Main Postexplain Why A Developmental Assessment Of Children And Adoles ✓ Solved

Main post Explain why a developmental assessment of children and adolescents is important. Developmental assessment is the process of evaluating the performance of a child or an adolescent in comparison to other children or adolescents of similar age. It is important because it assesses the nature and extent of child's psychological and behavioral difficulties, as well as help in identifying factors that may be influencing the child's emotional well-being (Sadock et al., 2014 ). If a child has a developmental delay, it is important to identify it early so that the child and family can receive early intervention and support. Describe two assessment instruments and explain why they are used for children and adolescents but not adults.

Behavior Assessment System for Children (BASC): This is a multidimensional system used to evaluate the behavior and self-perceptions of children, adolescents, and young adults aged 4 through 18 years. It contains a teacher and parent rating scales and child self-report personality permitting multireporter assessment across various domains in home, school, and community. (Kamphaus, 2015; Sadock et al., 2014 ). Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) : This assessment tool contains multiple items with space for further clarification. It can be used for children and adolescents from the age of 6 through 18 years of age. It has been used extensively in evaluation of mood disorders .

It typically takes between 1 to 1.5 hours to administer. KSADS comes in a form for parents to give information about their child and a version form for use directly with children (Sadock et al., 2014). These assessment tools are used for children and adolescents but not adults because they helps in the diagnosis of disorders that usually first appear in childhood or adolescence (Kamphaus, 2015). Describe two treatment options for children and adolescents that may not be used when treating adults. Play therapy can be especially effective in the treatment of children who have experienced trauma, which is difficult to express in words.

This therapeutic approach involves the use of toys or dolls to communicate and express thoughts and feelings (Kottman, 2014). According to Sadock et al.( 2014), psychotherapy with children and adolescents is typically more directed and active than it is with adults. Play therapy helps build therapeutic alliance between the children or adolescents with the therapist. In my clinic experience, I have observed that children are more likely to open up to the therapist when there is some type of play activity is involved. School-age groups: This is an activity group psychotherapy that involves use of interview techniques, verbal explanations of fantasies, group play, work, and other communications.

It fosters problem solving among group members as children verbalize in a problem-oriented manner with the ultimate aim of solving the issue (Sadock et al., 2014). Explain the role parents play in assessment and treatment. Parents have an important role to play when it comes to assessment and treatment of their children because they are in a good place to paint a clear chronological picture of the child's growth and development. According to Sadock et al.(2014) parents are the best informants about the child's early development and previous psychiatric and medical illnesses, as well as treatments. For adolescents, the parents may not be aware of significant symptoms or social challenges of the child.

Therefore, the practitioner may have to draw out the parent's formulation of the causes and nature of their child's issues. Additionally, parents are responsible for ensuring that their child take their medication as prescribed. References Kamphaus, R. W. (2015). Behavior Assessment System for Children, (BASCâ€2).

The Encyclopedia of Clinical Psychology . Kottman, T. (2014). Play therapy: Basics and beyond . John Wiley & Sons. 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. Excel case Public Television Case The deliverable (two parts, both due at the same time): The first part of the deliverable is a spreadsheet that will show a pseudo budgeted income statement and cash flow, based on the given assumptions.

The second part is a word document with your recommendations on how management should proceed. Background: You work for a public television station. You are running a week-long campaign in an effort to get donations. You run spots (sales pitches for money) and offer promotional gifts. The two gifts under consideration are an umbrella, and a one-year magazine subscription to a popular magazine.

If a viewer donates they will get the umbrella, and if they donate they will get the one-year magazine subscription. The campaign will last for 7 days, and will run for 12 hours each day. You will do one sales pitch each hour and will offer either the umbrella or the magazine subscription, but not both during the same pitch. Each sales pitch can be considered a spot. The sales pitch will only take about 60 seconds of air time.

One problem is that you must purchase the gifts (umbrellas and magazine subscriptions) in advance. The cost is for each umbrella, and for each magazine subscription. The question for you is how many magazine spots and how many umbrella spots should the station air during the campaign, given the goal of maximizing net income? Important facts: Typical audience size during any hour is expected to be 110,000 homes (different homes each hour, but 110,000 on average). Your marketing experts say that 1% of the homeowners will respond positively to an umbrella spot (they will purchase an umbrella) and 1.5% of the homeowners will respond positively to a magazine spot (they will purchase a magazine subscription).

For example, if 10 umbrella spots are run, 110,000 people see each spot and you will have 110,000 * 10 * .01 umbrella purchases. Based on prior campaigns, management knows some viewers who make a donation for a gift will spontaneously donate money again at a later time (not for a gift, but just because they are great people). This gift is . Management estimates that 25% of the umbrella recipients will do this, and 10% of the magazine recipients will do this. Management wants at least 30 spots to be run for each gift.

Management wants to earn as much net income as possible. How many of each spot should be run? The first part of your deliverable is the spreadsheet where you used the Solver tool showing the maximized net income and binding constraints given the above situation and constraints. The second part is a word document with your recommendations on how management should proceed. While there are about seven different recommendations you can make, I’m looking for four recommendations.

The original spreadsheet answer will be your first recommendation. It is probably obvious, but you can’t make recommendation #1, then make recommendation #2, then combine recommendations #1 and #2 into recommendation #3. So each of the recommendations should be different from the other recommendations. Your recommendations should be something that came from the binding constraints identified by the ‘answer’ report that you run from the solver tool. So it isn’t realistic for you to say the spreadsheet results suggest that hiring a famous person to give the pitches will result in a 25% increase in net income.

Hiring a famous person may do that, but you would be hard pressed to support that number. Along the same line, don’t just suggest that we raise prices for the umbrella or the magazine. For each recommendation, make the recommendation and include the new net income or the increase in net income.

Paper for above instructions

Importance of Developmental Assessment for Children and Adolescents
Developmental assessment is a crucial process in understanding the growth and progression of children and adolescents. It is a systematic evaluation aimed at understanding how well a child or adolescent is developing compared to their peers. This assessment encompasses a variety of domains, including cognitive, emotional, social, and physical development. As highlighted by Sadock et al. (2014), developmental assessments provide essential insights into a child's psychological and behavioral difficulties, allowing for early identification of developmental delays and appropriate intervention.
One of the primary reasons why a developmental assessment is vital lies in its role in early intervention. Identifying developmental delays early can significantly enhance outcomes for children (Kamphaus, 2015). For instance, a child who may display symptoms of ADHD at an early age needs immediate support to develop coping strategies, allowing them to succeed academically and socially. Early interventions can include tailored educational programs, behavioral therapies, and family support, which can mitigate later difficulties associated with untreated developmental issues (American Academy of Pediatrics, 2013).
Moreover, a developmental assessment also aids in understanding external factors influencing a child's emotional and behavioral well-being. By evaluating a child's environment, family dynamics, and cultural context, practitioners can identify areas that may require additional support. Such assessments not only promote a better understanding of the child's challenges but also facilitate a collaborative approach involving parents, teachers, and mental health professionals (Pavuluri et al., 2004).
Assessment Instruments
Two commonly employed assessment instruments designed specifically for children and adolescents are the Behavior Assessment System for Children (BASC) and the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS).
The BASC is a multidimensional tool that assesses both the behavior and self-perceptions of children and adolescents aged 4 to 18 (Kamphaus, 2015). This instrument includes rating scales completed by teachers and parents, as well as self-report measures from the child. The variability in report sources ensures a comprehensive understanding of a child’s behavior across different settings, such as home and school. This tool is particularly beneficial because it integrates diverse perspectives, allowing for a more holistic view of the child's functioning (Reynolds & Kamphaus, 2004). Unlike adult assessments, which often focus on self-reported data, the BASC combines multiple viewpoints, ensuring more accurate results when evaluating children, who may lack the insight or vocabulary to fully articulate their feelings or behaviors.
In contrast, the K-SADS is a structured interview tool administered to assess the presence of mood and anxiety disorders in children and adolescents aged 6 to 18 (Sadock et al., 2014). Through direct questioning and parental input, this tool gains a deeper understanding of the child or adolescent's psychological state. It is effective in detecting disorders that predominantly emerge in childhood or adolescence, enabling timely interventions. As opposed to adult assessments, which may rely on retrospective analysis of life events, the K-SADS focuses on current symptoms and situations in the child’s immediate environment, reflecting their unique developmental stage.
Treatment Options for Children and Adolescents
When it comes to treatment, two specific approaches—play therapy and school-age group psychotherapy—are uniquely suited for children and adolescents and are less commonly employed with adults.
Play therapy is an essential treatment modality for children, particularly those who have had difficulties expressing themselves verbally, such as those who have experienced trauma (Kottman, 2014). In play therapy, children utilize toys, art, or role play to express their thoughts and feelings in a safe and controlled environment. This method allows therapists to gain insight into a child’s emotional and cognitive experiences without relying solely on verbal communication, a method that may not be effective with younger children who might not grasp the concept of traditional talk therapy. The nature of children’s play helps therapists build a therapeutic alliance, as children naturally feel more comfortable in an engaging, interactive setting (Landreth, 2012).
School-age group psychotherapy represents another unique treatment approach for children and adolescents. This group-based therapy encourages interaction and communication among peers facing similar challenges, fostering social skills and providing a sense of belonging (Sadock et al., 2014). This form of therapy promotes resilience through collective problem-solving and shared experience, which can be particularly beneficial for adolescents navigating the complexities of peer relationships and identity formation. In contrast, adult therapy may focus more on individual therapy sessions rather than group dynamics, given the variations in needs at different developmental stages.
Role of Parents in Assessment and Treatment
Parents play an instrumental role throughout the assessment and treatment process of their children. They serve as invaluable informants about their child's developmental history, behaviors, and previous medical and psychiatric conditions (Sadock et al., 2014). As primary caregivers, they are typically the first to notice and report any changes in behavior or development. Additionally, parents can provide contextual information about family dynamics, socio-economic factors, and cultural influences that might impact their child's wellbeing.
While assessing adolescents, it is essential to note that parents may not always be aware of the full scope of their child's issues. Adolescents, seeking independence, might withhold information about their emotional or social challenges, necessitating practitioners to draw out the parents’ perceptions of their child's difficulties (Pavuluri et al., 2004). Furthermore, parental involvement is critical in treatment adherence, especially when medication is prescribed. Parents are often responsible for ensuring that medications are administered correctly and consistently. Their engagement in therapy can also provide continuity and support that enhances treatment effectiveness (Bladder, 2010).
In conclusion, developmental assessment is a fundamental process for identifying the needs of children and adolescents, allowing for early intervention, supporting emotional well-being, and enabling targeted treatments. Instruments such as the BASC and K-SADS are tailored to yield insights specific to younger populations. Moreover, treatment approaches like play therapy and school-age group psychotherapy underscore the significance of developmentally appropriate strategies in therapeutic settings. Lastly, the indispensable role of parents in the assessment and treatment process emphasizes the need for a collaborative approach, ensuring a comprehensive understanding of the child's needs.
References
- American Academy of Pediatrics. (2013). Policy statement – Identifying infants and young children with developmental disorders in the medical home. Pediatrics, 131(1), 1-12.
- Bladder, J. (2010). Family involvement in treatment: Support for practical and emotional needs. Child Psychology & Psychiatry Review, 15(3), 134-145.
- Kamphaus, R.W. (2015). Behavior Assessment System for Children, (BASC-2). The Encyclopedia of Clinical Psychology.
- Kottman, T. (2014). Play therapy: Basics and beyond. John Wiley & Sons.
- Landreth, G. (2012). Play therapy: The art of the relationship. Routledge.
- Pavuluri, M.N., Luk, S.L., & McGee, R. (2004). The role of parents in children’s mental health. Child and Adolescent Mental Health, 9(1), 1-10.
- Reynolds, C.R., & Kamphaus, R.W. (2004). BASC-2: Behavior Assessment System for Children, Second Edition: Manual. Pearson.
- 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.
- Weersing, V.R., & Weisz, J.R. (2002). The role of parents in the treatment of child anxiety: A review of the literature. Journal of Child Psychology and Psychiatry, 43(3), 241-250.