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Explain why a developmental assessment of children and adolescents is important. Developmental assessment is the process of evaluating the performance of a child or an adolescent in comparison to other children or adolescents of similar age. It is important because it assesses the nature and extent of child's psychological and behavioral difficulties, as well as help in identifying factors that may be influencing the child's emotional well-being. If a child has a developmental delay, it is important to identify it early so that the child and family can receive early intervention and support.

Describe two assessment instruments and explain why they are used for children and adolescents but not adults. The Behavior Assessment System for Children (BASC) is a multidimensional system used to evaluate the behavior and self-perceptions of children, adolescents, and young adults aged 4 through 18 years. It contains a teacher and parent rating scales and child self-report personality, permitting multireporter assessment across various domains in home, school, and community. The Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) contains multiple items with space for further clarification. It can be used for children and adolescents from the age of 6 through 18 years of age and has been used extensively in the evaluation of mood disorders. These assessment tools are used for children and adolescents, but not adults, because they help in the diagnosis of disorders that usually first appear in childhood or adolescence.

Describe two treatment options for children and adolescents that may not be used when treating adults. Play therapy can be especially effective in the treatment of children who have experienced trauma, which is difficult to express in words. This therapeutic approach involves the use of toys or dolls to communicate and express thoughts and feelings. According to the literature, psychotherapy with children and adolescents is typically more directed and active than it is with adults. Play therapy helps build therapeutic alliance between the children or adolescents with the therapist. School-age groups offer an activity group psychotherapy that uses interview techniques, verbal explanations of fantasies, group play, work, and other communications, fostering problem solving among group members as children verbalize in a problem-oriented manner with the ultimate aim of solving the issue.

Explain the role parents play in assessment and treatment. Parents have an important role to play when it comes to assessment and treatment of their children because they are in a good position to paint a clear chronological picture of the child's growth and development. Parents are the best informants about the child's early development and previous psychiatric and medical illnesses, as well as treatments. For adolescents, parents may not be aware of significant symptoms or social challenges of the child, so the practitioner may have to draw out the parent's formulation of the causes and nature of their child's issues. Additionally, parents are responsible for ensuring that their child takes their medication as prescribed.

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Developmental assessments are crucial for understanding the intimate details of a child's growth and the challenges they may face. They provide a thorough evaluation of a child's performance in comparison to age-appropriate milestones, thus serving multiple purposes. One of the key aspects of developmental assessments is their role in identifying psychological and behavioral difficulties early on. Identifying such difficulties early allows practitioners to provide necessary interventions, decreasing long-term challenges faced by the child and the family. Early intervention is critical, as it increases the likelihood of better outcomes by providing children and families with the support they need before more severe issues arise (Sadock et al., 2014).

Instruments such as the Behavior Assessment System for Children (BASC) and the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) are tailored to evaluating children and adolescents. The BASC encompasses a multidimensional approach, integrating various perspectives from teachers, parents, and the children themselves. This allows for a comprehensive understanding of the child's behavior across different environments, including home and school. K-SADS, on the other hand, is instrumental in diagnosing mood disorders and other psychological conditions that may present in childhood or adolescence. Unlike adult assessments, these tools are tailored to the specific developmental stages and psychological needs of younger populations (Kamphaus, 2015; Sadock et al., 2014).

When discussing treatment options that are particularly effective for children and adolescents but not generally applicable to adults, play therapy is a notable example. In this technique, children use play as a means to express emotions and thoughts that may be difficult to verbalize otherwise. Through play, therapists can engage children in a manner that feels safe and natural, allowing for greater emotional expression and therapeutic alliance (Kottman, 2014). Another treatment modality, school-age group therapy, incorporates several members who can work together to tackle shared problems, promoting peer support and healthy interpersonal dynamics.

Parents are central to the process of developmental assessments and the subsequent treatments. They serve as primary informants regarding their child's history, development, and previous medical or psychological conditions. Their insights can provide a timeline of developmental milestones and inform practitioners about potential concerns. Furthermore, they play an ongoing role, especially in ensuring adherence to treatment plans, such as medication regimens. Engaging parents also has the added benefit of helping them understand their child's issues better and feel more involved in their child's developmental journey.

Enabling children and adolescents to overcome developmental delays or psychological issues requires collaborative efforts between practitioners and parents. The input from parents combined with targeted interventions allows for a comprehensive, informed approach to developmental assessment and treatment. With the right tools and strategies in place, a child's emotional well-being and overall development can be effectively supported, leading to healthier, more productive futures.

References

• Kamphaus, R. W. (2015). Behavior Assessment System for Children (BASC-2). The Encyclopedia of Clinical Psychology.
• Kottman, T. (2014). Play therapy: Basics and beyond. John Wiley & Sons.
• Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Johnson, C. P., & Myers, S. M. (2007). Identification and evaluation of children with autism spectrum disorders. Pediatrics, 120(5), 1183-1215.
• Perry, B. D. (2009). The neurobiology of childhood trauma and abuse. American Psychoanalytic Association.
• Thompson, R. A., & Nelson, C. A. (2001). Developmental science and the media: Early childhood policy and the role of the media in the dissemination of scientific knowledge. Developmental Psychology, 37(5), 623.
• Webster-Stratton, C., & Reid, M. J. (2010). The Incredible Years parents, teachers, and children training series: A multifaceted treatment framework for children with conduct problems. Psychotherapy: Theory, Research, Practice, Training, 47(1), 19.
• Gee, D. G., et al. (2013). Anxiety mediates the relationship between childhood trauma and hippocampal volume in adolescents. Biological Psychiatry, 73(6), 529-536.
• Chambers, J. (2011). Play therapy: A comprehensive guide. New York: The Guilford Press.