The document discusses a mental health assessment of a 16-year-old boy named Shawn who was brought to an outpatient clinic by his mother. The practitioner must work to engage Shawn in the assessment since he did not want to be there. The assessment aims to understand the chief complaint, make a diagnosis, identify the cause of issues, and develop a treatment plan while also assessing risk of suicide or homicide. The practitioner maintained good eye contact and listened well to Shawn. Areas for improvement include exploring why Shawn does not like school, obtaining more information about Shawn's relationship with his mother, and using open-ended questions.

1. NOTE* This is not my case scenario at all. It is just how I want
my discussion formatted with headings.
Stick to my instructions videos and rubric. Thank you.
Shawn is a 16-year-old boy who has come to an outpatient
clinic for a mental health assessment. The appointment was not
his idea, and he is not happy to be at the clinic. The provider
utilizing positive techniques to engage him will make him feel
worth keeping the appointment. The practitioner must help the
patient get beyond his closed-off presentation and help the
client talk about himself (YMH Boston, 2013c, May 22). The
assessment serves as a platform of interrelated purposes to
present the chief complaint, formulate a primary differential
diagnosis, determine the cause of the issue, and identify the risk
of suicidal and homicidal ideations and gather an individualized
treatment plan (Mash & Hundsley, 2005).
What did the practitioner did well?
In this scenario, the client is a 16-year-old white male whose
mother wanted him to have counseling for potential anger
management issues. The practitioner opened his session very
well by first going over the session's privacy and confidentiality
portion. Privacy and confidentiality are held in remarkedly high
esteem and considered extremely vital for providing patient
care. Confidence and privacy help create and develop trust and
a healthy relationship between the clinician and the patient;
thus, leading to a positive patient care result/outcome. The
provider maintained good eye contact and listened attentively.
According to Sadock, Sadock &Ruiz, 2014, giving full attention
to the patient shows that the clinician cares.
In what areas can the practitioner improve?
The practitioner could also work on his body language as he sat
with his legs crossed, making the client feel as though the
practitioner is tense, and the practitioner can smile a little
(American Psychiatric Association, 2013). The practitioner

2. could have encouraged Shawn to explain why "school sucks".
The topic should have been explored more with the client. The
client also stated several times that he does not like school, but
the provider did not ask questions as to why. There are many
reasons why a young person might not be achieving
academically, including bullying from other students,
behavioral or emotional problems, school culture or
environment, school workload, and poor relationship with the
teacher and other students (Raising Children, 2017). The client
seems to have had a difficult time communicating with his
mother. The provider should have obtained more information
about the client and his mother's relationship and offered a more
effective communication method/strategy. The provider should
have used open-ended questions instead of leading questions,
making it appear the provider is taking sides. Open-ended
questions allow the client to explain his feelings in his own
words (Smith, Duell & Martin, 2012).
At this point in the clinical interview, do you have any
compelling concerns? If so, what are they?
Yes, I would be concerned about his behaviors when angry and
during his outburst with his mom. Has he ever thought of
harming her or physically hit her? Does he destroy things, and
how long does he display the behaviors. These questions will
help the practitioner will identify any risk-taking behaviors he
might be engaging himself in. I would be concerned for the
mother's safety, what she does during his anger episodes, and
afterward to cope with his outburst.
What would be your next question, and why?
The practitioner's next questions to Shawn will include if he has
thoughts of suicide or homicide, substance use, and sexual
practices. As noted by Sadock et al. (2014), clinical interviews
with adolescents should include exploration of suicidal
thoughts, assaultive behaviors, psychotic symptoms, substance
use, and use of safe sexual practices.
References:
American Psychiatric Association. (2013). Diagnostic and

3. statistical manual of mental disorders: DSM-5. Arlington, Va:
American Psychiatric Association.
Mash, E. J. & Hundsley, J. (2005). Special section: Developing
guidelines for the evidence-
based assessment of child and adolescent disorders.
Journal of Child and Adolescent
Psychology, 34: 362-379.
Raising Children. (2017). School problems: Children 9-15
years. Retrieved from https://raisingchildren.net.au/pre-
teens/school-education/truancy-other-school-problems/school-
problems-9-15-years
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan
& Sadock’s synopsis of psychiatry: Behavioral sciences/clinical
psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Smith, S. F., Duell, D., & Martin, B. C. (2012). Clinical nursing
skills: Basic to advanced skills. Boston: Pearson.
YMH Boston. (2013, May 22). Vignette 4 – Introduction to a
mental health assessment [Video
file]. Retrieved from
https://www.youtube.com/watch?v=JCJOXQa9wce.
Response 2
Hi,
Very well written and informative post. The therapist
will endeavor to establish rules and regulations and reassure the
client of his right to confidentiality during the visit. The
practitioner should involve the client in the initial assessment to
help develop a treatment plan that both of them are comfortable
with. Saddock, Saddock & Ruiz (2014), in their studies,
emphasize the importance and the need for the client to
increasingly feel that the evaluation is a joint effort and that the
practitioner will honestly invest in their story.
Many individuals lose it when it comes to controlling their

4. anger (Tice, 2000). The client may be having many frustrations
he is battling and exhibiting through anger. Because this client
did not care for school, the frustration of not learning in the
same way as his peers could have resulted in anger difficulties.
According to Hammer (2015), children learn anger management
from their role models-their parents. When parents do not
manage anger appropriately, children will often imitate the
same behavior.
The practitioner should endeavor to learn the client's
background to arrive at an appropriate diagnosis and help treat
the behavior. According to Tarvis (2012), when parents are too
strict and use physical punishment, the child tends to develop
low self-esteem and anger difficulties.
References:
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan &
Sadock’s synopsis of psychiatry: Behavioral sciences/clinical
psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Hammer, D. (2015). Living with our genes. New York:
Doubleday.
Tarvis, C. (2012). Anger: The misunderstood emotion, 2nd
Edition. New York: Touchstone.
Tice, D. (2000). 131 creative strategies for reaching children
with anger problems. Chapin, S. C.: Youthlight, inc.
Criteria
A Level Superior
Criterion Score
ORGANIZATION, LOGICAL FLOW, REQUIRED
COMPONENTS
1 point
The paper is

5. superiorly well-organized and easy to follow.
It contains all
the required components as outlined in the writing
assignment requirements.
DEMONSTRATION OF KNOWLEDGE APPLICATION
1 point
It superiorly demonstrates a thorough understanding of
discipline theories and concepts presented in the course, and
relevant to the
assignment criteria.
Exhibits a superior
ability to apply theories to the context of the assignment.
Superiorly demonstrates integration of current learning with
prior learning to evidencing a comprehensive understanding of
the subject.
It superiorly demonstrates
ability to analyze and
synthesize communication and/or conflict resolution concepts to
expand understanding or create new knowledge.
LITERATURE REVIEW
4 points
Literature Review is superior
and consists of at least of eight (8) sources from outside
the assigned readings providing a full supporting background
for the Discussion
of the assigned Conflict Management Topics. The Literature
Review superiorly complies with following stated requirement
“the https://guides.library.ucsc.edu/write-a-literature-
review. The focus of your literature review should be in keeping
with paragraph 3, the first two bullets, of the website webpage
above.”
DISCUSSION
4 points

6. Discussion superbly addresses each of the three areas listed
below and
provides excellent and consistently germane support
from the literature review:
o Define and discuss conflict management styles - focusing
on managing conflicts within a group situation.
o Identify and discuss at least three (3) difference conflict
management styles used within groups.
o Define and discuss decision-making.
Paper does not elaborate on the higher-level topic of problem-
solving (decision-making is a process within problem-solving).
FINDINGS/CONCLUSIONS & OTHER ITEMS
2 points
Findings/Conclusions are
logical and appropriate, and
more than superiorly address how conflict management styles
influence or affect a group's decision-making and as specified
in the requirements document.
Paper superiorly follows
all format guidelines as stated in writing assignment guidance.
Paper has few to no grammatical or spelling errors.
Entire paper meets APA guidelines.
Week 7
Provides an introduction to several skills that are important to
an effective project manager, which are:
1) group argumentation, including structuring and presenting an
argument.
2) negotiation, and
3) leadership and motivation through the power of
acknowledgment.
The purpose of this writing assignment is to explore the effects
of conflict management styles on the effectiveness of group
decision making or the group decision-making process. Review

7. the Individual Assignments Guidance and prepare a response to
the assignment prompt.
NRNP 6665- Open Discussion wk1Discussion: Comprehensive
Integrated Psychiatric Assessment
Many assessment principles are the same for children and
adults; however, unlike with adults/older adults, where consent
for participation in the assessment comes from the actual client,
with children it is the parents or guardians who must make the
decision for treatment. Issues of confidentiality, privacy, and
consent must be addressed. When working with children, it is
not only important to be able to connect with the pediatric
patient, but also to be able to collaborate effectively with the
caregivers, other family members, teachers, and school
counselors/psychologists, all of whom will be able to provide
important context and details to aid in your assessment and
treatment plans.
Some children/adolescents may be more difficult to assess than
adults, as they can be less psychologically minded. That is, they
have less insights into themselves and their motivations than
adults (although this is not universally true). The PMHNP must
also take into consideration the child’s culture and
environmental context. Additionally, with children/adolescents,
there are lower rates of neurocognitive disorders superimposed
on other clinical conditions, such as depression or anxiety,
which create additional diagnostic challenges.
In this Discussion, you review and critique the techniques and
methods of a mental health professional as the practitioner
completes a comprehensive, integrated psychiatric assessment
of an adolescent. You also identify rating scales and treatment
options that are specifically appropriate for
children/adolescents.
THE DISCUSSION. In about 3-4 pages.To Prepare/ RUBRIC
· Review the Learning Resources and consider the insights they
provide on comprehensive, integrated psychiatric assessment.

8. Watch the Mental Status Examination B-6 and Simulation
Scenario-Adolescent Risk Assessment videos.
· Watch the YMH Boston Vignette 5 video and take notes; you
will use this video as the basis for your Discussion post.Week 1
Based on the YMH Boston Vignette 5 video, post answers to the
following questions:
· What did the practitioner do well? In what areas can the
practitioner improve?
· At this point in the clinical interview, do you have any
compelling concerns? If so, what are they?
· What would be your next question, and why?
Then, address the following. Your answers to these prompts do
not have to be tailored to the patient in the YMH Boston video.
· Explain why a thorough psychiatric assessment of a
child/adolescent is important.
· Describe two different symptom rating scales that would be
appropriate to use during the psychiatric assessment of a
child/adolescent.
· Describe two psychiatric treatment options for children and
adolescents that may not be used when treating adults.
· Explain the role parents/guardians play in assessment.
Support your response with at least three peer-reviewed,
evidence-based sources and explain why each of your
supporting sources is considered scholarly. Attach the PDFs of
your sources.
Videos
https://video-alexanderstreet-
com.ezp.waldenulibrary.org/watch/mental-status-exam-b-
6/cite?context=channel:volume-2-new-releases-assessment-
tools-mental-status-exam-series
https://www.youtube.com/watch?v=wNF1FIKHKEU

9. YMH Video below
https://www.youtube.com/watch?v=Gm3FLGxb2ZU
Ref /Readings
Symptom Media. (2014). Mental status exam B-6. [Video].
https://video-alexanderstreet-
com.ezp.waldenulibrary.org/watch/mental-status-exam-b-
6/cite?context=channel:volume-2-new-releases-assessment-
tools-mental-status-exam-series
Western Australian Clinical Training Network. (2016, August
4). Simulation scenario-adolescent risk assessment [Video].
YouTube. https://www.youtube.com/watch?v=wNF1FIKHKEU
YMH Boston. (2013, May 22). Vignette 5 - Assessing for
depression in a mental health appointment [Video]. YouTube.
https://www.youtube.com/watch?v=Gm3FLGxb2ZU
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan &
Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.
· Chapter 31, “Child Psychiatry” Learning Resources
Required Readings (click to expand/reduce)
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for
child and adolescent mental health. American Psychiatric
Association Publishing.
· Chapter 1, “Introduction”
· Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”
· Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”
· Chapter 6, “DSM-5 Pediatric Diagnostic Interview”
· Chapter 9, “The Mental Status Examination: A Psychiatric

10. Glossary”
· Chapter 13, “Mental Health Treatment Planning”
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019).
Clinical practice guidelines for assessment of children and
adolescents. Indian Journal of Psychiatry, 61(2), 158–175.
http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M.
J., & Taylor, E. A. (2015). Rutter’s child and adolescent
psychiatry (6th ed.). Wiley Blackwell.
· Chapter 32, “Clinical assessment and diagnostic formulation”
Required Media (click to expand/reduce)
Symptom Media. (2014). Mental status exam B-6. [Video].
https://video-alexanderstreet-
com.ezp.waldenulibrary.org/watch/mental-status-exam-b-
6/cite?context=channel:volume-2-new-releases-assessment-
tools-mental-status-exam-series