Assignment Prompt & Instructions
– ## NUR630SMARTGoalsPaper.pdf
– ## NUR630WKDIS1-7.pdf
– ## NUR630wk6response.pdf
– NUR630CLSmartGoalWK1.pptx
**## NUR630SMARTGoalsPaper.pdf**
SMART Goals Evaluation
Think back to the five SMART goals you created earlier in the
term. Write a reflection paper following APA format and consisting of 750-1000 words
in length. Use the following questions to guide your response:
1. What were you expecting from the experience before you
started?
2. Why were you expecting this?
3. Why did you choose this goal?
4. Did you learn anything about a different group in society
(i.e., different age, profession, ethnic, racial or socio-
economic group)? What did you learn?
5. What is the most valuable experience you acquired?
6. What impact did the experience have on your everyday
life?
7. What did you learn that was directly related to your course
objectives?
**## NUR630WKDIS1-7.pdf**
NUR 630 Weekly Discussion
Submission Instructions:
• Your initial post should be at least 500 words or more,
1. Introduction to Child Psychiatry
After studying Module 1: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Should we be “diagnosing” children with psychological disorders? Use current
US scholarly journals to support your opinion.
2. Psychiatric Assessment of Children Under 18
After studying Module 2: Lecture Materials & Resources, address the following in a
well-written discussion post:
• One common dilemma faced by psychiatric nurse practitioners is determining
who the “client” is. Given that children are typically brought for treatment by
their parents, describe how the psychiatric nurse practitioner would respond to
a child who discloses they are indulging in illicit behavior and asks you not to tell
his or her parents.
3. Internalizing Disorders
Can children in elementary school become depressed? After studying Module 3:
Lecture Materials & Resources, address the following in a well-written discussion post:
• What makes childhood depression difficult to assess?
• Identify your ethnicity and culture, then explain your answer by comparing your
cultural beliefs regarding depression and anxiety and those of another ethnicity
and culture.
[https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
4. Externalizing Disorders
Some commonly followed treatments for Attention Deficit Disorder (ADD) have not
been scientifically substantiated, including restricted or modified diets, treatments for
allergies, treatment for inner ear problems, treatments for yeast infections,
megavitamins, chiropractic adjustment and bone alignment, eye training, special-
colored glasses, and biofeedback.
After studying Module 4: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Discuss four non-pharmacological treatments that you would recommend for a
6 year old child with ADD.
• Use the US clinical guidelines to support your response.
5. Autism Spectrum Disorder, Intellectual Disabilities, or Childhood-Onset
Schizophrenia
In recent years, there have been reports linking autism to vaccinations. After
studying Module 5: Lecture Materials & Resources, address the following in a well-
written discussion post:
• Explain the controversy regarding vaccines as a possible cause of autism
spectrum disorder.
• Does the current US based research the "other causes" of autism better explain
autistic spectrum disorder?
• Use US scholarly journal articles to explain your response.
6. Health-Related Disorders, Substance Use Disorders, or Feeding/Eating Disorder
After studying Module 6: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain why some cultural/ethnic groups are disproportionately affected by
childhood obesity.
• Identify your ethnicity and culture. Then, list three health promotion strategies
that can be taken to address this obesity in your culture/ethnicity.
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources)
7. Gender Identity Disorder or Trauma/Stress-Related Disorders
After studying Module 7: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain your views on allowing a minor to explore their gender identity.
• Discuss how a psychiatric nurse practitioner could create space for a minor to
discuss their gender identities and expressions during a session?
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources)
**## NUR630wk6response.pdf**
Maidel
The Unequal Impact of Childhood Obesity
Obesity in childhood is a problem in the United States for all
ethnicities and cultures but in different magnitudes and
diversities. National data indicate the rates of childhood obesity
are highest in children of Hispanic origin (approx 26%) and Black
Hispanics (approx 25%) while Hispanic whites are at 17% and
Hispanic Asians are at 9%. The reasons for these differences are
a combination of structural, environmental, and socio-cultural
factors as opposed to individual “willpower.”
Black and Hispanic children and youth of the earlier
generation are at greater risk for a number of factors. Some of
these factors include rapid weight gain in infancy, less exclusive
breast feeding, an earlier introduction of solid food, short
sleeping hours, a higher sugar and soda intake, a greater
consumption of junk food, and longer screens. Early life exposure
to these factors is important to the higher child minimum index
(BMI) and higher body fat in these children in elementary schools
and youth. In addition, many families are living in communities
where there are no affordable and healthy food stores and where
there are no safe and healthy spaces for exercising. Also, there is
a greater availability of unhealthy foods that are high in calories
and low in nutrients. The lower income of families, working long
hours, and the high levels of stress that is related to racism and
structural discrimination also make it difficult to maintain healthy
lifestyles.
U.S. clinical policies increasingly recognize these
inconsistencies. The 2023 American Academy of Pediatrics (AAP)
Clinical Practice Guideline describes pediatric obesity as \"a
serious and complex chronic disease\" and states that treatment
must address the child’s family system, community context, and
structural obstacles, and not just the individual. The guideline
suggests that early identification of obesity and assessment of
social determinants of health, family-based and intensive
behavioral interventions ought to be the first-line treatment.
Likewise, the 2024 U.S. Preventive Services Task Force
(USPSTF) advocates for children and adolescents aged 6 years
and older with BMI ≥95th percentile to be referred to
comprehensive and intensive behavioral intervention (≥26
contact hours) which frequently addresses nutrition, physical
activity, and behavioral modifications and ideally, in a family-
based structure.
I have chosen to focus on the Hispanic/Latina population,
since I identify myself as Hispanic/Latina. In my culture, the role
of food to family and celebratory gatherings is paramount. Eating
customs include the consumption of higher calorie food, as well
as large portion sizes. At the same time, a large number of
Hispanic families have additional challenges to face, such as low
income, lack of safe areas to play and communicate, and
healthcare disparities. Considering the evidence, as well as the
guideline recommendations, three culturally relevant health
promotion strategies to my community include:
Tailored Nutrition Education Focused on the Family
One of the distinct facets of the Hispanic culture is the
great emphasis on family and communal dining. Programs to
promote health and behavior change are more effective when
they include entire families, children, grandparents, and parents.
In accordance with recommendations and the guidance of the
AAP and USPSTF, one of the best methods is to provide family-
centered, multi-component behavioral programs in which
traditional foods are not eliminated, but rather modified to be
healthier—for instance, to prepare arroz con pollo, which is a
traditional Hispanic food, with less oil, and baked rather than
fried, stews with more vegetables, and sugary drinks are
replaced with water. Health literacy can be addressed and
improved through engagement by conducting these programs in
Spanish, and with examples they can easily relate to.
Collaborating with Local Organizations and Schools to Promote
Physical Exercise
Having trained personnel and tailored programs with the
necessary tools and facilities to offer active physical sessions
and to create more supportive communities are very important to
the development and effectiveness of the program. In Hispanic
communities, this might resemble after-school care programs
with children-participation programs such as dance and soccer
interspersed with children-family exercise sessions, and
programs organized from exercise modules from centers for
communities or churches. Working with schools to provide daily
physical education, active recess, adequate playgrounds, and
“walking school bus” programs work to provide substantial and
frequent physical activity and addresses the important issue of
neighborhood safety that often limits outdoor play.
Culturally sensitive clinical screening and counseling
In clinical practice, AAP recommends performing routine
BMI percentile calculations and initiating weight discussions at
an early stage in a non-stigmatizing manner. Concerning
Hispanic families, this involves offering bilingual educational
resources, engaging interpreters, and bearing in mind that some
families may consider a “chubby” child to be healthy. In using
motivational interviewing, clinicians may assess a family’s values
regarding weight, present growth chart trends in a non-
threatening manner, and collaboratively set goals such as
decreasing sugary drink consumption, screen-free family meals,
or a family walk that is incorporated after dinner. Referrals to
WIC, SNAP, or other community food resources align with the
structural barriers that the guidelines indicate are necessary to
effective management.
The Hispanic and Black children’s obesity epidemic is a
product of intertwined multiple early life adversity weight-related
risk factors, structural inequities, and the sociocultural milieu.
U.S. clinical guidelines call for the prompt identification of these
children and a family-centered, intensive behavioral treatment
approach to managing childhood obesity that is adaptable to the
child’s sociocultural environment. In addressing obesity, as well
as the lifelong consequences of obesity, it is in the Hispanic
community that the incorporation of culturally traditional foods,
enhanced family and community-sustained physical activity, and
respectful, bilingual clinical service are necessary.
Kelly,
Obesity is defined as a body mass index (BMI) at or above the
95th percentile. More than 14 million U.S. children, including 22% of
adolescents, meet criteria for obesity (Lin & McKenna, 2023.) Certain
cultural or ethnic groups are more affected than others, such as African
American, Hispanic, Native American and Pacific Islander. Research
studies have shown that this disparity exists for several different reasons.
Social determinants include economic barriers like healthy foods costing
more than inexpensive, highly processed foods that are calorically dense,
yet at the same time offering little nutritional value. Within these
communities’ food desserts can exist, where access to grocery stores are
geographically limited and fast food and/or convenience stores often
thrive. Obesity is a complex, chronic stigmatized disease whereby
abnormal or excess body fat may impair health or increase the risk of
medical complications and can reduce quality of life and shorten
lifespan in children and families (Ball et al., 2025.) Other factors
attributed to the increasing childhood obesity are the limited play spaces
that children can safely play, along with the lack of sidewalks. A lack of
after school programs and recreational programs can limit children from
playing together and encourages more sedentary activities inside like
video games. Sedentary behaviors are prevalent in obese children
causing difficulties to perform minor tasks and engaging in sports
activities (Fenin et al., 2021.) Furthermore, some traditional or culturally
respected foods are more calorically dense, fried or portion sizes are
large, leading to unintentional increased caloric intake. Lastly, some
communities face language barriers or limited access to healthcare in
their cities. Obesity had adverse metabolic effects leading to insulin
resistance and high blood pressure. Obesity is also linked to mental
health conditions like increased anxiety and depression. Childhood
obesity can result in bullying as well. The AAP guidelines highlight the
effect of neighborhood, community and population-level factors and the
role of structural racism and health inequities in creating disparities and
presenting barriers to treatment (Hampl et al., 2023.)
My mother was Italian, first generation born in this country. One of
my favorite childhood memories is my Nana making and drying pasta on
racks in her kitchen after mass on Sundays. In the Italian culture food
and family are central to any get-together, holiday or celebration. Meals
were typically very large with multiple meat and pasta dishes served in
courses. Having seconds or even thirds were a given, not an option in
our house. It was considered impolite to pass on a dish being served at
the table, an insult to my Nana. The ultimate insult was to not clean your
plate, heavens forbid. There was always more than one dessert option to
finish the meal as well, often sitting around the table talking. Leftovers
were always packed to go home with for lunch or dinner the next day. In
Italy, 25.2% of children and adolescents from 3 to 17 years old are obese
with a higher incidence in the southern regions (Vandoni et al., 2021.) A
health promotion strategy that would respect my Italian culture would be
to limit the portion sizes or even using smaller plates. Portions could be
limited to the recommended serving size of three to four ounces for
meat. Sauces could be tomato based instead of cream based too. Of
course, downsizing the overall meal and not serving courses could be an
additional strategy to reduce overall calories per meal. Also, only
serving a singular meat dish and focusing on less fatty cuts of meat like
ham, sausage, salami and prosciutto. Instead of having a lot of side pasta
dishes, centering the side dishes to include more vegetable options.
Lastly, not serving multiple options of simple carbohydrates like bread
and pasta together too. Another opportunity to eat less and move more
would be after the meal, instead of sitting in front of multiple desserts
and talking, we could have a leisurely walk outside while talking
together. Incorporating these small changes in increments could have an
overall impact on improving our diet while maintaining our cultural
traditions.
**NUR630CLSmartGoalWK1.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630clsmartgoalwk1-pptx)
**NUR630CLSmartGoalWK1.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630clsmartgoalwk1-pptx)
**## NUR630SMARTGoalsPaper.pdf**
SMART Goals Evaluation
Think back to the five SMART goals you created earlier in the
term. Write a reflection paper following APA format and consisting of 750-1000 words
in length. Use the following questions to guide your response:
1. What were you expecting from the experience before you
started?
2. Why were you expecting this?
3. Why did you choose this goal?
4. Did you learn anything about a different group in society
(i.e., different age, profession, ethnic, racial or socio-
economic group)? What did you learn?
5. What is the most valuable experience you acquired?
6. What impact did the experience have on your everyday
life?
7. What did you learn that was directly related to your course
objectives?
**## NUR630WKDIS1-7.pdf**
NUR 630 Weekly Discussion
Submission Instructions:
• Your initial post should be at least 500 words or more,
1. Introduction to Child Psychiatry
After studying Module 1: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Should we be “diagnosing” children with psychological disorders? Use current
US scholarly journals to support your opinion.
2. Psychiatric Assessment of Children Under 18
After studying Module 2: Lecture Materials & Resources, address the following in a
well-written discussion post:
• One common dilemma faced by psychiatric nurse practitioners is determining
who the “client” is. Given that children are typically brought for treatment by
their parents, describe how the psychiatric nurse practitioner would respond to
a child who discloses they are indulging in illicit behavior and asks you not to tell
his or her parents.
3. Internalizing Disorders
Can children in elementary school become depressed? After studying Module 3:
Lecture Materials & Resources, address the following in a well-written discussion post:
• What makes childhood depression difficult to assess?
• Identify your ethnicity and culture, then explain your answer by comparing your
cultural beliefs regarding depression and anxiety and those of another ethnicity
and culture.
[https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
4. Externalizing Disorders
Some commonly followed treatments for Attention Deficit Disorder (ADD) have not
been scientifically substantiated, including restricted or modified diets, treatments for
allergies, treatment for inner ear problems, treatments for yeast infections,
megavitamins, chiropractic adjustment and bone alignment, eye training, special-
colored glasses, and biofeedback.
After studying Module 4: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Discuss four non-pharmacological treatments that you would recommend for a
6 year old child with ADD.
• Use the US clinical guidelines to support your response.
5. Autism Spectrum Disorder, Intellectual Disabilities, or Childhood-Onset
Schizophrenia
In recent years, there have been reports linking autism to vaccinations. After
studying Module 5: Lecture Materials & Resources, address the following in a well-
written discussion post:
• Explain the controversy regarding vaccines as a possible cause of autism
spectrum disorder.
• Does the current US based research the "other causes" of autism better explain
autistic spectrum disorder?
• Use US scholarly journal articles to explain your response.
6. Health-Related Disorders, Substance Use Disorders, or Feeding/Eating Disorder
After studying Module 6: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain why some cultural/ethnic groups are disproportionately affected by
childhood obesity.
• Identify your ethnicity and culture. Then, list three health promotion strategies
that can be taken to address this obesity in your culture/ethnicity.
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources)
7. Gender Identity Disorder or Trauma/Stress-Related Disorders
After studying Module 7: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain your views on allowing a minor to explore their gender identity.
• Discuss how a psychiatric nurse practitioner could create space for a minor to
discuss their gender identities and expressions during a session?
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources)
**## NUR630wk6response.pdf**
Maidel
The Unequal Impact of Childhood Obesity
Obesity in childhood is a problem in the United States for all
ethnicities and cultures but in different magnitudes and
diversities. National data indicate the rates of childhood obesity
are highest in children of Hispanic origin (approx 26%) and Black
Hispanics (approx 25%) while Hispanic whites are at 17% and
Hispanic Asians are at 9%. The reasons for these differences are
a combination of structural, environmental, and socio-cultural
factors as opposed to individual “willpower.”
Black and Hispanic children and youth of the earlier
generation are at greater risk for a number of factors. Some of
these factors include rapid weight gain in infancy, less exclusive
breast feeding, an earlier introduction of solid food, short
sleeping hours, a higher sugar and soda intake, a greater
consumption of junk food, and longer screens. Early life exposure
to these factors is important to the higher child minimum index
(BMI) and higher body fat in these children in elementary schools
and youth. In addition, many families are living in communities
where there are no affordable and healthy food stores and where
there are no safe and healthy spaces for exercising. Also, there is
a greater availability of unhealthy foods that are high in calories
and low in nutrients. The lower income of families, working long
hours, and the high levels of stress that is related to racism and
structural discrimination also make it difficult to maintain healthy
lifestyles.
U.S. clinical policies increasingly recognize these
inconsistencies. The 2023 American Academy of Pediatrics (AAP)
Clinical Practice Guideline describes pediatric obesity as \"a
serious and complex chronic disease\" and states that treatment
must address the child’s family system, community context, and
structural obstacles, and not just the individual. The guideline
suggests that early identification of obesity and assessment of
social determinants of health, family-based and intensive
behavioral interventions ought to be the first-line treatment.
Likewise, the 2024 U.S. Preventive Services Task Force
(USPSTF) advocates for children and adolescents aged 6 years
and older with BMI ≥95th percentile to be referred to
comprehensive and intensive behavioral intervention (≥26
contact hours) which frequently addresses nutrition, physical
activity, and behavioral modifications and ideally, in a family-
based structure.
I have chosen to focus on the Hispanic/Latina population,
since I identify myself as Hispanic/Latina. In my culture, the role
of food to family and celebratory gatherings is paramount. Eating
customs include the consumption of higher calorie food, as well
as large portion sizes. At the same time, a large number of
Hispanic families have additional challenges to face, such as low
income, lack of safe areas to play and communicate, and
healthcare disparities. Considering the evidence, as well as the
guideline recommendations, three culturally relevant health
promotion strategies to my community include:
Tailored Nutrition Education Focused on the Family
One of the distinct facets of the Hispanic culture is the
great emphasis on family and communal dining. Programs to
promote health and behavior change are more effective when
they include entire families, children, grandparents, and parents.
In accordance with recommendations and the guidance of the
AAP and USPSTF, one of the best methods is to provide family-
centered, multi-component behavioral programs in which
traditional foods are not eliminated, but rather modified to be
healthier—for instance, to prepare arroz con pollo, which is a
traditional Hispanic food, with less oil, and baked rather than
fried, stews with more vegetables, and sugary drinks are
replaced with water. Health literacy can be addressed and
improved through engagement by conducting these programs in
Spanish, and with examples they can easily relate to.
Collaborating with Local Organizations and Schools to Promote
Physical Exercise
Having trained personnel and tailored programs with the
necessary tools and facilities to offer active physical sessions
and to create more supportive communities are very important to
the development and effectiveness of the program. In Hispanic
communities, this might resemble after-school care programs
with children-participation programs such as dance and soccer
interspersed with children-family exercise sessions, and
programs organized from exercise modules from centers for
communities or churches. Working with schools to provide daily
physical education, active recess, adequate playgrounds, and
“walking school bus” programs work to provide substantial and
frequent physical activity and addresses the important issue of
neighborhood safety that often limits outdoor play.
Culturally sensitive clinical screening and counseling
In clinical practice, AAP recommends performing routine
BMI percentile calculations and initiating weight discussions at
an early stage in a non-stigmatizing manner. Concerning
Hispanic families, this involves offering bilingual educational
resources, engaging interpreters, and bearing in mind that some
families may consider a “chubby” child to be healthy. In using
motivational interviewing, clinicians may assess a family’s values
regarding weight, present growth chart trends in a non-
threatening manner, and collaboratively set goals such as
decreasing sugary drink consumption, screen-free family meals,
or a family walk that is incorporated after dinner. Referrals to
WIC, SNAP, or other community food resources align with the
structural barriers that the guidelines indicate are necessary to
effective management.
The Hispanic and Black children’s obesity epidemic is a
product of intertwined multiple early life adversity weight-related
risk factors, structural inequities, and the sociocultural milieu.
U.S. clinical guidelines call for the prompt identification of these
children and a family-centered, intensive behavioral treatment
approach to managing childhood obesity that is adaptable to the
child’s sociocultural environment. In addressing obesity, as well
as the lifelong consequences of obesity, it is in the Hispanic
community that the incorporation of culturally traditional foods,
enhanced family and community-sustained physical activity, and
respectful, bilingual clinical service are necessary.
Kelly,
Obesity is defined as a body mass index (BMI) at or above the
95th percentile. More than 14 million U.S. children, including 22% of
adolescents, meet criteria for obesity (Lin & McKenna, 2023.) Certain
cultural or ethnic groups are more affected than others, such as African
American, Hispanic, Native American and Pacific Islander. Research
studies have shown that this disparity exists for several different reasons.
Social determinants include economic barriers like healthy foods costing
more than inexpensive, highly processed foods that are calorically dense,
yet at the same time offering little nutritional value. Within these
communities’ food desserts can exist, where access to grocery stores are
geographically limited and fast food and/or convenience stores often
thrive. Obesity is a complex, chronic stigmatized disease whereby
abnormal or excess body fat may impair health or increase the risk of
medical complications and can reduce quality of life and shorten
lifespan in children and families (Ball et al., 2025.) Other factors
attributed to the increasing childhood obesity are the limited play spaces
that children can safely play, along with the lack of sidewalks. A lack of
after school programs and recreational programs can limit children from
playing together and encourages more sedentary activities inside like
video games. Sedentary behaviors are prevalent in obese children
causing difficulties to perform minor tasks and engaging in sports
activities (Fenin et al., 2021.) Furthermore, some traditional or culturally
respected foods are more calorically dense, fried or portion sizes are
large, leading to unintentional increased caloric intake. Lastly, some
communities face language barriers or limited access to healthcare in
their cities. Obesity had adverse metabolic effects leading to insulin
resistance and high blood pressure. Obesity is also linked to mental
health conditions like increased anxiety and depression. Childhood
obesity can result in bullying as well. The AAP guidelines highlight the
effect of neighborhood, community and population-level factors and the
role of structural racism and health inequities in creating disparities and
presenting barriers to treatment (Hampl et al., 2023.)
My mother was Italian, first generation born in this country. One of
my favorite childhood memories is my Nana making and drying pasta on
racks in her kitchen after mass on Sundays. In the Italian culture food
and family are central to any get-together, holiday or celebration. Meals
were typically very large with multiple meat and pasta dishes served in
courses. Having seconds or even thirds were a given, not an option in
our house. It was considered impolite to pass on a dish being served at
the table, an insult to my Nana. The ultimate insult was to not clean your
plate, heavens forbid. There was always more than one dessert option to
finish the meal as well, often sitting around the table talking. Leftovers
were always packed to go home with for lunch or dinner the next day. In
Italy, 25.2% of children and adolescents from 3 to 17 years old are obese
with a higher incidence in the southern regions (Vandoni et al., 2021.) A
health promotion strategy that would respect my Italian culture would be
to limit the portion sizes or even using smaller plates. Portions could be
limited to the recommended serving size of three to four ounces for
meat. Sauces could be tomato based instead of cream based too. Of
course, downsizing the overall meal and not serving courses could be an
additional strategy to reduce overall calories per meal. Also, only
serving a singular meat dish and focusing on less fatty cuts of meat like
ham, sausage, salami and prosciutto. Instead of having a lot of side pasta
dishes, centering the side dishes to include more vegetable options.
Lastly, not serving multiple options of simple carbohydrates like bread
and pasta together too. Another opportunity to eat less and move more
would be after the meal, instead of sitting in front of multiple desserts
and talking, we could have a leisurely walk outside while talking
together. Incorporating these small changes in increments could have an
overall impact on improving our diet while maintaining our cultural
traditions.
**NUR630CLSmartGoalWK1.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630clsmartgoalwk1-pptx)
**## NUR630SMARTGoalsPaper.pdf**
SMART Goals Evaluation
Think back to the five SMART goals you created earlier in the
term. Write a reflection paper following APA format and consisting of 750-1000 words
in length. Use the following questions to guide your response:
1. What were you expecting from the experience before you
started?
2. Why were you expecting this?
3. Why did you choose this goal?
4. Did you learn anything about a different group in society
(i.e., different age, profession, ethnic, racial or socio-
economic group)? What did you learn?
5. What is the most valuable experience you acquired?
6. What impact did the experience have on your everyday
life?
7. What did you learn that was directly related to your course
objectives?
**## NUR630WKDIS1-7.pdf**
NUR 630 Weekly Discussion
Submission Instructions:
• Your initial post should be at least 500 words or more,
1. Introduction to Child Psychiatry
After studying Module 1: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Should we be “diagnosing” children with psychological disorders? Use current
US scholarly journals to support your opinion.
2. Psychiatric Assessment of Children Under 18
After studying Module 2: Lecture Materials & Resources, address the following in a
well-written discussion post:
• One common dilemma faced by psychiatric nurse practitioners is determining
who the “client” is. Given that children are typically brought for treatment by
their parents, describe how the psychiatric nurse practitioner would respond to
a child who discloses they are indulging in illicit behavior and asks you not to tell
his or her parents.
3. Internalizing Disorders
Can children in elementary school become depressed? After studying Module 3:
Lecture Materials & Resources, address the following in a well-written discussion post:
• What makes childhood depression difficult to assess?
• Identify your ethnicity and culture, then explain your answer by comparing your
cultural beliefs regarding depression and anxiety and those of another ethnicity
and culture.
[https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-1-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-2-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-3-lecture-materials-and-resources)
4. Externalizing Disorders
Some commonly followed treatments for Attention Deficit Disorder (ADD) have not
been scientifically substantiated, including restricted or modified diets, treatments for
allergies, treatment for inner ear problems, treatments for yeast infections,
megavitamins, chiropractic adjustment and bone alignment, eye training, special-
colored glasses, and biofeedback.
After studying Module 4: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Discuss four non-pharmacological treatments that you would recommend for a
6 year old child with ADD.
• Use the US clinical guidelines to support your response.
5. Autism Spectrum Disorder, Intellectual Disabilities, or Childhood-Onset
Schizophrenia
In recent years, there have been reports linking autism to vaccinations. After
studying Module 5: Lecture Materials & Resources, address the following in a well-
written discussion post:
• Explain the controversy regarding vaccines as a possible cause of autism
spectrum disorder.
• Does the current US based research the "other causes" of autism better explain
autistic spectrum disorder?
• Use US scholarly journal articles to explain your response.
6. Health-Related Disorders, Substance Use Disorders, or Feeding/Eating Disorder
After studying Module 6: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain why some cultural/ethnic groups are disproportionately affected by
childhood obesity.
• Identify your ethnicity and culture. Then, list three health promotion strategies
that can be taken to address this obesity in your culture/ethnicity.
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-4-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-5-lecture-materials-and-resources)
[https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-6-lecture-materials-and-resources)
7. Gender Identity Disorder or Trauma/Stress-Related Disorders
After studying Module 7: Lecture Materials & Resources, address the following in a
well-written discussion post:
• Explain your views on allowing a minor to explore their gender identity.
• Discuss how a psychiatric nurse practitioner could create space for a minor to
discuss their gender identities and expressions during a session?
• Use the US clinical guidelines to support your response.
[https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources](https://stu.instructure.com/courses/48604/pages/module-7-lecture-materials-and-resources)
**## NUR630wk6response.pdf**
Maidel
The Unequal Impact of Childhood Obesity
Obesity in childhood is a problem in the United States for all
ethnicities and cultures but in different magnitudes and
diversities. National data indicate the rates of childhood obesity
are highest in children of Hispanic origin (approx 26%) and Black
Hispanics (approx 25%) while Hispanic whites are at 17% and
Hispanic Asians are at 9%. The reasons for these differences are
a combination of structural, environmental, and socio-cultural
factors as opposed to individual “willpower.”
Black and Hispanic children and youth of the earlier
generation are at greater risk for a number of factors. Some of
these factors include rapid weight gain in infancy, less exclusive
breast feeding, an earlier introduction of solid food, short
sleeping hours, a higher sugar and soda intake, a greater
consumption of junk food, and longer screens. Early life exposure
to these factors is important to the higher child minimum index
(BMI) and higher body fat in these children in elementary schools
and youth. In addition, many families are living in communities
where there are no affordable and healthy food stores and where
there are no safe and healthy spaces for exercising. Also, there is
a greater availability of unhealthy foods that are high in calories
and low in nutrients. The lower income of families, working long
hours, and the high levels of stress that is related to racism and
structural discrimination also make it difficult to maintain healthy
lifestyles.
U.S. clinical policies increasingly recognize these
inconsistencies. The 2023 American Academy of Pediatrics (AAP)
Clinical Practice Guideline describes pediatric obesity as \"a
serious and complex chronic disease\" and states that treatment
must address the child’s family system, community context, and
structural obstacles, and not just the individual. The guideline
suggests that early identification of obesity and assessment of
social determinants of health, family-based and intensive
behavioral interventions ought to be the first-line treatment.
Likewise, the 2024 U.S. Preventive Services Task Force
(USPSTF) advocates for children and adolescents aged 6 years
and older with BMI ≥95th percentile to be referred to
comprehensive and intensive behavioral intervention (≥26
contact hours) which frequently addresses nutrition, physical
activity, and behavioral modifications and ideally, in a family-
based structure.
I have chosen to focus on the Hispanic/Latina population,
since I identify myself as Hispanic/Latina. In my culture, the role
of food to family and celebratory gatherings is paramount. Eating
customs include the consumption of higher calorie food, as well
as large portion sizes. At the same time, a large number of
Hispanic families have additional challenges to face, such as low
income, lack of safe areas to play and communicate, and
healthcare disparities. Considering the evidence, as well as the
guideline recommendations, three culturally relevant health
promotion strategies to my community include:
Tailored Nutrition Education Focused on the Family
One of the distinct facets of the Hispanic culture is the
great emphasis on family and communal dining. Programs to
promote health and behavior change are more effective when
they include entire families, children, grandparents, and parents.
In accordance with recommendations and the guidance of the
AAP and USPSTF, one of the best methods is to provide family-
centered, multi-component behavioral programs in which
traditional foods are not eliminated, but rather modified to be
healthier—for instance, to prepare arroz con pollo, which is a
traditional Hispanic food, with less oil, and baked rather than
fried, stews with more vegetables, and sugary drinks are
replaced with water. Health literacy can be addressed and
improved through engagement by conducting these programs in
Spanish, and with examples they can easily relate to.
Collaborating with Local Organizations and Schools to Promote
Physical Exercise
Having trained personnel and tailored programs with the
necessary tools and facilities to offer active physical sessions
and to create more supportive communities are very important to
the development and effectiveness of the program. In Hispanic
communities, this might resemble after-school care programs
with children-participation programs such as dance and soccer
interspersed with children-family exercise sessions, and
programs organized from exercise modules from centers for
communities or churches. Working with schools to provide daily
physical education, active recess, adequate playgrounds, and
“walking school bus” programs work to provide substantial and
frequent physical activity and addresses the important issue of
neighborhood safety that often limits outdoor play.
Culturally sensitive clinical screening and counseling
In clinical practice, AAP recommends performing routine
BMI percentile calculations and initiating weight discussions at
an early stage in a non-stigmatizing manner. Concerning
Hispanic families, this involves offering bilingual educational
resources, engaging interpreters, and bearing in mind that some
families may consider a “chubby” child to be healthy. In using
motivational interviewing, clinicians may assess a family’s values
regarding weight, present growth chart trends in a non-
threatening manner, and collaboratively set goals such as
decreasing sugary drink consumption, screen-free family meals,
or a family walk that is incorporated after dinner. Referrals to
WIC, SNAP, or other community food resources align with the
structural barriers that the guidelines indicate are necessary to
effective management.
The Hispanic and Black children’s obesity epidemic is a
product of intertwined multiple early life adversity weight-related
risk factors, structural inequities, and the sociocultural milieu.
U.S. clinical guidelines call for the prompt identification of these
children and a family-centered, intensive behavioral treatment
approach to managing childhood obesity that is adaptable to the
child’s sociocultural environment. In addressing obesity, as well
as the lifelong consequences of obesity, it is in the Hispanic
community that the incorporation of culturally traditional foods,
enhanced family and community-sustained physical activity, and
respectful, bilingual clinical service are necessary.
Kelly,
Obesity is defined as a body mass index (BMI) at or above the
95th percentile. More than 14 million U.S. children, including 22% of
adolescents, meet criteria for obesity (Lin & McKenna, 2023.) Certain
cultural or ethnic groups are more affected than others, such as African
American, Hispanic, Native American and Pacific Islander. Research
studies have shown that this disparity exists for several different reasons.
Social determinants include economic barriers like healthy foods costing
more than inexpensive, highly processed foods that are calorically dense,
yet at the same time offering little nutritional value. Within these
communities’ food desserts can exist, where access to grocery stores are
geographically limited and fast food and/or convenience stores often
thrive. Obesity is a complex, chronic stigmatized disease whereby
abnormal or excess body fat may impair health or increase the risk of
medical complications and can reduce quality of life and shorten
lifespan in children and families (Ball et al., 2025.) Other factors
attributed to the increasing childhood obesity are the limited play spaces
that children can safely play, along with the lack of sidewalks. A lack of
after school programs and recreational programs can limit children from
playing together and encourages more sedentary activities inside like
video games. Sedentary behaviors are prevalent in obese children
causing difficulties to perform minor tasks and engaging in sports
activities (Fenin et al., 2021.) Furthermore, some traditional or culturally
respected foods are more calorically dense, fried or portion sizes are
large, leading to unintentional increased caloric intake. Lastly, some
communities face language barriers or limited access to healthcare in
their cities. Obesity had adverse metabolic effects leading to insulin
resistance and high blood pressure. Obesity is also linked to mental
health conditions like increased anxiety and depression. Childhood
obesity can result in bullying as well. The AAP guidelines highlight the
effect of neighborhood, community and population-level factors and the
role of structural racism and health inequities in creating disparities and
presenting barriers to treatment (Hampl et al., 2023.)
My mother was Italian, first generation born in this country. One of
my favorite childhood memories is my Nana making and drying pasta on
racks in her kitchen after mass on Sundays. In the Italian culture food
and family are central to any get-together, holiday or celebration. Meals
were typically very large with multiple meat and pasta dishes served in
courses. Having seconds or even thirds were a given, not an option in
our house. It was considered impolite to pass on a dish being served at
the table, an insult to my Nana. The ultimate insult was to not clean your
plate, heavens forbid. There was always more than one dessert option to
finish the meal as well, often sitting around the table talking. Leftovers
were always packed to go home with for lunch or dinner the next day. In
Italy, 25.2% of children and adolescents from 3 to 17 years old are obese
with a higher incidence in the southern regions (Vandoni et al., 2021.) A
health promotion strategy that would respect my Italian culture would be
to limit the portion sizes or even using smaller plates. Portions could be
limited to the recommended serving size of three to four ounces for
meat. Sauces could be tomato based instead of cream based too. Of
course, downsizing the overall meal and not serving courses could be an
additional strategy to reduce overall calories per meal. Also, only
serving a singular meat dish and focusing on less fatty cuts of meat like
ham, sausage, salami and prosciutto. Instead of having a lot of side pasta
dishes, centering the side dishes to include more vegetable options.
Lastly, not serving multiple options of simple carbohydrates like bread
and pasta together too. Another opportunity to eat less and move more
would be after the meal, instead of sitting in front of multiple desserts
and talking, we could have a leisurely walk outside while talking
together. Incorporating these small changes in increments could have an
overall impact on improving our diet while maintaining our cultural
traditions.
**NUR630CLSmartGoalWK1.pptx**
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