NRNP 6665 Patient Education for Children and Adolescents Paper
NRNP 6665 Patient Education for Children and Adolescents Paper
NRNP 6665 Patient Education for Children and Adolescents Paper
Disruptive Mood Dysregulation Disorder (DMDD) is a childhood disorder characterized by a pervasive irritable or angry mood. Although the prevalence is low among the general population, DMDD is common among children being treated for psychiatric illness. DMDD in pediatric populations often co-occurs with anxiety, depression, or attention deficit hyperactivity disorder. The purpose of this blog is to educate caregivers on DMDD, including the clinical presentation, treatments, and appropriate community resources and referrals
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Signs and Symptoms for DMDD
The symptoms of DMDD include frequent angry or aggressive outbursts combined with an angry or irritable mood on days when the child has no outbursts. The child has verbal or aggressive outbursts usually out of proportion to the trigger (Bruno et al., 2019). The outbursts occur at least three times each week. For the diagnosis to be established, the outbursts must occur at two different locations, such as home and school. Between the outbursts, the child/ adolescent’s mood is irritable and unhappy. Children with DMDD tend to have impaired social and educational functioning due to irritability at school, at home, and with peers (Benarous et al., 2020).
Pharmacological Treatments
The treatment of DMDD is yet to be standardized since the disorder is new to the DSM-V.
Because Disruptive mood dysregulation disorder is new to the DSM-5, treatment protocol has not yet been standardized. Medications are usually prescribed to manage symptoms. Anxiolytics and stimulants are prescribed to target anxiety and hyperactivity, which help the child to focus in school and socialize (Chase et al., 2020). In addition, antidepressants are administered to improve a child’s mood since DMDD often presents with depressive symptoms (Hendrickson et al., 2020).
Non-pharmacological Treatments
Non-pharmacological treatments include psychotherapy, such as Parent-child interaction therapy and cognitive-behavioral therapy (CBT). Parent-child interaction therapy is an intervention that draws from attachment and social learning theories. It aims to help the parent/caregiver to develop a sense of firm control over their child, while at the same time nurturing the child and meeting their emotional needs (Fongaro et al., 2022). CBT is employed to train a child to regulate their mood and increase their tolerance when angry.
Appropriate Community Resources and Referrals
Community resources for children and adolescents with DMDD include support groups. For example, the National Alliance for Mental Illness (NAMI) is devoted to building better lives for Americans affected by mental disorders. The Depression and Bipolar Support Alliance (DBSA) gives hope, support, and education to enhance the lives of people with mood disorders. Children and adolescents with DMDD are referred to child psychiatrists as they have experience working with this population (Parker & Tavella, 2018).
Conclusion
The major symptom of DMDD is an angry or irritable mood. The disorder impairs children’s social and educational functioning. There are no specific treatments for DMDD but medications are prescribed to target anxiety, depression, and hyperactivity symptoms.
References
Benarous, X., Bury, V., Lahaye, H., Desrosiers, L., Cohen, D., & Guilé, J. M. (2020). Sensory processing difficulties in youths with disruptive mood dysregulation disorder. Frontiers in psychiatry, 11, 164. https://doi.org/10.3389/fpsyt.2020.00164
Bruno, A., Celebre, L., Torre, G., Pandolfo, G., Mento, C., Cedro, C., Zoccali, R. A., & Muscatello, M. (2019). Focus on Disruptive Mood Dysregulation Disorder: A review of the literature. Psychiatry Research, 279, 323–330. https://doi.org/10.1016/j.psychres.2019.05.043
Chase, D., Harvey, P. D., & Pogge, D. L. (2020). Disruptive mood dysregulation disorder (DMDD) in psychiatric inpatient child admissions: Prevalence among consecutive admissions and in children receiving NOS diagnoses. Neurology, Psychiatry, and Brain Research, 38, 102-106. https://doi.org/10.1016/j.npbr.2020.11.001
Fongaro, E., Picot, M. C., Stringaris, A., Belloc, C., Verissimo, A. S., Franc, N., & Purper-Ouakil, D. (2022). Parent training for the treatment of irritability in children and adolescents: a multisite randomized controlled, 3-parallel-group, evaluator-blinded, superiority trial. BMC psychology, 10(1), 273.https://doi.org/10.1186/s40359-022-00984-5
Hendrickson, B., Girma, M., & Miller, L. (2020). Review of the clinical approach to the treatment of disruptive mood dysregulation disorder. International review of psychiatry (Abingdon, England), 32(3), 202–211. https://doi.org/10.1080/09540261.2019.1688260
Parker, G., & Tavella, G. (2018). Disruptive Mood Dysregulation Disorder: A Critical Perspective. Canadian Journal of psychiatry. Revue canadienne de psychiatrie, 63(12), 813–815. https://doi.org/10.1177/0706743718789900
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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.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
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.
Although you are not required to respond to colleagues, collegial discussion is welcome.
By Day 7 of Week 5
Submit your Assignment.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
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Rubric
NRNP_6665_Week5_Assignment_Rubric
| Criteria | Ratings | Pts | ||||
|---|---|---|---|---|---|---|
| This criterion is linked to a Learning Outcome 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. |
|
30 pts | ||||
| This criterion is linked to a Learning Outcome · Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis. |
|
30 pts | ||||
| This criterion is linked to a Learning Outcome · Explain appropriate community resources and referrals for the assigned diagnosis. |
|
25 pts | ||||
| This criterion is linked to a Learning Outcome 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 pts | ||||
| This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
|
5 pts | ||||
| This criterion is linked to a Learning Outcome 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 pts | ||||
| Total Points: 100 | ||||||
