Clinical Preparation Tool Essay Paper

Clinical Preparation Tool Essay Paper

Instrument: separation anxiety disorder inventory

Article: Psychometric properties of separation anxiety disorder Inventory

Appropriateness for diagnosis: Separation anxiety disorder is excessive fear or worry related to impending separation from the figure of attachment. It is common in children less than eight years. The symptoms may persist from four months up to one year. It presents with recurrent distress when experiencing separation, fear of losing an attachment figure, fear of being alone, fear of sleeping away from home, and refusal to go to school due to fear of separation (Lavallee, K. L., & Schneider, S. 2019). The separation anxiety scale is a diagnostic assessment tool that facilitates structured interviews to confirm the clinical diagnosis and disease severity. According to the American psychiatric association, the children’s separation anxiety scale helps determine the diagnosis because it corresponds with the DSM 5 criteria. Clinical Preparation Tool Essay Paper

Response to treatment and therapy: separation anxiety scale determines treatment response because it focuses on both the avoidant behaviors and characteristics of SAD, thus determining the progress of symptoms.

Psychometrics: the separation anxiety scale is valid and reliable in measuring the severity of the symptoms and providing the appropriate diagnosis. The separation anxiety scale grades the cognitive function, psychological factors, and behavioral issues (Lees, et al, 2020). It proves the validity of this instrument by its inability to describe the symptoms. It is reliable because its 40itwms match with the DSM 5 criteria symptoms. Clinical Preparation Tool Essay Paper

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Limitations: the separation anxiety scale is effective in making the diagnosis in both children and adults because it had more than 40 interview items. However, it may miss out on the appropriate diagnosis by missing out on other symptoms such as insomnia, nausea, and upsets as listed in the DSM 5 clinical symptoms (Guedes, et al, 2021). Moreover, the tool is limited to very young children because they cannot provide concrete information on their own. The separation anxiety scale excludes the major aspect of the disease such as distress and worry.

 Student Example Anxiety and Related Disorders

Week 7

Instrument: Social Phobia Inventory (SPIN)

 Article: Psychometric properties of the Social Phobia Inventory

 Appropriateness for Dx: This tool is meant for screening of individuals with social phobia and assignment of a severity score (Connor et al., 2000). The tool was created in congruence with DSM-4 but is consistent with the DSM-5 diagnosis of social anxiety disorder, minus some minor changes (Substance Abuse and Mental Health Service Administration [SAMHSA], 2016). Although the study is outdated, Duke University School of Medicine (2020) acknowledges that the tool is still relevant and utilized by their Anxiety and Traumatic Stress Program.

 Response to Therapy/Treatment: The SPIN is appropriate for testing treatment response and through studies has proven sensitive to symptom changes over time. Changes in scores are able to determine treatment efficiency (Connor et al., 2000).

 Psychometrics: The tool is self-administered and consists of 17 separate statements regarding problems a patient may exhibit if they have social phobia. The statement is then rated on how much it has bothered the individual in the last week, from ‘not at all’ (0) to ‘extremely’ (4). Any score over 21 is considered clinically significant. In the study, the assessment tool was able to effectively separate individuals with and without social phobia. Validity is strong in regard to detecting the severity of illness and is sensitive to symptom reductions during treatment. The scale shows significant correlation with the Liebowitz Social Anxiety Scale Test, The Brief Social Phobia Scale and The Fear Questionnaire social phobia subscale (Connor et al., 2000).

 Limitations: Limitations exist in the tool’s alignment with DSM-4 instead of the more recent edition, although differences are very minor (SAMHSA, 2016). With a cutoff score of 19, sensitivity and specificity were good, but some individuals consider the cutoff score to be 15, in which these measures are weaker (Connor et al., 2000).

 References

 Connor, K., Davidson, J., Churchill, E., Sherwood, A., Foa, E., & Wisler, R. (2000).

Psychometric properties of the Social Phobia Inventory. British Journal of Psychiatry, 176, 379-386. Clinical Preparation Tool Essay Paper

Instructions Choose one diagnosis from the Substance-Related and Addictive Disorders group American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc. Scan Pages 481-585 Overview As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments. This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients. You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms. Instructions: Instrument/ Tool criteria: For each assessment, you are tasked with selecting, you will identify an instrument and: List what DSM diagnosis the tool/instrument is used for. Identify an assessment/diagnosis instrument. Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice. Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder. Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis. Discuss the psychometrics/scoring of the instrument, including reliability and validity. Discuss any limitations associated with the use of the instrument. Include a link to view the assessment if possible. Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations. You are NOT required to write this in a paper format. Turn in one document for each week’s topics. (However, create a file on your desktop to compile your portfolio as you move through the term.) This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice. Throughout the program, you will continue to add to the portfolio in each course. Assignment File(s) Sample Download Sample Template Download Template Rubric NU671 Unit 6 Assignment – Clinical Preparation Tool 1 Rubric NU671 Unit 6 Assignment – Clinical Preparation Tool 1 Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeThe DSM diagnosis for the assignment . . . 3 pts Proficient Is clearly identified and appropriate for the assignment. 2 pts Approaching Proficiency Is clearly identified but not appropriate for the assignment. 0 pts Not Proficient Is not clearly identified and not appropriate for the assignment. 3 pts This criterion is linked to a Learning OutcomeAn assessment/diagnosis instrument . . . 3 pts Proficient Is clearly identified and appropriate for the assignment. 2 pts Approaching Proficiency Is clearly identified but not appropriate for the assignment. 0 pts Not Proficient Is not clearly identified and not appropriate for the assignment. 3 pts This criterion is linked to a Learning OutcomeAn appraisal of a scholarly, peer-reviewed article, that addresses the use of an appropriately selected instrument . . . 4 pts Proficient The submission contains an exemplary appraisal of the article where the selected instrument was utilized. 2 pts Approaching Proficiency The submission contains a satisfactory appraisal of the article where the selected instrument was utilized. 1 pts Not Proficient The submission does not contain an appraisal of the article where the selected instrument was utilized. 4 pts This criterion is linked to a Learning OutcomeA discussion of either – 1) an evaluation of the instrument’s appropriateness for diagnosing the condition it is designed to assess, OR 2) the developer’s report that the instrument is only part of a comprehensive assessment for the disorder . . . 4 pts Proficient The submission contains an exemplary discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder.

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2 pts Approaching Proficiency The submission contains a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder. 1 pts Not Proficient The submission does not contain a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder. 4 pts This criterion is linked to a Learning OutcomeA discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis . . . 4 pts Proficient The submission contains an exemplary discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis. 2 pts Approaching Proficiency The submission contains a satisfactory discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis. 1 pts Not Proficient The submission does not contain a discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis. 4 pts This criterion is linked to a Learning OutcomeA discussion of the psychometrics/scoring of the selected instrument, including reliability and validity . . . 4 pts Proficient An exemplary discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission. 2 pts Approaching Proficiency A satisfactory discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission. 1 pts Not Proficient A discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is not noted in the submission. 4 pts This criterion is linked to a Learning Outcome Discuss any limitations associated with the use of the selected instrument . . . 4 pts Proficient An exemplary discussion of any limitations of the use of the selected instrument is noted. 2 pts Approaching Proficiency A satisfactory discussion of any limitations of the use of the selected instrument is noted. 1 pts Not Proficient A discussion of any limitations of the use of the selected instrument is not noted. 4 pts This criterion is linked to a Learning OutcomeA link to view the selected instrument is provided, or an explanation as to why a link is not available is provided. 2 pts Proficient The submission includes a link to view the selected instrument, OR an explanation as to why a link is not available is provided. 0 pts Not Proficient The submission does not include a link to view the selected instrument, OR an explanation as to why a link is not available is not provided. 2 pts This criterion is linked to a Learning OutcomeThe submission demonstrates the appropriate application of APA 7th edition guidelines for the construction of in-text and reference citations. 2 pts Proficient The submission is free from citation construction errors. 1 pts Approaching Proficiency The submission contains 1-3 citation construction errors. 0 pts Not Proficient The submission contains greater than 3 citation construction errors. 2 pts Total Points: 30 Clinical Preparation Tool Essay Paper

 References

Guedes, M., Monteiro, L., Santos, A. J., Torres, N., & Veríssimo, M. (2021). Examining the factorial structure of the maternal separation anxiety scale in a Portuguese sample. Frontiers in Psychology11, 571734. https://doi.org/10.3389/fpsyg.2020.571734

Lavallee, K. L., & Schneider, S. (2019). Separation Anxiety Disorder. In Pediatric Anxiety Disorders (pp. 151-176). Academic Press. https://doi.org/10.1016/B978-0-12-813004-9.00008-6

Lees, B., Mewton, L., Jacobus, J., Valadez, E. A., Stapinski, L. A., Teesson, M., … & Squeglia, L. M. (2020). Association of prenatal alcohol exposure with psychological, behavioral, and neurodevelopmental outcomes in children from the adolescent brain cognitive development study. American Journal of Psychiatry177(11), 1060-1072. https://doi.org/10.1176/appi.ajp.2020.20010086 Clinical Preparation Tool Essay Paper

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