Create a 3-paragraph response to the following post and ask a question in the end:

In the clinical interview, the practitioner demonstrated several strengths. The social worker's calm and nonjudgmental attitude, along with her use of open-ended questions, helped Tony share some of his experiences. With time and appropriate scaffolding, the patient was able to share his emotional pain, including self-harming thoughts. Moreover, the practitioner expertly employed reflective listening and accurately reported most of the feelings that Tony expressed, thereby reinforcing his narrative and enabling further conversation.

However, it is possible to identify some areas for improvement. The practitioner could have used more engaging language that would be developmentally appropriate to capture Tony's interest and make sure he understood the social worker (Cumba-Avils, 2020). Moreover, when Tony expressed suicidal ideation using the phrase "I don't even want to be alive," the practitioner responded with, "Tell me more about that," which is important, however, the practitioner could have proceeded with a more formal risk assessment for suicide to gauge the risk level. Taking this extra step would have helped ensure that Tony received the appropriate level of support and intervention based on the seriousness of his thoughts.

At this point in the interview, the primary focus of interest is Tony's assertion of not wanting to be alive and having thoughts of self-harm. Considering his recent psychosocial stressor, academic decline, withdrawal from hobbies, and physical symptoms of anxiety, including tight chest and accelerated heartbeat, he is showing concerning signs associated with major depressive disorder and possibly an anxiety disorder (Anant et al., 2023). The existence of suicidal thoughts requires immediate evaluation and action.

The next question I would ask is, "Have you ever made a plan or tried to hurt yourself before?" With this information, it is easier to gauge the immediacy and severity of the suicide risk. Assessing whether or not the client has a plan or a history of attempts is important in making safety planning decisions and assigning a level of care. This type of direct questioning demonstrates both clinical responsibility and a commitment to safeguarding the young person's well-being.

Importance of Thorough Psychiatric Assessment in Youth

Conducting an exhaustive psychiatric evaluation on a child or adolescent is necessary for accurately diagnosing mental health disorders, distinguishing between clinical signs and age-appropriate behavior, and tailored treatment planning. Children and adolescents frequently have overlapping and vague symptoms, which makes them difficult to untangle (Lee et al., 2024). Additionally, it is common for children and adolescents to have multiple disorders simultaneously.

Symptom Rating Scales

The Children's Depression Inventory 2 (CDI-2) is a self-report tool specifically crafted for children and teenagers aged 7 to 17 years. The tool assesses depression in the cognitive, affective, and behavioral domains, which enables a clinician to gauge the level of symptoms and shifts in severity over time (Cumba-Avils, 2020). Another symptom rating scale is the Screen for Child Anxiety Related Emotional Disorders (SCARED), an effective tool for diagnosing anxiety disorders, such as generalized anxiety disorder, separation anxiety, and social phobia in children and adolescents aged 8 to 18 years (Silva et al., 2024). Both a child and one of the parents can complete this scale, providing a multi-informant framework that captures anxiety symptoms in diverse situational contexts.

Treatment Options not Commonly Used in Adults

Among various methods of mental health treatment utilized in children and adolescents, play therapy is not routinely applicable in adult patients. This treatment option works best with young children who do not possess verbal skills to share their feelings of trauma experiences. Another treatment approach designed for young people is a school-based intervention (Shorey et al., 2022). This method encompasses psychological services that involve collaboration between school personnel and mental health practitioners to apply zoned behavioral and mental health interventions, modify lessons, and adjust educational requirements.

Role of Parents/Guardians in an Assessment

Parents or guardians are instrumental in a child's and adolescent's psychiatric evaluation, offering vital collateral information concerning a child's activities, mood, development, family relationships, and overall functioning in various settings, such as home, school, and the community. Their input can reveal significant details which a child or adolescent might struggle to express. Furthermore, parents' involvement assists in maintaining the continuity of care by reinforcing therapeutic strategies at home. Parents or guardians enable informed consent, participate in treatment design, and make certain that the developmental and cultural aspects of interventions are appropriate.