Respond to  your  colleagues by offering additional insights or alternative perspectives  on their diagnosis or provide alternate next questions and why you  selected those.   NOTEL:(Positive Comment)                                                              MAIN POST The assessment of child’s development is important within child and adolescent mental health services for clinicians assessing mental  health issues of a child. Assessment tools are routinely relied upon to  aid assessment and to monitor and evaluate treatment and service  effectiveness (Bentley, N., Hartley, S., & Bucci, S. (2019). Child  and adolescent care focus on mental health symptoms and diagnoses as  they apply to their development and is focused on supporting children  and their parents on the path to recovery. Why Development assessment of children and adolescent important Child  development refers to the continuous but predictably sequential  biological, psychological and emotional changes that occur in human  beings between birth and the end of adolescence (Choo, Y. Y.,  Yeleswarapu, S. P., How, C. H., & Agarwal, P., 2019). Children and  adolescent development assessment is important because children develop  at different rates, which are determined by a complex interplay of  environmental and genetic factors and the age of attainment for each  milestone ranges widely. Therefore, a thorough developmental assessment  may help to highlight normal or abnormal development pattern and timings  and be aware of the red flags that would warrant further specialist  referrals when necessary (Choo, Y. Y., Yeleswarapu, S. P., How, C. H.,  & Agarwal, P., 2019). Additionally, identifying signs and symptoms  through detailed clinical history and developmental examination may help  discover key areas of concern and presence or absence of a mental  health disorder. It may also help the practitioner to come to a case  formulation that would guide management decisions and develop a patient  centered care plan. The developmental history of a child, across  different domains gives the “background” on which to understand the  current behavioral concerns and to plan pharmacological and  psychotherapeutic management (Srinath, S., Jacob, P., Sharma, E., &  Gautam, A. (2019) According to Srinath, S., Jacob, P., Sharma, E., &  Gautam, A. (2019), a child with a developmental history of social and  language delay, presenting with peer relationship issues and bullying in  school, may probably have social skill deficits arising from autism  spectrum disorder. Two assessment instruments used for children and adolescents but not adults. The  two main assessment instruments that are used specifically for the  children and adolescent are the diagnostic interviews and questionnaires  (Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014). One  interviewer-based diagnostic interview is the child and Adolescent  Psychiatric Assessment (CAPA). CAPA can be used for children from 9 to  17 years and.

1. Respond
to your colleagues by offering additional insights or
alternative perspectives on their diagnosis or provide alternate
next questions and why you selected those.
NOTEL:(Positive Comment)
MAIN POST
The assessment of child’s development is important within child
and adolescent mental health services for clinicians assessing
mental health issues of a child. Assessment tools are routinely
relied upon to aid assessment and to monitor and evaluate
treatment and service effectiveness (Bentley, N., Hartley, S., &
Bucci, S. (2019). Child and adolescent care focus on mental
health symptoms and diagnoses as they apply to their
development and is focused on supporting children and their
parents on the path to recovery.
Why Development assessment of children and adolescent
important
Child development refers to the continuous but predictably
sequential biological, psychological and emotional changes that
occur in human beings between birth and the end of
adolescence (Choo, Y. Y., Yeleswarapu, S. P., How, C. H., &
Agarwal, P., 2019). Children and adolescent development
assessment is important because children develop at different
rates, which are determined by a complex interplay of
environmental and genetic factors and the age of attainment for

2. each milestone ranges widely. Therefore, a thorough
developmental assessment may help to highlight normal or
abnormal development pattern and timings and be aware of the
red flags that would warrant further specialist referrals when
necessary (Choo, Y. Y., Yeleswarapu, S. P., How, C. H., &
Agarwal, P., 2019). Additionally, identifying signs and
symptoms through detailed clinical history and developmental
examination may help discover key areas of concern and
presence or absence of a mental health disorder. It may also
help the practitioner to come to a case formulation that would
guide management decisions and develop a patient centered
care plan. The developmental history of a child, across
different domains gives the “background” on which to
understand the current behavioral concerns and to plan
pharmacological and psychotherapeutic management (Srinath,
S., Jacob, P., Sharma, E., & Gautam, A. (2019) According to
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019), a child
with a developmental history of social and language delay,
presenting with peer relationship issues and bullying in school,
may probably have social skill deficits arising from autism
spectrum disorder.
Two assessment instruments used for children and adolescents
but not adults.
The two main assessment instruments that are used specifically
for the children and adolescent are the diagnostic interviews
and questionnaires (Sadock, B. J., Sadock, V. A., & Ruiz, P.,
2014). One interviewer-based diagnostic interview is the child
and Adolescent Psychiatric Assessment (CAPA). CAPA can be
used for children from 9 to 17 years and it focused on
symptoms occurring during the preceding 3-month period
(Jozefak, & Berg- Nielsen,2016). Tt is tailored to feelings and
behaviors pertinent to young children with somatic issues,
schizophrenia, PTSD, disruptive behavior disorders, mood
disorders, anxiety, sleep, eating, substance use, and elimination

3. disorders and it can be used to collect information that may
help to make diagnosis based on the DSM-5 (Sadock, B. J.,
Sadock, V. A., & Ruiz, P., 2014). Another interview-based tool
is the children’s interview for psychiatric syndrome. According
to Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014), children’s
interview for psychiatric syndrome is structured interview tool
used for children from 6 to 18 years of age and it is composed
of 15 sections. It provide information on psychiatric symptoms
and psychosocial stress relevant to 20 psychiatric disorders in
the DSM-5 criteria including anxiety, OCD,ADHD, depression,
mania, anorexia, bulimia, conduct and substance use disorders
(Sadock, B. J., Sadock, V. A., & Ruiz, P., 2014).
One questionnaire based diagnostic instrument is the parent and
teacher Achenbach child behavior checklist. It covers a broad
range of symptoms and several positive attributes related to
academic, and social competence. It assesses items related to
mood, frustration tolerance, hyperactivity, oppositional
behavior, anxiety and other behaviors. Though it is not used to
make diagnosis, it may be used to identify specific problem
areas that may be overlooked questionnaires (Sadock, B. J.,
Sadock, V. A., & Ruiz, P., 2014).
Treatment options for children and adolescents that may not be
used when treating adults.
While the brain is still developing, mental health care can be a
challenge in children. Treatments that work for adults may not
fully address the same issues in children since their care is
often focus on using methods that may help them to develop
skills to manage their illnesses in a way that they can
understand and build upon as they get older. Treatment option
used for children and adolescent and not for adults is positive
parenting program (Triple P). Triple P-Positive Parenting
Program is an evidence-based parenting program that is useful
in the management of Attention deficit hyperactivity disorder

4. (ADHD) in children. According to Aghebati, Gharraee, Hakim
Shoshtari & Gohari,(2014), triple P is a parent training
program that is designed to prevent severe behavioral,
emotional, and developmental problems in children by
enhancing the knowledge, skills, and confidence of parents. It
incorporates five levels of intervention of increasing strengths
that help parents of children from birth to age 12 (Aghebati,
Gharraee, Hakim Shoshtari & Gohari, 2014).
The role parents play in assessment and treatment.
Parents are entrusted with the responsibility for taking care of
their children. Because parents are essential to the physical,
mental, emotional, and spiritual development of their children,
it is vital that parents are also involved in their child’s mental
health assessment and children. Parent involvement positively
may influence the outcome of assessment and treatment and
empowers them to continue to nurture their child’s
development (Haine-Schlagel, R., & Walsh, N. E. (2015).
Parents play a critical role in the evaluation process by
providing information about developmental skills that cannot
be easily assessed in a clinical environment and by judging the
validity of the child's performance in clinic in comparison with
his or her typical behavior in home settings. Also, involving
parents in treatment services may significantly increase the
likelihood of positive outcomes for the child. Engaged
caregivers aid the treatment process by ensuring the child's
participate in treatment to completion. Further, as the experts
in the child’s life, parents can help providers in increasing
treatment compliance and monitoring for effectiveness or
adverse effects of treatment at home. Parents involvement in
assessment and treatment may provide the child with additional
supports that can significantly increase their likelihood of
attaining the goal for treatment.
References

5. Aghebati, A., Gharraee, B., Hakim Shoshtari, M., & Gohari, M.
R. (2014). Triple p-positive
parenting program for mothers of ADHD children. Iranian
journal of psychiatry and
behavioral sciences, 8(1), 59–65. Retrieved from,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078694/
Bentley, N., Hartley, S., & Bucci, S. (2019). Systematic Review
of Self-Report Measures of
General Mental Health and Wellbeing in Adolescent Mental
Health. Clinical Child &
Family Psychology Review, 22(2), 225–252. https://doi-
org.ezp.waldenulibrary.org
/10.1007/s 10567-018-00273-x
Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P.
(2019). Developmental assessment:
practice tips for primary care physicians. Singapore medical
journal, 60(2), 57–62.
https://doi.org/10.11622/smedj.2019016
Haine-Schlagel, R., & Walsh, N. E. (2015). A review of parent
participation engagement in child
and family mental health treatment. Clinical child and family
psychology review, 18(2),

6. 133–150. https://doi.org/10.1007/s10567-015-0182-x
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.
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019).
Clinical Practice Guidelines for
Assessment of Children and Adolescents. Indian journal of
psychiatry, 61(Suppl 2), 158–
175.
https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18