Child & Youth Mental Health Algorithm - GPSC

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Difficult Places to Go and Things to DoDate e.g. Go to the mall e.g. Talk to salespeoplee.g. Drive the car alonee.g. Go to the movieRate on scale of 1 to 10 in spaces above81_CYMH_PSP_Difficult Places to Go 2011_09_101 of 1
FluoxetinePSP Child and Youth Mental Health –Initiating and Monitoring Medication for Anxiety Disorders in Children / YouthClick here forSertraline pageAnxiety Diagnosis(DSM‐IV criteria)- Children (6-12)- Adolescent >12)Use PST andSRP throughout thetreatment process.Initiate PST for at least 3 visits.SCARED > 25, symptoms continue causingdistress and CFA /TeFA shows decrease orno change in functionTime to start medication!Measurefunctioning usingCFA / TeFA andside effects usingsCKS in every Begin Fluoxetine at 5 ‐ 10 mg daily for 1 ‐ 2weeks. (If significant anxiety symptoms arepresent, start with 2.5 ‐ 5 mg for 2 weeksand continue increasing as indicated.) Increase Fluoxetine to 10 ‐ 20 mg daily forone to two weeks. After two weeks in children increase to 20Continue at 20 mg daily for 8 weeks.(If side effects are a problem – decrease thedose to 15 mg daily for 1 week and thenincrease to 20 mg. If substantial side effectsoccur continue the dose at 15 mg for 8weeks.)If symptoms have not improved after 8 weeksof treatment, increase the dosage by 10 mgevery 2 weeks to a maximum of 30 ‐ 40mg.OCD treatment oftenrequires higher doses.If a child or youth is notresponding to 30 ‐ 40mgafter 12 week s oftreatment, we recommenda referral tofs specializedmental health care.If you have reached the maximum dose anddepressive symptoms continue to causedistress and dysfunction or there is suicidalrisk ”REFER TO A MENTAL HEALTHSPECIALIST”Atypical antipsychotics arenot meant to be used totreat depression in primaryhealth care.
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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
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PSP Child & Youth Mental Health Mod
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6 - item KADS scoring:In every item
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Permission to use the KADSThe KADS
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Depression in Children and YouthA G
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CHALLENGE NEGATIVE THINKINGQuestion
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2HOW TO DO IT!Step 1: Teach younger
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It is ver y useful to help a child
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CBIS Cognition SkillsAnti-Depressio
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Small GoalsThe concentration, fatig
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Problem SolvingDepression can make
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Common Thinking ErrorsThe situation
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Thought StoppingDepression often ma
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Referral FlagsReferral of the teen
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DSM-IV TR. Oppositional Defiant Dis
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Specific PhobiaA. Marked and persis
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Social Anxiety DisorderA fear of on
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SCARED - Child VersionPg. 1 of 3 (T
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SCARED Scoring - This page is for o
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Screen for Child Anxiety Related Di
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Section B: Fear/Avoidance - Seminal
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Page 147 and 148: CY-BOCS Symptom ChecklistChildren
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Page 153 and 154: RESOURCES.RESULTS.RELIEF.© Anxiety
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Page 157 and 158: CBIS ToolsIntroduction toRelaxation
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Page 161 and 162: PurposeGroundingGrounding is a calm
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Page 167 and 168: MindfulnessMindfulness originally c
Page 169 and 170: ThoughtsMindfulness Meditation• A
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Page 173 and 174: This STOP Plan is for:_____________
Page 175 and 176: FEELING: _____________________FEELI
Page 177 and 178: THINKING TRAPSThinking TrapsExample
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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: Panic DiaryDate Trigger Symptoms Se
Page 195 and 196: Referral FlagsReferral of the teen
Page 197 and 198: ChildandYouthMentalHealthPSPModule
Page 217 and 218: AnxietyResources for youth and fami
Page 219 and 220: Practice Support ProgramAdditional
Page 221 and 222: Practice Support ProgramAdditional
Page 223 and 224: FH Referral Flags in the Electronic
Page 225 and 226: What doesEPI provide?The EPI Progra
Page 227 and 228: Child and Youth Crisis ProgramProgr
Page 229 and 230: Fraser Health Child and Youth Neuro
Page 231 and 232: Fraser Health Child and Youth Neuro
Page 233 and 234: MapContact InformationAddress:Shirl
Page 235 and 236: FRASER HEALTH CHILD AND YOUTH PSYCH
Page 237 and 238: Fraser Health Infant Psychiatry Cli
Page 239 and 240: FRASER HEALTHINFANT PSYCHIATRY CLIN
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Child & Youth Mental Health Algorithm - GPSC

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