NURS FPX 4065 Assessment 2

NURS FPX 4065 Assessment 2 Preliminary Care Coordination Infographic

Student name

Capella University

FPX 4065

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Submission date

Preliminary Care Coordination Infographic

Whether mental health problems continue to be a public health problem among children and adolescents remains unknown, and the impact on them is likely to be different from that of adults. Equally important is that the care that children in need receive is comprehensive, sensitive, and continuous, and is coordinated by effective care coordination. It’s a call to action to remember that the physical health and the economic stability of the patient are important components of the treatment plan – but it’s also a call to action to remember that the solution is the right treatment, plus the right psychosocial support. In this assessment, the goal will be to develop a plan aimed at implementing appropriate care coordination strategies to provide a set of best practices and specific measurable, achievable, relevant, time-bound (SMART) objectives to promote the effective management of the patient’s mental health within the current community resources.

Analyzing the Selected Health Concern and the Associated Best Practices for Health Improvement

Child and adolescent mental health is emerging as a genuine urgent health problem, and not for everyone—not those who have greater access to childhood opportunities and primary prevention, counselling, good living conditions and a healthy environment, for example. Poverty, trauma, family stress, bullying, and other factors such as inability to get mental health services have been cited as some of the causes of anxiety, depression, and behavioral disorders in children and adolescents. The world population consists of 300 million people between 5 and 24 years (out of 2.5 billion) affected by a mental health disorder and 30 million people (out of 150 million) affected by the disability in all these years lived. If left undetected and untreated, children may struggle academically, engage in substance abuse or be self-destructive, or develop psychiatric disorders in childhood. Other factors have been noted, including the child’s health status and its impact on the child’s mental state, including self-esteem and aspects of family functioning, which have also been observed. In mental health, the best practice is to screen early, intervene early, use psychotherapy, involve the family in treatment, and, in some areas, even consider the use of medication and managing it. There are known solutions to this problem before it gets out of hand, such as issues of depression, anxiety, attention-deficit/hyperactivity disorder, and more, which are called primary health and school-based mental health screenings. Structured Psychotherapy (CBT, trauma-informed, etc.) has been a positive intervention overall, especially in regard to coping and improving moderate to severe mental health symptoms. Either prescription or monitoring of the medication is more focused on pharmacologic medicine, e.g., use of selective serotonin reuptake inhibitors (SSRIs) for depression and anxiety. Also, psychoeducation of children and parents/caregivers to enhance treatment knowledge makes treatment safer and more effective.

A strand of care that is given to the child is psychosocial care. And, due to the mental health issue, children are more likely to fall victim to stigma, social isolation, and shame/hopelessness, which are linked to a negative effect on the child’s treatment process. It will be helpful to have the school counsellor, support groups, and family therapy included as an extra provision in the child’s care plan when developing the resiliency and support group. Ethical Responsiveness is another consideration that should be made. The families have an ethical belief in mental health, language, and mistrust of the health system, and this places a barrier to their child accessing treatment and remaining with it. The ethical approach to interventions that lead to effective interventions for the child will help to consider the families’ values, family structure, and communication styles.

Assumption

There are some assumptions and uncertainties, as well. The solutions, however, propose to help mental health care providers, insurance companies, transportation, and shelter, which are not easily accessible to underserved individuals. All of these are flexible factors and are also contributing to the efficacy of the interventions – the involvement of the family, the school/school’s willingness, the child’s willingness. While the research demonstrates the importance of early interventions, the results of the research may not be equalized in the long term because of the social determinants of health, trauma, and comorbid conditions. All of these signs reflect the need for flexibility and child-centred care co-ordination in meeting the needs of the child as an individual and in integrating the various interventions into evidence-based practices.

SMART Goals

When counseling a mentally challenged child, it is important to have clear and realistic aims which are child and family oriented. This should not only be for improvement in the symptoms, but also the emotional, family, and school environment of the child. This is because the whole person approach addresses mental health problems (perception and response), social support, and ethics (ethical beliefs) that impact the perception and response of the family towards the mental health problem. This will therefore support the SMART objectives, which will then support the development and success of the company in the future.

Goal 1: Improve Emotional Stability and Symptom Management (Acoba, 2024)

•   Specific: Develop personalised plans for mental health care to help children effectively manage their anxiety and depression with structured therapy, including family and support services from the school.
•         Reduce the severity of symptoms on a measure widely used to screen depression and/or anxiety (PHQ-9 or GAD-7) baseline assessment with each child by 25% or more.
•         Support progress through regular counselling sessions and follow-up appointments, appropriate medication management (if needed) and family education:
•         Emotional stability improvements: Any improvements make the chances of a child dropping out of school and being socially isolated or experiencing other mental health issues less likely.
•         Time Limited: Co-ordinated Mental health care plan achieved in 6 months of symptom manifestations.

Goal 2: Strengthen Coping Skills and Emotional Resilience (Kpeno et al., 2024)

•         Specifically: To offer structured peer support groups and one-to-one counselling to children experiencing anxiety or depression to assist them in learning a healthier way to cope.
•         Measurable – baseline mental health validated screening tool and clinician assessment of coping and resilience will be monitored for improvement with the goal of improving the baseline scores by 30% or greater.
•         Achievable – Organize weekly peer support and/or one-on-one therapy sessions every week, with support from licensed pediatric mental health professionals.
•         Treatment that facilitates coping skills can reduce emotional distress, enhance functioning in the school and social settings, and boost participation in treatment.
•         Time-bound: Evidence of concrete developments is demonstrated at the end of 12 weeks after beginning the coordinated psychosocial support programme.

Goal 3: Promote Culturally Responsive Mental Health Engagement (Ntumi et al., 2025)

•         Specific: Reduce stigma, increase knowledge about mental health and emotions, and mental health services participation via culturally-specific education sessions with children and their families.
•         Treatments will be measurable for bringing in monthly workshops and follow-up appointments, with a 50% reduction from baseline, no therapy attendance/consistent therapy attendance.
•         Available: Collaborate with culturally competent mental health services, community leaders, and interpreters to make services language- and culturally respectful.
•         Mental health education that includes cultural beliefs is relevant: relating culture through the lens of mental health and involved in treatment/lack of stigma in the long run.
•         Time-bound: Improve the level of mental health program engagement and service utilization within four months since the culturally responsive quality of the mental health services began.

Community Resources

It is important that a good system of care along the continuum of care is present in the clinic, but also that there is a system of supports in the community to complement the clinic’s work with children with mental conditions, one that is effective and safe for children. They have a unique role in the situation, as community mental health centres might be available to offer ongoing treatment, the medication (if required), be involved in a crisis situation, and offer effective post-crisis care. With many agencies defining the role of continuous health care, crisis intervention, medication management and follow-ups on a national level, a large component of CCBHC is the connection to these types of services. In most situations, if possible, the community mental health service can collaborate with the school, family, and the child’s primary health care service so that the treatment plans are adjusted to work with the child’s daily schedule, academic needs, and the social environment. Other outcomes of school counseling and school wellness programs may include emotional outcomes, coping, and peer relationships. Other evidence reveals that schools and families work together with community mental health centers to develop appropriate treatment plans for children that consider the context of the child (including in school, family, and social environments).

Services, in addition to clinical services, should be provided that are psychosocial and culturally appropriate. This provides peer support from the community organisations and stigma reduction as part of the campaigns and through the youth-based non-profit organisations providing education to parents. This usually gives a family a better context from which to be able to handle their emotional concerns. The family support groups and mentoring programs are examples of the programs that offer youth safe places in which to be heard and understood. These indirect avenues to mental health involve social service programs which help to diminish environmental stressors such as food insecurity, unstable housing, and transportation. (Acoba, 2024). These health-promoting physical, emotional, and cultural resources collectively will be a generic support system for enhanced treatment uptake and mental health.

Conclusion

One of the most significant areas where outcomes for all children and youth in Ohio might be better is the care coordination provided for mental health care. Putting in an evidence-based treatment program, psychosocial support program, and culturally sensitive strategy may help to foster emotional stability and long-term resiliency. It’s extremely impactful when you establish SMART goals, and there are the correct resources around the kids in the community to keep them well cared for. The children would benefit from better health and well-being if they were properly coordinated in their care.