OFF-LABEL DRUG USE IN PEDIATRICS

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The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable, since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion.

Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

 To Prepare:

  • Review the interactive media piece in this week’s Resources and reflect on the types of drugs used to treat pediatric patients with mood disorders.
  • Reflect on situations in which children should be prescribed drugs for off-label use.
  • Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

Write a 1-page narrative in APA format that addresses the following:

  • Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples.
  • Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
  • Walden University, LLC. (Producer). (2019i). Therapy for pediatric clients with mood disordersLinks to an external site. [Interactive media file]. Baltimore, MD: Author.

Assessing a Health care Program and policy Evaluation

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  Resouces

To Prepare:

  • Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
  • Select an existing healthcare program or policy evaluation, or choose one of interest to you.
  • Review community, state, or federal policy evaluations and reflect on the criteria used to measure the effectiveness of the program or policy described.

The Assignment: (2–3 pages)

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

  • Describe the healthcare program or policy outcomes.
  • How was the success of the program or policy measured?
  • How many people were reached by the program or policy selected?
  • How much of an impact was realized with the program or policy selected?
  • At what point in program implementation was the program or policy evaluation conducted?
  • What data was used to conduct the program or policy evaluation?
  • What specific information on unintended consequences was identified?
  • What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
  • Did the program or policy meet the original intent and objectives? Why or why not?
  • Would you recommend implementing this program or policy at your place of work? Why or why not?
  • Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after one year of implementation.

Writing

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1st 

 

The Theory of Goal Attainment and Transactional process is a theory that guides nurses to practice nursing based on a personal approach. It is a Grand Theory based on Interactive Process.  The purpose of this theory is to be able to achieve patients’ goals by forming a relationship with the client or patient. To be able to form a relationship with a patient/client there are several factors that have to be consider.  One of the main factors that has to be consider is the fact that the patient is a unique individual and as such nurses must think how to approach this patient to form a therapeutic relationship that will involve the patient in his/her own healthcare goals.

The goal of attainment has impacted research, education, and the nursing. However, it has impacted nursing education in particular. “For example, it served as a frame work for the baccalaureate program at the Ohio State University School of Nursing where it determined the content and process taught at each level of the program” (McEwen & Wills,2023, p. 177).

The development of this theory was created by Imogene King in the 1960’s.  “During this time nursing practice was not so much based on theory.  Nursing practice was generally prescribed by others and highlighted by traditional, ritualistic tasks with little regard to rational” (McEwen & Wills, 2023, p.25).

It is interesting to know that this theory has been used not only for the purpose of education, research and nursing practice but it has also help to develop other theories.   “In addition to application in practice and research described previously, King’s work has been the basis for development of several middle-range nursing theories.  For example, was used by Rooda (1992)  to develop a model for multicultural nursing practice” (McEwen & Wills, 2023, p. 117)> 

2nd 

Virginia Henderson was born in Missouri and raised in Virginia. She grew up to receive her diploma in nursing from the Amy School of Nursing located at Walter Reed Hospital. Within two years of working as a bedside nurse her passion for the profession grew immensely.  She applied to and was offered a nurse educator position at a hospital in Virginia. From that day Henderson embarked on a lifelong mission to educate nurses on her concept of the nursing profession. Over a decade she had  went on to obtain her Bachelors of Nursing degree in 1932 and her Master’s degree in 1934. Her concept and theories evolved and was imitative of her passion, practice and education. 

The philosophical and structural components of her theory was focused on educating nurses and providing patient care in an encouraging environment. Henderson was introduced to physiologic principles during her graduate education. The study of these principles was the fundamental basis of her framework for patient care (Henderson, 1965, 1991). The physiologic principle implies that the patient’s biology, psychology and sociology (biopsychosocial) all had to be taken into consideration when providing care. As her studies and work experience progressed, she was also introduced to “Thorndike’s fundamental needs of a man” (McEwen, Grand Nursing Theories Based on Human Needs 2022), in which she gave credit to as having a direct influence on her beliefs. Another major concept of her theory is that nurses should assist patients with otherwise daily activities of life in times of illness until the patient is back to their optimistic level of health. Overall, helping the patient to regain independence by providing a supportive environment. Her concept of nursing included the nurse assisting the patient with 14 activities.

Henderson’s theory of nursing has immensely affected nursing education, nursing research and nursing practice.  Lucier (2018), for example, described how Henderson’s model could be used to enhance the nurse−patient relationship to provide holistic care at the end of life. Similarly, Waller-Wise (2013) found that Henderson’s theory assisted nurses in attaining excellence in childbirth education, and Miranda et al. (2018) used Henderson’s assumptions and model in their analysis of the concept of “nursing care of overweight children.” (McEwen, Grand Nursing Theories Based on Human Needs 2022). Her contribution to nursing textbooks extended from 1930-1990’s. Her contributions to nursing had a global impact by strengthening the focus on nursing practice and confirming the value of tested interventions in assisting individuals to regain health (McEwen, Grand Nursing Theories Based on Human Needs 2022). Researchers internationally continue to be influenced by Henderson’s model as a framework.

Rubric

 

 

Criteria for Grading Discussion Participation
Interactions should be thorough, thoughtful and facilitate the learning community’s growth.
Behaviors will be reviewed on a weekly basis. Contribution toward the course grade total
will be based on the pattern of demonstrating these characteristics.
Please remember, initial posts should be submitted by midnight by deadline. Your
responses to two of your peers’ initial posts should be made by deadlines, and then
responses to questions or comments made to you on your posts or discussion responses
should be made by deadlines also, per syllabus above.
Rubric for evaluating Discussion Participation
Characteristic of the Response Point Value
 No response 0
 Responses are noncontributory (e.g., “I agree with the comment;”
“I was thinking the same thing:” “I had a similar experience.”
2
 On-time response to all points
 Response is not relevant to other statements or the discussion
thesis
 Response shows minimal understanding of the topic
4
 On-time response to all discussion points
 Response reflects the point being discussed; builds on ideas of
other participants
 Facts and examples are appropriate to each thesis and are
accurate
 Rules of communication, language, etc. are utilized so as not to
distract the flow of discussion
6
 All elements in the 6-point division (above) and
 Responses reflect complete understanding of topic and assigned
readings
 Uses greater detail, examples and other sources to support
discussion
 Initiates another question (which may/may not be discussed by
group0
8
 All elements in the 8-point division (above) and
 Analyses, discussions and conclusions explicitly linked to the
10

 

REPLY

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The role of nurses in the COVID-19 vaccination mandate, telemedicine, and prescription drug pricing is pivotal in advocating for and ensuring a more efficient and patient-centered healthcare system. First and foremost, nurses have played an indispensable role in the global fight against the COVID-19 pandemic. Their contribution to the vaccination efforts has been monumental. Nurses have not only administered vaccines but also served as the face of hope and comfort to countless individuals receiving the vaccine. Their compassionate and humanistic approach has helped alleviate vaccine hesitancy and fear, ensuring that a larger segment of the population gets vaccinated. Beyond the actual vaccination process, nurses have been at the forefront of patient education, conducting interviews to gather crucial health information, and explaining the importance of immunization. Their meticulous monitoring of patients for adverse reactions has been essential in maintaining the safety of the vaccination process. In essence, nurses have been the linchpin of prevention during this pandemic, working tirelessly to protect public health (Pérez, 2021).

Telemedicine, another significant development in healthcare, has been further accelerated by the pandemic. Nurses have been instrumental in the adoption and effective implementation of telemedicine services. Through telehealth platforms, nurses have been able to provide care remotely, ensuring that patients continue to receive vital medical attention while minimizing the risk of virus transmission. This has been especially crucial for individuals with chronic conditions who require regular check-ups and monitoring. Nurses have not only conducted virtual consultations but have also played a vital role in educating patients on how to use telemedicine effectively. They have bridged the gap between technology and healthcare, making it more accessible and user-friendly for patients, ultimately saving them time, money, and, most importantly, lives.

On the front of prescription drug pricing, nurses have also been advocates for patients. The pandemic disrupted global supply chains, leading to fluctuations in the prices of essential medications, particularly for individuals with non-communicable diseases (NCDs). Nurses, as patient advocates, have been vocal in highlighting the challenges patients face due to rising drug costs. They have played a crucial role in bringing attention to this issue at both the individual patient level and within healthcare organizations. Nurses have been at the forefront of working with healthcare providers to explore cost-effective alternatives and to ensure that patients continue to have access to the medications they need. Their advocacy extends to policy discussions, pushing for reforms in drug pricing that would prioritize patient affordability and well-being (OPS, 2023).

In conclusion, nurses have demonstrated their indispensable role as advocates in the healthcare system during the COVID-19 pandemic. They have tirelessly worked to administer vaccines, provide compassionate care, and promote prevention. Nurses have embraced telemedicine as a means to deliver care remotely, making it accessible and convenient for patients. Additionally, they have been vocal advocates for patients grappling with rising prescription drug prices, working to ensure that healthcare remains patient-centered. The pandemic has highlighted the resilience, dedication, and advocacy of nurses, reinforcing their crucial position in shaping the future of healthcare.

W10 yu

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 The surrogate role is not one that is frequently mentioned in recent nursing practice literature.  Is that role as defined by Peplau relevant to nursing practice as currently experienced.  If so, in what way.  If not, why? 

400 word, 1 reference

Nursing Cultural Wk 4 APA Assignment

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 Week Four APA Assignment: Evaluating the socioeconomic impact of healthcare across our diverse communities: Educating our clients regarding accessibility and affordability.

  • Sections of the assignment must include:
    Introduction
    Focus points covered in the discussion posts
    Any arguments and rationales for your stance
    Conclusion or Summary
  • The components of your APA Assignment includes the following:
    The assignment must be completed on a word document.
    Your APA  Assignment must include a title page (Refer to Purdue OWL).
    All in-text citations must be used when paraphrasing or quoting a previous author.
    All references must reflect the in-text citations used.
    All reference sources must be within the past 5 years unless it is the works of a nurse theorist or a significant reference material.
    The length of the assignment must be 750-1000 words. Please pay attention to spelling and grammar. Points are deducted for repeat offenders.
    Upon completion of the assignment, you must submit it via Turnitin.com and please note that your plagiarism score should be no more than 20%. If you score higher, please make adjustments

Answer all question

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Watch the Netflix documentary “My Beautiful Broken Brain” and answer the following questions.  and  YouTube link to documentary: https://www.youtube.com/watch?v=Edjly3z5bF4 

questions

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Original Work, No Plagiarism, Cite and Reference

Joanna, a psychiatrist, has a busy clinical practice. She is widely recognized as a leader in reducing the number of psychotic episodes that patients with schizophrenia experience. Her treatment modalities are largely informed by her research. She has performed numerous clinical trial studies combining various antipsychotic and other medications to achieve longer intervals without episodes. She has cultivated a trusting relationship with her patients as many have seen her for more than five years as she has provide hope and relief to a great number of them.

Joanna is enrolling participants into a randomized placebo-controlled study with a promising new drug to treat schizophrenia. Although two other psychiatrists in her practice are referring patients to the study, she also decides to offer the protocol to patients in her practice that meet the inclusion criteria.

As part of the consent process, she explains to patients that there is a 50-50 chance whether they are placed in the group receiving the investigational drug or in the group that receives the placebo (sugar pill). She tells them that those who are given placebos will not be offered standard-of-care medicine so that important drug-placebo differences can be identified. Joanna also tells them that rational decision-making does not seem to be affected during short periods of medication-free intervals, according to the most recent research. She does acknowledge that studies have had mixed results about the increased risk of suicidality, however.

One of Joanna’s patients, a potential participant named Duncan, asks how long the study is supposed to last. Joanna knows that Duncan has failed other attempts of reducing the length and severity of his schizophrenic episodes. She also believes that he may be a good candidate for the study—as long as he’s not in the placebo group.  There’s no guarantee that he’ll receive the treatment, or do well on it. If he doesn’t enroll, then his clinical care will go on uninterrupted. If he does enroll, this new experimental drug may be his best shot at receiving an effective treatment so that he can lead a more normal life.

Joanna asks if Duncan is interested. Duncan responds, “Whatever you think is best. You’re the doc.”

Questions:

1. How many different kinds of conflicts of interest does Joanna have?

2. How concerned should she be that her patient(s) might not grasp the risks of participating in a drug trial?

3. In your own words, what is a therapeutic misconception?

4. What do you think motivates patients like Duncan to respond “Whatever you think is best”?

5. Should clinical researchers be allowed to enroll their own patients in a study?

Project Literature

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 Using at least 1 current (within the past 5 years), relevant, peer-reviewed resources, create a literature review that does the following:

  • Describes the project’s topic, resources reviewed, and conclusions of each article.
  • Summarizes the principal findings of the research and their relevance to the project’s proposed outcomes.

Attached is a copy of Part 1 of this project thaty has been submitted related to medication errors. Please review to follow the related topic for literature review. 

EVIDENCE BASE

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EVIDENCE BASE IN DESIGN

When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety.

In this Discussion, you will identify a recently proposed health policy and share your analysis of the evidence in support of this policy.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 



WEEKLY RESOURCES

· Milstead, J. A., & Short, N. M. (2019). 
Health policy and politics: A nurse's guide (6th ed.). Jones & Bartlett Learning.

· Chapter 5, “Public Policy Design” (pp. 87–95 only)

· Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)

· Chapter 9, “Interprofessional Practice” (pp. 152–160 only)

· Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

· American Nurses Association (ANA). (n.d.). 


Advocacy

Links to an external site.
. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

· Centers for Disease Control and Prevention (CDC). (n.d.). 


Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementation

Links to an external site.
. Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf

·

Congress.govLinks to an external site.
. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

· Klein, K. J., & Sorra, J. S. (1996). 

The challenge of innovation implementationLinks to an external site.
. 
Academy of Management Review, 21(4), 1055–1080.

· Sacristán, J., & Dilla, T. D. (2015). 

No big data without small data: Learning health care systems begin and end with the individual patientLinks to an external site.
. 
Journal of Evaluation in Clinical Practice, 21(6), 1014–1017.

· Tummers, L., & Bekkers, V. (2014). 

Policy implementation, street level bureaucracy, and the importance of discretionLinks to an external site.
. 
Public Management Review, 16(4), 527–547.

To Prepare:

· Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy.

· Review the health policy you identified and reflect on the background and development of this health policy.

BY DAY 3 OF WEEK 7

Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Which social determinant most affects this policy? Explain whether you believe there is an evidence base to support the proposed policy and explain why. Be specific and provide examples.

BY DAY 6 OF WEEK 7

Respond to at least 
two of your colleagues
* on two different days by either supporting or respectfully challenging their explanation on whether there is an evidence base to support the proposed health policy they described.

PEER REVIEW

#1 Briana – WEEK 7 DISCUSSION MAIN POST

H.R. 1712 – Rural Health Innovation Act of 2023

     Emergency medical services in the rural community setting can be challenging. Along with the area being large and sparsely populated in some places, there may also be difficult terrain, and the providers may need to travel further to transport the patient to the hospital (Rural Health Information Hub, 2022). This bill would provide two grant programs to help increase access to emergency care in these rural areas (CRH, 2023). The first grant funds federally qualified healthcare centers in these areas, including urgent care, triage, and other services (CRH, 2023). The second grant would also increase funding for rural emergency services, but this grant provides funding to health departments (CRH, 2023). There has been a long-standing history of the need to increase emergency services to rural areas, and slowly, we are working to provide these services. Telehealth has also impacted this in that it allows easier access to services in these rural areas; however, emergency care still needs to be improved.

     Social determinants of healthcare should always be considered whenever a new law or policy is being developed. The social determinant of healthcare that is the most addressed by this bill would be access to affordable, quality healthcare (World Health Organization, 2023). Some rural areas are undereducated, and residents may live in poverty, causing them not to seek out regular healthcare services. It is commonly seen that those with lower socioeconomic statuses are more at risk for poor health (World Health Organization, 2023). Expanding emergency services would allow these residents to at least be cared for in urgent need. Increased funding would improve the accessibility of healthcare and its support services. Increasing services in these areas would improve the population health of these areas now and in the future.

References

CRS. (2023). H.R.1712 – Rural Health Innovation Act of 2023. Congress.gov; Library of Congress. 
https://www.congress.gov/bill/118th-congress/house-bill/1712?q=%7B%22search%22%3A%22health+policy%22%7D&s=1&r=31
Links to an external site.

Rural Health Information Hub. (2022). Rural Emergency Medical Services (EMS) and Trauma Introduction – Rural Health Information Hub. Ruralhealthinfo.org; U.S. Department of Health and Human Services. 
https://www.ruralhealthinfo.org/topics/emergency-medical-services
Links to an external site.

World Health Organization. (2023). Social determinants of health. World Health Organization. https://www.who.int/health-topics/social-determinants-of-health#tab=tab_1

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#2 ANDERSON /Discussion- Week 7

H.Res.434

The H. Res.434-Declaring a mental health crisis among youth in the United States, and expressing the pressing need for historic investments in mental health care for students was authored by Democrat Seth Moulton, District 6 114th-118th, Massachusetts. It was introduced on the house on 5/22/23; the bill focus on the mental health crisis affecting youth in the United States; it acknowledges that the Covid-19 pandemic has exacerbated depression with an increase of 30% in emergency room admissions from adolescents, the World Health Association cites suicide as the fourth leading cause of death between ages 15-19, The National Institutes of Health states that low-income population, and those living in rural areas are by far the most affected, state mental health resources are scarce or its funds are mismanaged (Congress.gov, 2023).

To alleviate the ongoing crisis, the bill proposes to: increase mental health training of school educators, invest robust funding toward on-campus mental health resources, preserve the continuity of mental health treatment to lower-income students despite of their legal status in the country, recognize that physical health and mental health are intertwined, educate the public on mental health disorders to reduce its stigma, develop a highly efficient method to contact high-risk and isolated population to support children/adolescent suffering from mental health disorders, curb prejudice and discrimination in schools towards students diagnosed with mental health disorders, and to regularly screen incarcerated juveniles whose mental health issues are often times overlooked (Congress.gov, 2023).

Social Determinants  

There are two main social determinants linked to the mental health crisis among children; the covid-19 pandemic and the “digital depression”.  The pandemic altered the lives of children all over the world. In the United States, it has forced school shut-downs as classroom attendance became remotely driven leading children to feel more isolated due to loss of physical/emotional contact with their schoolmates. Lower-income children/adolescents were the most affected by the pandemic because some of their parents have lost their jobs and struggled to make ends meet. The isolation caused decrease in physical activity and an overwhelming increase in social media screen time. When in-person classes resumed, school districts were made aware that the pandemic had increased depression among their students; however schools firmly believed that discussing mental health issues with students equated to putting “ideas” into their heads (Ayer & Colpe, 2022) also, school districts were already overwhelmed with other issues such as food insecurities, student housing instability, and teachers burnout. Studies show that 72% of children/adolescents did not receive mental health treatment and that schools did not initiate depression screenings as a way to curb teen suicide. School teachers spend long hours with their students, they are likely to best recognize signs of depression and other mental health disorders affecting their students with the assist of a school nurse. The federal government added $122 billion in school programs which part of that fund had been allocated to suicide prevention (Ayer & Colpe, 2022) therefore 72% of children not having had received mental health screening/care raise alarming questions whether or not schools are well-equipped and safe to mentally afflicted  students; another obstacle is that 77% of parents did not report suicide ideation or other ongoing mental health ailments to the school possibly fearing that their children would be treated poorly, “downgraded ” to special ED, or be bullied by their classmates. In addition to parental overlook, there is limited mental health training in the school system particularly to provide support to gay and nonbinary/trans students who are more victimized and harassed by their classmates.

The second social determinant it is digitalization. The average time adolescents spend on social media averages nine hours daily. The pandemic inevitably led children to spend more time using smart phone and computers in lieu of physical activity and healthier socialization with other children. It is likely that during the pandemic, their parents began to dedicate more time to social media by simply working from home; parenting style has also “softened” as younger parents are less restrictive to their children screen time. Although social media was not created to harm children (Ghaemi, 2020) it does impact their mental health negatively because children/adolescents often go to sleep with their phones on causing day-time anxiety/mood disorders secondary to sleep deprivation; adolescents have partially developed brain maturation, particularly on the frontal lobe; therefore they are at higher risk to engage in dangerous sexual behavior/encounters, participate in peer-pressured bullying towards their schoolmates, pick up unsafe habits such as e-smoking, and take part in substance abuse. Cyber bullying has grown with its hate speech nuances causing targeted teenagers to become depressed, anxious and/or die of suicide.

Evidence-based support

Prevention is the key to manage depression and suicide among children and adolescents. Depression is still underreported  and under diagnosed in children (Patra & Kumar, 2022), suicide deaths have surpassed automobile accident deaths, and one in ten adolescents in high school have verbalized suicide ideation. Pediatricians are still reluctant to screen/treat children who present symptoms of mental health disorders fearing that they might over diagnose their clients based on false-positive screening scores; however there is more benefit in identifying and initiating treatment rather than ignoring the issue. There are multiple assessment tools available nowadays that use questionaries, parent interviews or child-self-report tools; providers who may not feel confident about treating these children should make a referral to a qualified mental health provider because early identification is key to prevent teen suicide.

Also, healthcare providers should not focus on making the ” right” diagnosis because in depression the mood is always ” negative” followed by visible signs and symptoms such as feelings of sadness, isolation, decrease in physical activity, poor eyes contact, lack of energy, and poor academic performance. Some providers also believe that discussing mental health issues with children could lead them to embrace these ideas which is a misconception because there are more benefits than risks to obtaining early detection and treatment. The main downfall is parental denial of children's poor mental health due to strict religious views on pharmacological treatments ( scientologists for example do not believe in prescription drugs) or the fear that their children will be perceived differently and be mistreated. The National Suicide Prevention warns that depression and suicide ideation should be taken seriously (Patra & Kumar, 2022) as there are multiple resources available today to prevent this ill fate among youth; healthcare providers who feel uncomfortable treating these disorders should make swift referrals, and school bodies should immediately utilize the money allocated to them to kick off school-based screening programs. 

When digitalization issues are concerned, it is vital that parents become more vigilant and monitor their children online activities closer. Given the availability of smart phones facilitated through texting and chatting, teenagers have gained easier access to sex, drugs, and pornography (Ghaemi, 2020). The goal is not to ban social media from children and adolescents; the recommendations are straightforward to follow: delay screen time to younger children, remove smart phones from the bedroom to promote sleep hygiene, limit screen time to one hour daily to mildly depressive children, and restrict social media altogether to severely depressive children presenting suicide thoughts (Ghaemi, 2020).

Current treatment options to depression are SSRI antidepressants, counseling and psychotherapy accompanied by diet and exercise. The most important content of H.Res.434 is educating parents, school bodies, and healthcare providers about recognizing  mental health disorders among children particularly to those living in rural areas where resources are oftentimes scarce. Also, it is important to work with low-income families who may not see mental health as a priority over housing and food. 

    

References

Ayer, L., & Colpe, L. J. (2022). The Key Role of Schools in Youth Suicide Prevention. 
Journal of the American Academy of Child & Adolescent Psychiatry, 
62(1). 
https://doi.org/10.1016/j.jaac.2022.06.022
Links to an external site.

Congress.gov. (2023). 
Congress.gov | Library of Congress. Congress.gov. 
https://www.congress.gov/
Links to an external site.

Ghaemi, S. N. (2020). Digital depression: a new disease of the millennium? 
Acta Psychiatrica Scandinavica, 
141(4), 356–361. 
https://doi.org/10.1111/acps.13151
Links to an external site.

Patra, K. P., & Kumar, R. (2022). 
Screening For Depression and Suicide in Children. PubMed; StatPearls Publishing. 
https://www.ncbi.nlm.nih.gov/books/NBK576416/
Links to an external site.

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