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  • [Solved] Criminal Justice

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Research criminal trials in the United States with convictions (e.g., Aaron Hernandez, Jodi Arias, Drew Peterson, Amber Guyger). Select one case to address in your presentation. Create a **10- to 12-slide Microsoft® PowerPoint…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Research criminal trials in the United States with convictions (e.g., Aaron Hernandez, Jodi Arias, Drew Peterson, Amber Guyger). Select one case to address in your presentation.

    Create a **10- to 12-slide Microsoft® PowerPoint® presentation** about your chosen case, **illustrating how criminal justice policy and due rights processes were applied** as the case was processed throughout the 3 subdomains of the criminal justice system (law enforcement, courts, corrections).

    Audience: Your presentation will be given in a workshop for newly hired victim’s advocates.

    Consider the following examples of policies and procedures in criminal justice as you create your presentation:

    – Bail guidelines
    – Jury selection/jury duty/jury instructions/jury deliberations
    – Plea bargaining
    – Sentencing guidelines
    – Truth in sentencing
    – Verdict/mistrial
    – Capital punishment
    – Appeals process

    Include the following in your presentation:

    – Case Overview: Describe your selected case from arrest to sentencing and appeal (if applicable).
    – What was the legal basis for making the arrest?
    – What were the trial steps/phases of the case (e.g., jury selection, presentation of evidence, deliberation)?
    – If the defendant appealed, what level of court was involved in the appeal?
    – Criminal Justice Policy and/or Procedures: Provide 2 examples of a criminal justice policy or procedure that had a significant impact on the case in one or more of the criminal justice system subdomains.
    – Due Process: Explain how the due process model was applied in at least 2 subdomains of the criminal justice system (law enforcement, courts, corrections).
    – Relationships Between Subdomains: Explain how police, the courts, and corrections work together to process cases in the criminal justice system. Explain how each of these subdomains influenced the other in the selected case.

    – 2 years ago

  • [Solved] unit 8

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    Answer each question using complete sentences and proper APA format. Please be sure to answer each question fully and include references to your textbook and at least 2 supplemental resources. Each response should be at least 500 words in length. 1. A 55-year-old single woman with multiple sclerosi…

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    Answer each question using complete sentences and proper APA format. Please be sure to answer each question fully and include references to your textbook and at least 2 supplemental resources. Each response should be at least 500 words in length.

    1. A 55-year-old single woman with multiple sclerosis (MS) is in crisis; she can no longer work at her life-long career. What are some of the issues related to her disease that impact her crisis, and what types of supports are available? Research MS and write about your findings using the biopsychosocial model. Please also be sure to suggest some interventions that can be applied to this case.

    2.  Define and discuss the philosophy of palliative care. Then define and discuss the philosophy of hospice care. How do these services differ? How are the philosophies similar? In your writing, identify some strategies to incorporate into palliative and/or hospice care services to prevent caregiver burnout.

    – 2 years ago

  • [Solved] Prof Double R

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) The first step in preparing your case law analysis is to choose a legal decision involving contracts. In your briefing, you must be able to understand the court’s decision, summarize it, and evaluate it. You may choose…

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

    The first step in preparing your case law analysis is to choose a legal decision involving contracts. In your briefing, you must be able to understand the court’s decision, summarize it, and evaluate it. You may choose any publicly available legal case involving a breach of contract or dispute arising from a contractual agreement. To help you get started, use these useful resources to find an interesting case involving breach or a contractual dispute uploaded below.

    Once you have selected a business-related case involving tort law and an organization impacted by the decision, assume you’re a senior manager in the organization you selected and that you were asked to prepare a briefing (3–4 double-spaced pages) of the court decision to help the executive team of the organization understand the impact the case might have on the company.

    In your briefing, please complete the following:

    1. **Summarize the facts of the case.**
    – Include detailed explanations of the facts.
    – Include key distinctions and nuances that enhance understanding of the case.
    2. **Analyze all relevant tort(s) and the elements required to prove each.**
    – Provide detailed explanations of their significance and relevance.
    – Explain how these torts and the associated elements matter in the case.
    3. **Evaluate the strengths and weaknesses of each party’s arguments.**
    – Provide insightful and nuanced analyses of each party's arguments.
    4. **Analyze the court’s ruling and rationale clearly and accurately.**
    – Offer detailed commentary on the rationale and implications.
    5. **Explain accurately how the ruling applies to a specific industry and third-party company.**
    – This is the company and industry where you should imagine yourself to be a senior manager for this assessment.
    – It is for the real or imagined executives of this company that you write this briefing.
    – Provide these executives with concrete examples to demonstrate how they should modify their operating procedures to be consistent with the case opinion.

    Based on your executive audience, your executive briefing should be no more than four pages, in addition to the references page, and should be well organized and written in clear, succinct language. Follow APA rules for attributing content to sources that support your analysis and conclusions.

    Your submission should meet the following requirements:

    – **Written communication:** Write in complete sentences free from errors that detract from the overall message.
    – **Font and font size:** Arial, 12 point.
    – **Format and length:** Double-spaced, 3–4 pages.
    – **Citations:** Include complete citations of your sources along with a references page.

    – [\
    \
    GuideHome-DatabaseGuide_HeinOnline-LibraryGuidesatCapellaUniversity.html](https://www.sweetstudy.com/files/guidehome-databaseguide-heinonline-libraryguidesatcapellauniversity-html-10208493 "GuideHome-DatabaseGuide_HeinOnline-LibraryGuidesatCapellaUniversity.html")
    – [\
    \
    FindingLegalCases-LegalResearch-LibraryGuidesatCapellaUniversity.html](https://www.sweetstudy.com/files/findinglegalcases-legalresearch-libraryguidesatcapellauniversity-html-10208495 "FindingLegalCases-LegalResearch-LibraryGuidesatCapellaUniversity.html")

    – 2 years ago

  • [Solved] Nursing HOMEWORK

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    – 2 years ago **files (1)** – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm** Use the PMHNP Clinical Skills Self-Assessment Form to complete the following: · Rate yourself according to y…

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    – 2 years ago

    **files (1)**

    – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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  • [Solved] Discussion

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    Describe dynamic followership and explain why it is a requirement for effective leadership. – 2 years ago

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    Describe dynamic followership and explain why it is a requirement for effective leadership.

    – 2 years ago

  • [Solved] Discussion

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017.

    This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease.

    Please answer each question with at least 3 sentences.

    – What strategy was used to help the patient with memory tasks?
    – What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
    – How do you use your smartphone/tablet/fitness monitoring device to help you with memory?

    [https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)

    – 2 years ago

  • [Solved] discussion

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    – 2 years ago **files (1)** – ## DISCUSSIONCHAT.docx **## DISCUSSIONCHAT.docx** Biological Basis and Ethical/Legal Considerations of Psychotherapy Respond **to** at least two **of your colleagues on** 2 different days **by providing an additional scholarly resource that supports or challenges their …

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    – 2 years ago

    **files (1)**

    – ## DISCUSSIONCHAT.docx

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

  • [Solved] Research Questions and Theory or Model

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    Research on Improving Patient Experience with multiple blood collections The final capstone project is a series of written research-based assignments completed throughout this course that culminate in a final evidenced-based proposal paper and presentation. Students are encouraged to share their com…

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    Assignment Prompt & Instructions

    Research on Improving Patient Experience with multiple blood collections

    The final capstone project is a series of written research-based assignments completed throughout this course that culminate in a final evidenced-based proposal paper and presentation. Students are encouraged to share their completed proposals with a health care organization that could benefit from the proposal. For this third assignment, you will complete a two-part assignment that explores potential research questions for your proposed topic intervention, and you will select a theory or model for the implementation of your evidence-based intervention.

    _**Part 1: Proposed Research Questions**_

    Ongoing research is crucial to clarifying the research process and focusing the direction of research. To accomplish this, it is essential to develop strong research questions that can further focus the research and help make it relevant to your filed. In 250-500 words, propose ethical research questions for further study. Include the following:

    1. Propose three research questions that would further the study on the health care problem or issue you have selected for your topic.
    2. Discuss the parameters for developing ethical research questions. Describe potential ethical considerations for the questions you proposed.

    _**Part 2: Incorporating a Theory or Model**_

    Select a theory or model to assist with the implementation of your proposed evidence-based practice intervention. In 250-500 words, discuss the following:

    1. Summarize the theory or model. Explain why this theory or model is best for your proposed evidence-based intervention.
    2. Describe how you will apply the theory or model in the implementation of your evidence-based intervention.

    _**General Requirements**_

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center

    – 2 years ago

  • [Solved] responses to two discussions post

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    See Attached doc – 2 years ago **files (1)** – ## Responses.docx **## Responses.docx** **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment…

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    Assignment Prompt & Instructions

    See Attached doc

    – 2 years ago

    **files (1)**

    – ## Responses.docx

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.