support your
rationale. Include pertinent positives and pertinent negatives for
the specific patient case.
Also included in this section is the reflection. Reflect on this
case and discuss whether or not you agree with your preceptor’s
assessment and diagnostic impression of the patient and why or
why not. What did you learn from this case? What would you do
14. differently?
Also include in your reflection a discussion related to
legal/ethical considerations (demonstrating critical thinking
beyond confidentiality and consent for treatment!), social
determinates of health, health promotion and disease prevention
taking into consideration patient factors (such as age, ethnic
group, etc.), PMH, and other risk factors (e.g., socioeconomic,
cultural background, etc.).
Case Formulation and Treatment Plan
Includes documentation of diagnostic studies that will be
obtained, referrals to other health care providers, therapeutic
interventions including psychotherapy and/or
psychopharmacology, education, disposition of the patient, and
any planned follow-up visits. Each diagnosis or condition
documented in the assessment should be addressed in the plan.
The details of the plan should follow an orderly manner. *See
an example below. You will modify to your practice so there
may be information excluded/included. If you are completing
this for a practicum, what does your preceptor document?
Risks and benefits of medications are discussed including non-
treatment. Potential side effects of medications discussed (be
detailed in what side effects discussed). Informed client not to
stop medication abruptly without discussing with providers.
Instructed to call and report any adverse reactions. Discussed
risk of medication with pregnancy/fetus, encouraged birth
control, discussed if does become pregnant to inform provider
as soon as possible. Discussed how some medications might
decreased birth control pill, would need back up method
(exclude for males).
Discussed risks of mixing medications with OTC drugs, herbal,
alcohol/illegal drugs. Instructed to avoid this practice.
Encouraged abstinence. Discussed how drugs/alcohol affect
mental health, physical health, sleep architecture.
Initiation of (list out any medication and why prescribed, any
15. therapy services or referrals to specialist):
Client was encouraged to continue with case management and/or
therapy services (if not provided by you)
Client has emergency numbers: Emergency Services 911, the
Client's Crisis Line 1-800-_______. Client instructed to go to
nearest ER or call 911 if they become actively suicidal and/or
homicidal. (only if you or preceptor provided them)
Reviewed hospital records/therapist records for collaborative
information; Reviewed PMP report (only if actually completed)
Time allowed for questions and answers provided. Provided
supportive listening. Client appeared to understand discussion.
Client is amenable with this plan and agrees to follow treatment
regimen as discussed. (this relates to informed consent; you will
need to assess their understanding and agreement)
Follow up with PCP as needed and/or for:
Labs ordered and/or reviewed (write out what diagnostic test
ordered, rationale for ordering, and if discussed fasting/non
fasting or other patient education)
Return to clinic:
Continued treatment is medically necessary to address chronic
symptoms, improve functioning, and prevent the need for a
higher level of care.
References (move to begin on next page)
You are required to include at least three evidence-based, peer-
reviewed journal articles or evidenced-based guidelines which
relate to this case to support your diagnostics and differentials
diagnoses. Be sure to use correct APA 7th edition formatting.
17. DR. JENNY: Good. Did your mom tell you why you're here
today to see me?
DEV CORDOBA: She thought you were going to help me be
better.
DR. JENNY: Yes, I am here to help you. Have you ever come to
see someone like me
before, or talked to someone like me before to help you with
your mood?
DEV CORDOBA: No, never.
DR. JENNY: OK. Well, I would like to start with getting to
know you a little bit better, if
that's OK. What do you like to do for fun when you're at home?
DEV CORDOBA: Oh, I have a dog. His name is Sparky. We
play policeman in my
room. And I have LEGOs, and I could build something if you
want.
DR. JENNY: I would love to see what you build with your
LEGOs. Maybe you can bring
that in for me next appointment. Who lives in your home?
DEV CORDOBA: My mom and my baby brother and Sparky.
DR. JENNY: Do you help your mom with your brother?
DEV CORDOBA: No. His breath smells like bad milk all the
time. [CHUCKLES] And he
19. lost before when maybe
you weren't asleep?
DEV CORDOBA: Oh, no. No. And I don't like the dark. My
mom puts me in a night light
with the door open, so I know she's really there.
DR. JENNY: That seems like that probably would help. Do you
like to go to school? Or
would you rather not go?
DEV CORDOBA: I worry about by mom and brother when I'm
at school. All I can think
about is what they're doing, and if they're OK. And besides,
nobody likes me there.
They call me Mr. Smelly.
DR. JENNY: Well. That's not nice at all. Why do you feel they
call you names?
DEV CORDOBA: I don't know. But my mom says it's because I
won't take my baths.
[SIGHS] She tells me to, and it-- and I have night accidents.
DR. JENNY: Oh, how does that make you feel?
DEV CORDOBA: Sad and really bad. They don't know how it
feels for their daddy to
never come home. What if my mom doesn't come home too?
21. DR. JENNY: OK. Well, Dev, I would like to talk to your mom
now. We're going to work
together, and we're going to help you feel happier, less worried,
and be able to enjoy
school more. Is that OK?
DEV CORDOBA: Yes. Thank you.
MISS CORDOBA: Hi.
DR. JENNY: Thank you, Miss Cordoba, for bringing in Dev. I
feel we can help him. So
tell me, what is your main concerns for Dev?
MISS CORDOBA: [SIGHS] Well, he just seems so anxious and
worried all the time, silly
things like I'm going to die, or I won't pick him up from school.
He says I love his brother
more than him. He'll throw things around the house, and gets in
trouble at school for
throwing things.
He has a difficult time going to sleep. He wants his lights on,
doors open, gets up
frequently. And he's all the time wanting to come home from
school, claims stomach
aches, and headaches almost daily. He won't eat. He's lost three
22. pounds in the past
three weeks. Our pediatrician sent us to you because he doesn't
believe anything is
physically wrong.
Oh, and I almost forgot. He still wets the bed at night. [SIGHS]
We've tried everything.
His pediatrician did give him DDVAP, but it doesn't seem to
help.
DR. JENNY: Hmm. OK. Can you tell me, any blood relatives
have any mental health or
substance use issues?
MISS CORDOBA: No, not really.
DR. JENNY: What about his father? He said that he never came
home?
MISS CORDOBA: Oh, yes. His father was deployed with the
military when Dev was
five. I told Dev he was on vacation. I didn't know what to tell
him. I thought he was too
young to know about war. And his father was killed, so Dev
still doesn't understand that
his father didn't just leave him. [SIGHS] I just feel so guilty
that all of this is my fault.
DR. JENNY: Miss Cordoba, you did the right thing by bringing
