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Assignment: Patient Education for Children and Adolescents
Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.
For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers. 
The Assignment
In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

TOPIC OF CASE STUDY
General Anxiety disorder in childhood and adolescents.

Assignment: Patient Education for Children and Adolescents

Patient education is an effe
ctive tool in supporting compliance and treatment for a diagnosis. It is
important to consider effective ways to educate patients and their families about a diagnosis

such as
coaching, brochures, or videos

and to recognize that the efficacy of any material
s may differ based on
the needs and learning preferences of a particular patient. Because patients or their families may be
overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly
outline the information that p
atients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked
with explaining important information about an assigned mental health disorder in language
appropriate for child/adolescent patients and/or their care
givers.

The Assignment

In a 300

to 500

word blog post written for a patient and/or caregiver audience, explain signs and
symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and
appropriate community resources and referrals.

TOPIC OF CASE STUDY

General
Anxiety disorder in childhood and adolescents.

Assignment: Patient Education for Children and Adolescents
Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is
important to consider effective ways to educate patients and their families about a diagnosis—such as
coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on
the needs and learning preferences of a particular patient. Because patients or their families may be
overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly
outline the information that patients need to know.
For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked
with explaining important information about an assigned mental health disorder in language
appropriate for child/adolescent patients and/or their caregivers.
The Assignment
In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and
symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and
appropriate community resources and referrals.

TOPIC OF CASE STUDY
General Anxiety disorder in childhood and adolescents.

RUBRIC TO FOLLOW

Novice

Competent

Proficient New column

In a 300- to 500-word blog post written for a patient and/or caregiver audience:

• Explain signs and symptoms for the assigned diagnosis in children and adolescents.

27 (27%) – 30 (30%)
The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)
The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)
The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)
The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

27 (27%) – 30 (30%)
The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)
The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)
The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)
The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain appropriate community resources and referrals for the assigned diagnosis.

23 (23%) – 25 (25%)
The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

20 (20%) – 22 (22%)
The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

18 (18%) – 19 (19%)
The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 17 (17%)
The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment are vague or off topic.

0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time.

No purpose statement, introduction, or conclusion were provided.

Written Expression and Formatting – English Writing Standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors

4 (4%) – 4 (4%)
Contains one or two grammar, spelling, and punctuation errors

3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors

0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

5 (5%) – 5 (5%)
Uses correct APA format with no errors

4 (4%) – 4 (4%)
Contains one or two APA format errors

3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors

0 (0%) – 3 (3%)
Contains many (five or more) APA format errors

Total Points:

RUBRIC TO FOLLOW

Novice

Co
mpetent

Profi
cie
nt

New column

In a 300

to 500

word blog post
written for a patient and/or caregiver
audience:

• Explain signs and symptoms for the
assigned diagnosis in children and
adolescents.

27

(27%)

30

(30%)

The response accurately and concisely
explains signs and symptoms of the
assigned diagnosis in language and
tone that are engaging and appropriate
for
a patient/caregiver audience.

24

(24%)

26

(26%)

The response accurately explains signs
and symptoms of the assigned
diagnosis in language and tone
appropriate for a patient/caregiver
audience.

21

(21%)

23

(23%)

The response somewhat vaguely or
inaccura
tely explains signs and
symptoms of the assigned diagnosis.
Language and tone are mostly
appropriate for a patient/caregiver
audience.

0

(0%)

20

(20%)

The response vaguely or inaccurately
explains signs and symptoms of the
assigned diagnosis. Language an
d tone
are not appropriate for a
patient/caregiver audience. Or the
response is missing.

· Explain pharmacological and
nonpharmacological treatments for
children and adolescents with the
diagnosis.

27

(27%)

30

(30%)

The response accurately and concisely
explains pharmacological and
nonpharmacological treatments in
language and tone that are
engaging
and appropriate for a patient/caregiver
audience.

24

(24%)

26

(26%)

The response accurately explains
pharmacological and
nonpharmacological treatments in
language and tone that are appropriate
for a patient/caregiver audience.

21

(21%)

23

(23%
)

The response somewhat vaguely or
inaccurately explains pharmacological
and nonpharmacological treatments.
Language and tone are mostly
appropriate for a patient/caregiver
audience.

0

(0%)

20

(20%)

The response vaguely or inaccurately
explains pharmacol
ogical and
nonpharmacological treatments.
Language and tone are not appropriate
for a patient/caregiver audience. Or
the response is missing.

·

Explain appropriate community
resources and referrals for the
assigned diagnosis.

23

(23%)

25

(25%)

The respo
nse accurately and concisely
explains appropriate community
resources and referrals for the assigned
diagnosis in language and tone that are
engaging and appropriate for a
patient/caregiver audience.

20

(20%)

22

(22%)

The response accurately explains
app
ropriate community resources and
referrals for the assigned diagnosis in
language and tone that are appropriate
for a patient/caregiver audience.

18

(18%)

19

(19%)

The response somewhat vaguely or
inaccurately explains community
resources and referrals f
or the assigned
diagnosis. Language and tone are
mostly appropriate for a
patient/caregiver audience.

0

(0%)

17

(17%)

The response vaguely or inaccurately
explains community resources and
referrals for the assigned diagnosis.
Language and tone are not ap
propriate
for a patient/caregiver audience. Or
the response is missing.

Written Expression and Formatting

Paragraph Development and
Organization:

Paragraphs make clear points that
support well

developed ideas, flow
logically, and demonstrate continuity

of ideas. Sentences are carefully
focused

neither long and rambling
nor short and lacking substance. A
5

(5%)

5

(5%)

Paragraphs and sentences f
ollow
writing standards for flow, continuity,
and clarity.

A clear and comprehensive purpose
statement, introduction, and
conclusion are provided that delineate
all required criteria.

4

(4%)

4

(4%)

Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity 80% of the time.

Purpose, introduction, and conclusion
of the assignment are stated, yet they
are brief and not descriptive.

3.5

(3.5%)

3.5

(3.5%)

Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity 60%

79% of the time.

Purpose, introduction, and conclusion
of the assignment are vague or off
topic.

0

(0%)

3

(3%)

Paragraphs and sentences follow
writing standards for
flow, continuity,
and clarity <60% of the time.

No purpose statement, introduction, or
conclusion were provided.

RUBRIC TO FOLLOW

Novice Competent Proficient New column
In a 300- to 500-word blog post
written for a patient and/or caregiver
audience:

• Explain signs and symptoms for the
assigned diagnosis in children and
adolescents.
27 (27%) – 30 (30%)
The response accurately and concisely
explains signs and symptoms of the
assigned diagnosis in language and
tone that are engaging and appropriate
for a patient/caregiver audience.
24 (24%) – 26 (26%)
The response accurately explains signs
and symptoms of the assigned
diagnosis in language and tone
appropriate for a patient/caregiver
audience.
21 (21%) – 23 (23%)
The response somewhat vaguely or
inaccurately explains signs and
symptoms of the assigned diagnosis.
Language and tone are mostly
appropriate for a patient/caregiver
audience.
0 (0%) – 20 (20%)
The response vaguely or inaccurately
explains signs and symptoms of the
assigned diagnosis. Language and tone
are not appropriate for a
patient/caregiver audience. Or the
response is missing.
· Explain pharmacological and
nonpharmacological treatments for
children and adolescents with the
diagnosis.
27 (27%) – 30 (30%)
The response accurately and concisely
explains pharmacological and
nonpharmacological treatments in
language and tone that are engaging
and appropriate for a patient/caregiver
audience.
24 (24%) – 26 (26%)
The response accurately explains
pharmacological and
nonpharmacological treatments in
language and tone that are appropriate
for a patient/caregiver audience.
21 (21%) – 23 (23%)
The response somewhat vaguely or
inaccurately explains pharmacological
and nonpharmacological treatments.
Language and tone are mostly
appropriate for a patient/caregiver
audience.
0 (0%) – 20 (20%)
The response vaguely or inaccurately
explains pharmacological and
nonpharmacological treatments.
Language and tone are not appropriate
for a patient/caregiver audience. Or
the response is missing.
· Explain appropriate community
resources and referrals for the
assigned diagnosis.
23 (23%) – 25 (25%)
The response accurately and concisely
explains appropriate community
resources and referrals for the assigned
diagnosis in language and tone that are
engaging and appropriate for a
patient/caregiver audience.
20 (20%) – 22 (22%)
The response accurately explains
appropriate community resources and
referrals for the assigned diagnosis in
language and tone that are appropriate
for a patient/caregiver audience.
18 (18%) – 19 (19%)
The response somewhat vaguely or
inaccurately explains community
resources and referrals for the assigned
diagnosis. Language and tone are
mostly appropriate for a
patient/caregiver audience.
0 (0%) – 17 (17%)
The response vaguely or inaccurately
explains community resources and
referrals for the assigned diagnosis.
Language and tone are not appropriate
for a patient/caregiver audience. Or
the response is missing.
Written Expression and Formatting –
Paragraph Development and
Organization:

Paragraphs make clear points that
support well-developed ideas, flow
logically, and demonstrate continuity
of ideas. Sentences are carefully
focused—neither long and rambling
nor short and lacking substance. A
5 (5%) – 5 (5%)
Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity.

A clear and comprehensive purpose
statement, introduction, and
conclusion are provided that delineate
all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity 80% of the time.

Purpose, introduction, and conclusion
of the assignment are stated, yet they
are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity 60%–79% of the time.

Purpose, introduction, and conclusion
of the assignment are vague or off
topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow
writing standards for flow, continuity,
and clarity <60% of the time.

No purpose statement, introduction, or
conclusion were provided.

LEARNING RESOURCES

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat06423a&AN=wal.EBC5108631&site=eds-live&scope=site

https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
· Chapter 60, “Anxiety Disorders”
· Chapter 61, “Obsessive Compulsive Disorder”
· Chapter 62, “Bipolar Disorder in Childhood”
· Chapter 63, “Depressive Disorders in Childhood and Adolescence” 

REQUIRED MEDIA

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depression

Bipolar disorder

lurasidone (age 10–17)
olanzapine-fluoxetine combination (age 10–17) 

aripiprazole (age 10–17)
asenapine  (for mania or mixed episodes, age 10–17)
lithium (for mania, age 12–17)

olanzapine (age 13–17)
quetiapine (age 10–17)
risperidone (age 10–17)

Generalized anxiety disorder

Depression

duloxetine (age 7–17)

escitalopram (age 12–17)
fluoxetine (age 8–17)

Obsessive-compulsive disorder

clomipramine (age 10–17)
fluoxetine (age 7–17)
fluvoxamine (age 8–17)
sertraline (age 6–17)

LEARNI
NG RESOURCES

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat
06423a&AN=wal.EBC5108631&site=eds

live&scope=site

https://www.ahrq
.gov/sites/default/files/publications/files/pemat_guide.pdf

Thapa
r, A., Pine, D. S.,

Leckman, J. F., Scott, S.,

Snowling, M. J., & Taylor, E. A. (2015).

Rutter’s child and
adolescent psychiatry

(6th ed.). Wiley Blackwell.

·

Chapter 60, “Anxiety Disorders”

·

Chapter 61, “Obsessive Compulsive Disorder”

·

Chapter 62, “Bipolar Di
sorder in Childhood”

·

Chapter 63, “Depressive Disorders in Childhood and Adolescence”

REQUIRED MEDIA

https://youtu.be/Qg

BBKB1nJc

https://www.you
tube.com/watch?v=Wn4AVjMMYX4

Medication Review

Review the FDA

approved use of the following medicines related to treating mood and anxiety disorders
in children and adolescents.

Bipolar depression

Bipolar disorder

lurasidone (age 10

17)

olanzapine

fluoxetine combination (age 10

17)

aripiprazole (age 10

17)

asenapine

(for mania or mixed episodes,
LEARNING RESOURCES

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat
06423a&AN=wal.EBC5108631&site=eds-live&scope=site

https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and
adolescent psychiatry (6th ed.). Wiley Blackwell.
 Chapter 60, “Anxiety Disorders”
 Chapter 61, “Obsessive Compulsive Disorder”
 Chapter 62, “Bipolar Disorder in Childhood”
 Chapter 63, “Depressive Disorders in Childhood and Adolescence”

REQUIRED MEDIA

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders
in children and adolescents.
Bipolar depression Bipolar disorder
lurasidone (age 10–17)
olanzapine-fluoxetine combination (age 10–17)
aripiprazole (age 10–17)
asenapine (for mania or mixed episodes,

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