Child & Youth Mental Health Algorithm - GPSC

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CY-BOCS Symptom ChecklistChildren’s Yale-Brown Obsessive Compulsive ScaleCY-BOCS Compulsions ChecklistCheck all symptoms that apply (Items marked “*” may or may not be OCD Phenomena)Current PastWashing / Cleaning CompulsionsExcessive or ritualized hand washingExcessive or ritualized showering, bathing,tooth brushing, grooming, toilet routineExcessive cleaning of items, such as personalclothes or important objectsOther measures to prevent or remove contactwith contaminantsOther (describe) _____________________Checking CompulsionsChecking locks, toys, school books / items,etc.Checking associated with getting washed,dressed, or undressedChecking that did not / will not harm othersChecking that did not / will not harm selfChecking that nothing terrible did / will happenChecking that did not make mistakeChecking tied to somatic obsessionsOther (describe) _____________________Repeating RitualsRereading, erasing, or rewritingNeed to repeat activities (e.g. in / out ofdoorway, up / down from chair)Other (describe) _____________________Counting CompulsionsObjects, certain numbers, words, etc.Other (describe) _____________________Ordering / ArrangingNeed for symmetry / evening up (e.g. liningitems up a certain way or arranging personalitems in specific patterns)Other (describe) _____________________Current PastHoarding / Saving CompulsionsDistinguish from hobbies and concern withobjects of monetary or sentimental value.Difficulty throwing things away, saving bits ofpaper, string, etc.Other (describe) _____________________Excessive Games / SuperstitiousBehaviorsDistinguish from age appropriate magicalgames (e.g. array of behavior, such assleeping over certain spots on a floor,touching an object / self certain number oftimes as a routine game to avoid somethingbad from happeningOther (describe) _____________________Rituals Involving Other PersonsThe need to involve another person (usually aparent) in ritual (e.g. asking a parent torepeatedly answer the same question, makingmother perform certain mealtime ritualsinvolving specific utensils) *Other (describe) _____________________Miscellaneous CompulsionsMental rituals other than checking / countingNeed to tell, ask or confessMeasures (not checking) to prevent :harm to selfharm to othersterrible consequencesRitualized eating behaviors *Excessive list making *Need to touch, tap, rub *Need to do things (e.g. touch or arrange until itfeels just right) *Rituals involving blinking or staring *Trichotillomania (hair-pulling)Other self-damaging or self-mutilatingbehaviors *Other (describe) _____________________Page 3 of 4
CY-BOCS Symptom ChecklistChildren’s Yale-Brown Obsessive Compulsive ScaleTarget Symptom List for CompulsionsCOMPULSIONS (describe, listing by order of severity, with #1 being the most sever, #2 second most severe,etc):1. _____________________________________________________________________________________2. _____________________________________________________________________________________3. _____________________________________________________________________________________4. _____________________________________________________________________________________Page 4 of 4
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MOA TasksTools/ResoucesMH Screening
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Child/Parent or Youth:Child and You
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PSP Child and Youth Mental Health M
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Child and Youth Mental HealthPSP Mo
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Child Functional Assessment (CFA)Th
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Never or Sometimes Often or Very of
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Never or Sometimes Often or Very of
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WEISS FUNCTIONAL IMPAIRMENT RATING
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Tool for Assessment of Suicide Risk
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Let’s be clearer with words - Dru
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Psychotherapeutic Support for Teens
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Worry Reducing PrescriptionThere ar
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Safety Card- Emergency Contact Numb
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DSM-IV Multi-axial SystemPsychiatri
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CBIS Lifestyle SkillsHealthy Habits
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Healthy Habits for SleepingDepressi
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IT’S TRUE: YOU ARE WHAT YOU EAT!
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CBIS MANUAL | ADOLESCENT VERSION |
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Tips for Teachers of Anxious Studen
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LETTER REQUESTING PSYCHOEDUCATIONAL
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• • • • • • • • •
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LETTER REGARDING SCHOOL SUPPORTS AN
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Patient Name:Date of Birth:Physicia
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Motor Skills (gross/fine): Does thi
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Have Trouble Getting Up in the Morn
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2Child: Um. Lots of things I guess.
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4For children who have worries abou
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Use with Permission. Guidelines for
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DSM-IV TR criteriaDSM-IV-TR. Primar
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DSM-IV-TR. Primary Inattentive type
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ADHD Assessment ToolsSNAP IV18 Item
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12 Often runs about or climbs exces
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SNAP-IV 26 RATING SCALE: SCORING IN
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Reason for ReferralReferred by: Pho
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Functioning and Lifestyle Evaluatio
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Functioning at School (if not at sc
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MENTAL STATUS EXAMINATION (clinical
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Treatment PlanPatient Name: _______
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PSP Child and Youth Mental Health -
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Collaborative Prescribing Agreement
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Referral FlagsReferral of the child
Page 97 and 98: PSP Child & Youth Mental Health Mod
Page 99 and 100: 6 - item KADS scoring:In every item
Page 101 and 102: Permission to use the KADSThe KADS
Page 103 and 104: Depression in Children and YouthA G
Page 105 and 106: Use with Permission. Guidelines for
Page 107 and 108: CHALLENGE NEGATIVE THINKINGQuestion
Page 109 and 110: 2HOW TO DO IT!Step 1: Teach younger
Page 111 and 112: It is ver y useful to help a child
Page 113 and 114: CBIS Cognition SkillsAnti-Depressio
Page 115 and 116: Small GoalsThe concentration, fatig
Page 117 and 118: Problem SolvingDepression can make
Page 119 and 120: Common Thinking ErrorsThe situation
Page 121 and 122: Thought StoppingDepression often ma
Page 123 and 124: Use with Permission. Guidelines for
Page 125 and 126: Referral FlagsReferral of the teen
Page 127 and 128: DSM-IV TR. Oppositional Defiant Dis
Page 129 and 130: Specific PhobiaA. Marked and persis
Page 131 and 132: Social Anxiety DisorderA fear of on
Page 133 and 134: SCARED - Child VersionPg. 1 of 3 (T
Page 135 and 136: SCARED Scoring - This page is for o
Page 137 and 138: Screen for Child Anxiety Related Di
Page 139 and 140: Section B: Fear/Avoidance - Seminal
Page 141 and 142: Not at all Somewhat Pretty much Ver
Page 143 and 144: Not at all Somewhat Pretty much Ver
Page 145 and 146: Weiss Symptom Record (WSR) Instruct
Page 147: CY-BOCS Symptom ChecklistChildren
Page 153 and 154: RESOURCES.RESULTS.RELIEF.© Anxiety
Page 155 and 156: © AnxietyBC3
Page 157 and 158: CBIS ToolsIntroduction toRelaxation
Page 159 and 160: Abdominal/Belly BreathingPurpose•
Page 161 and 162: PurposeGroundingGrounding is a calm
Page 163 and 164: Passive RelaxationPurpose• Passiv
Page 165 and 166: CBIS MANUAL | ADOLESCENT VERSION |
Page 167 and 168: MindfulnessMindfulness originally c
Page 169 and 170: ThoughtsMindfulness Meditation• A
Page 171 and 172: For teens: Although you should enco
Page 173 and 174: This STOP Plan is for:_____________
Page 175 and 176: FEELING: _____________________FEELI
Page 177 and 178: THINKING TRAPSThinking TrapsExample
Page 179 and 180: REALISTIC THINKING FORM (E.g.)Situa
Page 181 and 182: REALISTIC THINKINGWe can all be bog
Page 183 and 184: Step 3: Challenge your “anxious
Page 185 and 186: Tip #3: Alternative balanced statem
Page 187 and 188: phobia - when you are afraid of som
Page 189 and 190: Chester the Cat feels anxious!How d
Page 191 and 192: Panic DiaryDate Trigger Symptoms Se
Page 193 and 194: FluoxetinePSP Child and Youth Menta
Page 195 and 196: Referral FlagsReferral of the teen
Page 197 and 198: ChildandYouthMentalHealthPSPModule
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ChildandYouthMentalHealthPSPModule
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AnxietyResources for youth and fami
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Practice Support ProgramAdditional
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Practice Support ProgramAdditional
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FH Referral Flags in the Electronic
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What doesEPI provide?The EPI Progra
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Child and Youth Crisis ProgramProgr
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Fraser Health Child and Youth Neuro
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Fraser Health Child and Youth Neuro
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MapContact InformationAddress:Shirl
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FRASER HEALTH CHILD AND YOUTH PSYCH
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Fraser Health Infant Psychiatry Cli
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FRASER HEALTHINFANT PSYCHIATRY CLIN
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Child & Youth Mental Health Algorithm - GPSC

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