Treatment of Depression In Young People
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Treatment of Depression In Young People
Treatment of depression in young people
Date: December 21, 2014
TREATMENT OF DEPRESSION IN YOUNG PEOPLE
Specialist mental health clinician attitudes:
Young people up to the age of 25years experience intricate conditions that include comorbid conditions, psychosocial issues and suicide risk. Therefore, a study of potential barriers to the use of evidence-based guidelines for youth depression is mandatory. Evidence-based guidelines are highly used in habitual clinical practice though its relevance in psychology is minimal. Furthermore, if the already existing care at both primary and secondary levels were to be applied, they would boost professional untimely interference mental health services for young people (Hetrik SE et al, 2011). Treatment of Depression In Young People
Title of the study and authors:
This study bears the title ‘What are specialist mental health clinician attitudes to guideline recommendations for the treatment of depression in young people?’ and the authors include: Hetrick, S. E., Simmons, M., Thompson, A. and Parker, A. G.
In this research the authors are trying to answer the following questions;
The research questions of this study include: whether there are potential barriers at the individual clinician level, the clinical level in terms of the presentation of young people and the service level. Secondly, the research tried to identify how each of the above levels causes barriers in terms of young people presentation. It also tries to find out specialist mental health clinician attitudes to guideline recommendations for the treatment of depression in young people.
Qualitative and quantitative research methods:
First, qualitative research used in this study, is mostly investigative while quantitative research is used to measure the crisis by generating arithmetic data. Secondly, qualitative research is used to achieve a sympathetic of fundamental issues, motivations and opinions. Thirdly, quantitative research is used to quantify attitudes and behaviors while qualitative research comes up with thoughts for potential quantitative research. Fourthly, quantitative data collection methods are more controlled as compared to qualitative data collection methods (International conference, 2010).
Whether the study is qualitative or quantitative:
In this study, the researcher used a qualitative study whereby they used a social constructionist perception using focus groups. These groups were carried out with all clinicians and were audio taped; transcribed and undertook a thematic scrutiny. Clinicians were interrogated on the barriers to implementing four main proposals from the National Institute for Health and Clinical Excellence procedures (Hetrik SE et al, 2011).
Associating this study with a specific research area of psychology: Treatment of Depression In Young People
A study on “Attitudes of psychiatrists to evidence-based guidelines” which intended to study clinicians’ attitudes on utilizing evidence-based guidelines is closely associated to the above study. According to the results, clinical guidelines were preferred. Many people felt that guidelines were useful in humanizing patient care (Rees H. et al, 2002). Similarly, the outcome of the study in question showed an enormous need for larger investment in models of care for amalgamation of current primary and secondary care: This would facilitate specialist timely intercession mental health services for young people. Generally, the serious difficulties experienced by youths up to the age of 25 years undisputable. Both studies show the crucial need to provide a solution to these problems in terms of evidence based guidelines in mental health clinician and psychology respectively (Hetrik SE et al, 2011). Treatment of Depression In Young People
Ethical issues that were addressed in the article and the ethical principles applied. Additional ethical issues that apply but were not mentioned?
The main barrier at individual clinician level was a declared belief that the guidelines were irrelevant to the young people servers and had less proof to direct practice. Similarly, the major barrier with reference to the clinical staging was the relentlessness and intricacy of the presentation. A deficiency of correlation between primary and secondary level care was observed at the service level. This made sequencing interventions difficult, according to guideline recommendations (Hetrik SE et al, 2011). The ethical principles applied were spending in care models to make certain the incorporation between existing primary and secondary care. Additional ethical issues could be participants could be an excessively researched group and Issues of discretion and lack of inscrutability (Browne, J. C., & Los Alamos National Laboratory, 2001).
This study expresses the need to come up with clear evidence-based guidelines to deal with the issues facing young people. The possible barriers majorly exist at three levels: individual clinician level, the clinical level in terms of the presentation of young people and the service level. With more investment in models of care that brings both primary and secondary care together, and then a solution is inevitable.
United States. United States., Browne, J. C., & Los Alamos National Laboratory. (2001).Intellectual Freedom and the National Laboratories: 2000 Sigma Xi Forum New Ethical Challenges in Science and Technology, November 9-10, 2000, Albuquerque, New Mexico.”. Washington, D.C: United States. Dept. of Defense.
Rees, H., Sipos, A., Spence, M., & Harrison, G. (January 01, 2002). Attitudes of psychiatrists to evidence-based guidelines – A questionnaire survey. Psychiatric Bulletin, 26, 421-424.
Hetrick, S. E., Simmons, M., Thompson, A., & Parker, A. G. (November 01, 2011). What are specialist mental health clinician attitudes to guideline recommendations for the treatment of depression in young people?. Australian and New Zealand Journal of Psychiatry, 45, 11, 993-1001.
International Conference on QQML, Katsirikou, A., Skiadas, C. H., & ASMDA International Society. (2010). Qualitative and quantitative methods in libraries: Theory and applications: proceedings of the International Conference on QQML2009, Chania, Crete, Greece, 26-29 May 2009. Singapore: World Scientific.
Treatment of Depression In Young People
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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