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Knowledge Questions on Health Promotion and Adolescent Mental Health Services Assessment 1 Answer

    Assessment 1 Underpinning knowledge questions

    Instruction to Students:
    • Answer the questions below in the spaces text box provided.
    • Ensure all references are documented under each individual question.
    • Answers are to be typed or for written submissions, use black or blue ink and ensure your name is attached to the responses.
    Case Study 1
    Community support worker Sandy is setting up the mental health services community stall for the local community day event for mental health week.
    Madison is a 15-year-old Japanese girl who presented to your stall as a volunteer for the community day event to assist with handing out a range of youth related health promotion and adolescent mental health services brochures and fact sheets.
    Madison seemed very happy to be helping at the stall, however, Sandy noticed that at times throughout the day Madison was giving away some of her personal possessions to strangers which seemed a bit odd. Sandy told Madison to stop being crazy giving strangers her possessions as she might scare aware potential consumers and service users.
    During conversations about the pressures on young people today Madison started talking about her friends and how they dealt with emotional pressures through cutting themselves. Sandy made comments about how this was just self-indulgence and attention seeking behavior by Gen X. 
    Sandy noticed that Madison has old scars on her forearm which prompted her to ask Madison if she had explored cutting as a way of managing emotional stress and she admitted that she had. 
    Sandy gives Madison a lift back to her house and on the trip home Sandy starts to ask some open-ended questions to get Madison to reveal more about her family situation. 
    Madison states that she began cutting herself at age 13 in seventh grade after learning about this behaviour from the Christian group she plays music with sometimes. After trying it once or twice, she said, she was hooked. Initially she cut herself on her forearms, but then switched to her upper thighs to conceal the injuries. 
    Madison’s primary reason for engaging in self-injury was to release built-up emotional pressure. Episodes typically occurred after an emotional conflict with her parents or a perceived rejection by her peers on social media. The frequency of self-injury episodes ebbed and flowed, ranging from daily to monthly depending on family conflicts or what internet bullies were saying on social media.
    The next day Sandy hears from her friend at the hospital that Madison was admitted to the emergency unit this morning for cutting her wrists, but left the hospital alone prior to being discharged.
    Sandy asks her friend at the hospital to sneak a look at Madison’s medical report which revealed her physical examination stated that Madison was of average height and obese for her age and was notable only for scarring on her thighs and forearms recent self-inflicted superficial wounds on both right and left wrist areas. Madison was pleasant and cooperative, forthcoming and direct in her communication style. She denied current suicidal thoughts but confirmed unprotected sex in recent months. 
    Results from a battery of past medical history self-report psychological assessments indicated only a mild level of depressive symptoms but significantly elevated levels of alexithymia, egocentrism, hostility, and interpersonal sensitivity. Several disturbances in emotion regulation were noted, including nonacceptance of emotional responses, lack of emotional awareness, and limited access to emotion regulation strategies.
    Madison seemed so happy yesterday at the community event. Madison had stated that she liked helping others less fortunate than herself. Sandy decided to go back to the where the community event was held to see if Madison might have turned up there. When you arrive, you see Madison hunched over her legs in a crouched sitting position. You slowly approach Madison and ask if you can take her back home or to the hospital to get some treatment. She asks Sandy for help to change her behavior as he knows it is not healthy and one day she might go too far and be condemned to hell forever. 
    Madison was referred to the child and adolescent mental health clinic. After cognitive behavioural therapy, the psychiatrist commenced on fluoxetine and began participating in weekly individual, family, and group sessions in the dialectical behavioral therapy program. 
    The initial focus of therapy was to address safety concerns. Non-suicidal self-injury declined substantially within the first month of prescribed drug treatment, and ceased 3 months later. Madison made significant gains in her ability to identify her emotions and to tolerate emotional distress. She checks in with her school psychologist every month who states that her interpersonal relationships matured, with an improvement in perspective-taking and an accompanying decrease in interpersonal sensitivity and hostility. Community service follow up reports that Madison’s family see mental health as a stigma and will not participate in family counselling; family conflict still persists.

    The following questions relate to the case study

    1. Identify how Madison’s wellbeing was assessed by the people she came in contact with currently and in the past? Including:

    Min of 200 words for the table

    a.Identify how Madison’s wellbeing was assessed by the people she came in contact with currently and in the past

    b. List any services or resources used?

    c. Could you identify any judgemental practices expressed by Sandy or others?

    d. Were Madison’s personal choices, parameters and boundaries relating to topics to be discussed respected by Sandy?

    e. Should Sandy have considered legal and ethical practices when gathering information about Madison’s physical, social and emotional wellbeing? Why? or Why not?

    f. How could Sandy have worked and negotiated (gained consent) with Madison to identify other people and service supports she wanted involved in her recovery oriented care planning? 


    2. How can community support workers like Sandy promote physical wellbeing to young people such as Madison? Including:

    (Min 300 words for the table) 

    a. List at least two ways that Sandy could approach Madison about potential risks to her physical health that may need professional advice and list at least one strategy to modify this health risk factor

    b. How can Sandy identify if Madison is having regular physical health check and mental health checks?

    How would Sandy go about referral and arranging:
    1. Dietician/Nutritionist review
    2. medication review 
    3. Physical health assessment
    4. Mental state examination

    c. How can Sandy proactively support Madison to identify areas where physical health could be improved:

    1. develop at least one strategy to address obesity and risks of type 2 diabetes
    2. develop at least one strategy to address sexual health and risks of pregnancy and STIs 

    d. Sandy needs to provide Madison with some healthy living habits resources: How will Sandy identify that they are credible sources of information.

    How will Sandy monitor Madison social and emotional wellbeing? Including

    3. How will Sandy monitor Madison social and emotional wellbeing? Including

    (Min 300 words for the table) 

    a. Sandy and Madison are undertaking an activity to map Madison’s social network to see who supports her needs. 

    1. Draw this diagram based on the information in the case study
    From the diagram how would Sandy assess Madison’s level of social inclusion or exclusion and/or community participation

    b. Madison expressed a desire to change her unhealthy self-harm behaviour.

    1. What are some strategies that Sandy can implement that support social inclusion including contingency plans to address challenges and triggers?
    2. What are some activities that promote emotional strength and wellbeing?

    4. How will Sandy promote cultural or spiritual wellbeing when providing services to Madison to meet her physical, social and emotional needs? Including:

    (Min 300 words for the table)

    a. How would Sandy identify Madison’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices and support any changes Madison might like to undertake to meet a cultural or spiritual need? 

    b. How would Sandy identify any cultural improvements to her practice when engaging with Madison?

    5. How will Sandy reflect on own practice and review effectiveness of work and service provision to meet Madison’ wellbeing? Including:

    (Min 300 words for the table) 

    a. How will Sandy reflect on own practice and review effectiveness of work and service provision to meet Madison’ wellbeing

    b. How can Sandy support Madison to recognise her needs and negotiate support from specialists

    c. Provide some examples of collaborative record keeping that Sandy would be using with service provision to youth with metal health need

    Answer

    Assessment 1 Underpinning knowledge questions

    The following questions relate to the case study

    1. Identify how Madison’s wellbeing was assessed by the people she came in contact with currently and in the past? Including: Min of 200 words for the table

    a. Identify how Madison’s wellbeing was assessed by the people she came in contact with currently and in the past


    		Currently, she has a the possessiveness of the current belongingness
    She is also very egocentric.
    After cognitive behavioral therapy, the psychiatrist commenced on fluoxetine and began participating in weekly individual, family, and group sessions in the dialectical behavioral therapy program. To include in the planned approach 
    Madison seemed so happy yesterday at the community event. Madison had stated that she liked helping others less fortunate than herself and check the extremities.

    b. List any services or resources used?


    		Accessed off the well being, mental illness and how she needs to be more part of the community centers,
    Use the social inclusion of welfare programs...

    c. Could you identify any judgmental practices expressed by Sandy or others?


    		Yes, she was judgmental and also blindly blamed the generation X and Y.
    After cognitive behavioral therapy, the psychiatrist commenced on fluoxetine and began participating in weekly individual, family, and group sessions in the dialectical behavioral therapy program.

    d. Were Madison’s personal choices, parameters and boundaries relating to topics to be discussed respected by Sandy?


    		Yes, it was disrespectful as she has discussed having unprotected sex and even the other sorts of mental ailments.

    e. Should Sandy have considered legal and ethical practices when gathering information about Madison’s physical, social and emotional wellbeing? Why? or Why not?


    		Yes, she has cut her nerves and even shown resentfulness and the overall emotional and physical exploitation. She was not open to new people and was very judgmental.

    f. How could Sandy have worked and negotiated (gained consent) with Madison to identify other people and service supports she wanted involved in her recovery oriented care planning? 



    		She should have gained good beingness, other people have to provide active support and the services to have the recovery-oriented panning .

    2. How can community support workers like Sandy promote physical wellbeing to young people such as Madison? Including:

    (Min 300 words for the table) 

    a. List at least two ways that Sandy could approach Madison about potential risks to her physical health that may need professional advice and list at least one strategy to modify this health risk factor


    		Two ways of controlling the potential risks would be cutting her nerves, feeling paranoid about the new people, and even feeling restless.
    To commence on fluoxetine and began participating in weekly individual, family, and group sessions in the dialectical behavioral therapy program.

    b. How can Sandy identify if Madison is having regular physical health check and mental health checks?

    How would Sandy go about referral and arranging:
    1. Dietician/Nutritionist review
    2. medication review 
    3. Physical health assessment
    4. Mental state examination

    		To check her diet plans, exercise regiment
    TO check what is her psychological status and the medication part.
    To undergo the psychological test and the overall wellbeing,

    c. How can Sandy proactively support Madison to identify areas where physical health could be improved:

    1. develop at least one strategy to address obesity and risks of type 2 diabetes
    2. develop at least one strategy to address sexual health and risks of pregnancy and STIs 

    		Madison can be supported with help of the physical exercise, meditation, by including her in the activities part (like dancing and overall)
    To protect from unprotected sex, she needs to be educated, and also the one strategy for obesity and risks is to check her welling overall.

    d. Sandy needs to provide Madison with some healthy living habits resources: How will Sandy identify that they are credible sources of information. 


    		She needs to check the online education balanced diet,
    Check the online fiber videos
    To know the balanced diet and focus on the overall structure of the matter.

    3. How will Sandy monitor Madison social and emotional wellbeing? Including (Min 300 words for the table)

    a. Sandy and Madison are undertaking an activity to map Madison’s social network to see who supports her needs. 

    1. Draw this diagram based on the information in the case study
    From the diagram how would Sandy assess Madison’s level of social inclusion or exclusion and/or community participation

    Activities (dancing and playing guitar)
    To check the wellbeing ness physical and the mental
    To check her the cognitive skills and how she is reactive and adaptive to it
    To include in the level of social inclusion by making her work in the welfare team.

    b. Madison expressed a desire to change her unhealthy self-harm behaviour.

    1. What are some strategies that Sandy can implement that support social inclusion including contingency plans to address challenges and triggers?
    2. What are some activities that promote emotional strength and wellbeing

    		Strategies would be to avoid the new people temporality and focus on the balanced work health regimes.
    To focus on overcoming ways of challenges such as how she feels to see the new people, the emotional hurt she does is through the education and the proper guidance.
    To get her the Cognitive behavioral therapy, such as how to correct her behavior and broaden her thinking
    TO seek family support and wellbeing

    4. How will Sandy promote cultural or spiritual wellbeing when providing services to Madison to meet her physical, social and emotional needs? Including:

    (Min 300 words for the table)

    a. How would Sandy identify Madison’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices and support any changes Madison might like to undertake to meet a cultural or spiritual need


    		To make her abide by the cultural values and attributes, such as visiting Christianity if required.
    To check the cultural or the spiritual need, such as the mental well beingness. 

    b. How would Sandy identify any cultural improvements to her practice when engaging with Madison?


    		Cultural improvements of her practice would be how to to be sensitive to the emotions, respect, dignity, and even be having an overall review. To check the facts and the ethnic background, before saying some words or stereotyping.
    Avoid judgments

    5. How will Sandy reflect on own practice and review effectiveness of work and service provision to meet Madison’ wellbeing? Including: (Min 300 words for the table) 

    a. How will Sandy reflect on own practice and review effectiveness of work and service provision to meet Madison’ wellbeing


    		The improvement in communication and make engaging participation and activities.
    TO check her wellbeing and the overall care
    To understand how the Madison is progressing, keep her more engaging .

    b. How can Sandy support Madison to recognise her needs and negotiate support from specialists 


    		To support her needs and the way to support the specialists, such as by checking her health outcomes, how she is feeling, and overall support. engage with the family and overall welfare part.

    c. Provide some examples of collaborative record keeping that Sandy would be using with service provision to youth with mental health need.


    		To check her timely medication. For the physiological part to keep a check on trigger points and seek support from the  social person,
    To check her diets and the other related health parameters.


    Tags:health promotion and adolescentmental health serviceshealth care and support
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