Child and Adolescent Clients with Psychiatric Disorders

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  Child and Adolescent Clients with Psychiatric Disorders                                      

Mental Health Practicum–Week 10 Journal Entry

                                                          Learning Objectives

Students will:

· Develop effective documentation skills to examine group therapy sessions with 

  children and adolescents *

· Develop diagnoses for child and adolescent clients receiving group 

  psychotherapy *

· Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders * Child and Adolescent Clients with Psychiatric Disorders

                                                                    ASSIGNMENT

            Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session.

ORDER A FREE-PLAGIARISM PAPER HERE

                    Then, address in your Practicum Journal the following:

· Using the Group Therapy Progress Note in this week’s Learning Resources, 

  document the group session.

· Describe each client (without violating HIPAA regulations), and identify any 

   pertinent history or medical information, including prescribed medications.

· Using the DSM-5, explain and justify your diagnosis for each client.

· Explain any legal and/or ethical implications related to counseling each client.

· Support your approach with evidence-based literature.

                                                        Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

  • Chapter 17, “Psychotherapy with Children” (pp. 597–624)
  • Chapter      20, “Termination and Outcome Evaluation” (pp. 693–712) Child and Adolescent Clients with Psychiatric Disorders

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program shows potential in reducing symptoms of depression and stress among young people with ASD. Journal of Autism and Developmental Disorders, 44(8), 2041–2051. doi:10.1007/s10803-014-2087-9

Restek-Petrović, B., Bogović, A., Mihanović, M., Grah, M., Mayer, N., & Ivezić, E. (2014). Changes in aspects of cognitive functioning in young patients with schizophrenia during group psychodynamic psychotherapy: A preliminary study. Nordic Journal of Psychiatry, 68(5), 333–340. doi:10.3109/08039488.2013.839738

Document: Group Therapy Progress Note (SEE ATTACHED PROGRESS NOTE)

                                                         Required Media

Microtraining Associates (Producer). (2009). Leading groups with adolescents [Video file]. Alexandria, VA: Author. 

Psychotherapy.net (Producer). (2002). Adlerian parent consultation [Video file]. Mill Valley, CA: Author. 

                                                          Optional Resources

Psychotherapy.net (Producer). (2012). Group counseling with adolescents: A multicultural approach [Video file]. Mill Valley, CA: Author.

N:B. PLEASE PART OF THE CONTRACT IS TO HAVE IT READY IN 12 HOURS

Group Therapy Progress Note

American Psychological Association | Division 12 http://www.div12.org/ 1

Client: __________________________________________________ Date: ___________ Group name:________________________________________________ Minutes:________ Group session # ______ Meeting attended is #:______ for this client. Number present in group _____ of _____ scheduled Start time:________ End time: ________

Assessment of client

1. Participation level: ❑ Active/eager ❑ Variable ❑ Only responsive ❑ Minimal ❑ Withdrawn

2. Participation quality: ❑ Expected ❑ Supportive ❑ Sharing ❑ Attentive ❑ Intrusive

❑ Monopolizing ❑ Resistant ❑ Other: _____________________________________

3. Mood: ❑ Normal ❑ Anxious ❑ Depressed ❑ Angry ❑ Euphoric ❑ Other: _______________

4. Affect: ❑ Normal ❑ Intense ❑ Blunted ❑ Inappropriate ❑ Labile ❑ Other:_______________

5. Mental status: ❑ Normal ❑ Lack awareness ❑ Memory problems ❑ Disoriented ❑ Confused

❑ Disorganized ❑ Vigilant ❑ Delusions ❑ Hallucinations ❑ Other:__________________

6. Suicide/violence risk: ❑ Almost none ❑ Ideation ❑ Threat ❑ Rehearsal ❑ Gesture ❑ Attempt

7. Change in stressors: ❑ Less severe/fewer ❑ Different stressors ❑ More/more severe ❑ Chronic

8. Change in coping ability/skills: ❑ No change ❑ Improved ❑ Less able ❑ Much less able

9. Change in symptoms: ❑ Same ❑ Less severe ❑ Resolved ❑ More severe ❑ Much worse

10. Other observations/evaluations:________________________________________________________

In-session procedures:  _______________________________________________________________________________

 _______________________________________________________________________________

 _______________________________________________________________________________

 _______________________________________________________________________________

 __________ _____________________________________________________________________

Homework: 1.

2.

3.

Other Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Signatures Date

Child and Adolescent Clients with Psychiatric Disorders