NRS 420 Developmental Assessment and the School-Aged Child

Grand Canyon University NRS 420 Developmental Assessment and the School-Aged Child – Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University  NRS 420 Developmental Assessment and the School-Aged Child  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 420 Developmental Assessment and the School-Aged Child                            

Whether one passes or fails an academic assignment such as the Grand Canyon University  NRS 420 Developmental Assessment and the School-Aged Child  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 420 Developmental Assessment and the School-Aged Child                            

The introduction for the Grand Canyon University  NRS 420 Developmental Assessment and the School-Aged Child   is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 420 Developmental Assessment and the School-Aged Child                            

After the introduction, move into the main part of the NRS 420 Developmental Assessment and the School-Aged Child  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 420 Developmental Assessment and the School-Aged Child                            

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 420 Developmental Assessment and the School-Aged Child                            

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 420 Developmental Assessment and the School-Aged Child

In the field of child and adolescent development, understanding the unique needs of each individual is crucial. This is particularly true for those who have experienced significant life events that may impact their development, such as the loss of a parent or exposure to violence. One such individual is Cheyenne, a 15-year-old Native American/Caucasian female living in a small, rural town. Cheyenne’s life has been marked by several challenging circumstances. She lost her mother to suicide at the age of 14, a traumatic event that has undoubtedly had a profound impact on her emotional well-being. In addition to this loss, Cheyenne has recently experienced domestic violence, further complicating her situation. Living with her father, who works long hours as a logger, and two younger sisters, Cheyenne has been thrust into a caretaker role at a young age. This responsibility, coupled with the lack of social connections in her community and the absence of religious beliefs in her family, has left Cheyenne isolated and without a support network. Academically, Cheyenne is struggling. She is not active in extracurricular activities, has no future career aspirations, and is making low Cs in most of her classes. Physically, she is overweight with a Body Mass Index (BMI) of 32 and has struggled with acne since puberty. This essay will present a comprehensive plan of care for Cheyenne, considering her unique circumstances and needs. The plan will be guided by the Search Institute’s Developmental Assets framework, which provides a holistic approach to promoting positive youth development.  

The Search Institute’s Developmental Assets framework is a research-based approach that identifies a set of skills, experiences, relationships, and behaviors that enable young people to develop into successful and contributing adults. This framework is particularly useful in addressing Cheyenne’s needs, as it provides a holistic view of youth development and emphasizes the role of the community in supporting young people. Two components of this framework, Support and Empowerment, are particularly relevant to Cheyenne’s situation. The Support component emphasizes the importance of family, school, and community environments that provide a sense of safety, love, and belonging. This includes the need for children to feel loved, cared for, and supported. In Cheyenne’s case, this could involve strengthening her relationship with her father and sisters, as well as building connections with other supportive adults in her community. The Empowerment component, on the other hand, focuses on the need for children to feel valued and safe. It involves providing young people with opportunities to contribute to their communities and to feel that they are valued members of society. For Cheyenne, this could mean finding ways for her to contribute positively to her community, such as through volunteering or participating in local events. This would not only help her feel more valued but also build her confidence and social skills. 

Cheyenne’s plan of care should be comprehensive and tailored to her unique needs. This includes regular counseling sessions with a professional who is not only equipped to provide grief counseling but also understands her cultural background. This cultural sensitivity is crucial in ensuring that Cheyenne feels understood and comfortable during these sessions. In addition to individual counseling, family therapy sessions could be beneficial. These sessions could serve as a platform for open communication between Cheyenne and her father, fostering understanding and empathy. This could help improve their relationship and create a more supportive home environment for Cheyenne. Empowerment is another critical aspect of Cheyenne’s care. Encouraging her to participate in community activities can help her build confidence and social skills. These activities could range from volunteering at a local charity to joining a club or sports team. By participating in these activities, Cheyenne could feel more connected to her community and gain a sense of belonging. The effectiveness of this plan of care can be evaluated through regular assessments of various aspects of Cheyenne’s life. This includes her academic performance, which could improve as her mental and emotional health stabilizes. Her social interactions could also serve as an indicator of her progress. As Cheyenne builds confidence and social skills, she may become more comfortable interacting with her peers. Regular assessments of her self-esteem and overall well-being will also be crucial in evaluating the effectiveness of the plan. This plan of care aligns with the four metaparadigm concepts of nursing: person, environment, health, and nursing. Cheyenne, as a person, is at the center of the plan. Her needs, experiences, and aspirations guide the development and implementation of the plan. The environment, in this case, a small rural town, is taken into account, recognizing the impact it has on Cheyenne’s experiences and opportunities. Health is addressed holistically, considering Cheyenne’s physical, mental, and social health. Finally, nursing is the discipline that provides a comprehensive plan of care. It brings together knowledge from various fields to provide a holistic and person-centered approach to care. This approach not only addresses Cheyenne’s immediate needs but also aims to equip her with the skills and resources she needs to thrive in the future. 

In conclusion, the case of Cheyenne underscores the importance of a comprehensive, culturally sensitive, and individualized plan of care. The challenges she faces—loss of a parent, domestic violence, academic struggles, and social isolation—are complex and intertwined. They cannot be addressed in isolation but require a holistic approach that considers all aspects of her life. The Developmental Assets framework by the Search Institute provides a valuable guide for developing such a comprehensive plan of care. By focusing on the components of Support and Empowerment, we can address Cheyenne’s immediate needs while also equipping her with the skills and resources she needs to thrive in the future. Support, in the form of counseling and family therapy, can help Cheyenne process her grief and improve her relationship with her father. Empowerment, through participation in community activities, can help her build confidence, social skills, and a sense of belonging. However, the implementation of this plan is just the beginning. Regular assessments of Cheyenne’s academic performance, social interactions, self-esteem, and overall well-being are crucial to evaluate the effectiveness of the plan and make necessary adjustments. Moreover, this plan of care aligns with the four metaparadigm concepts of nursing: person, environment, health, and nursing. It places Cheyenne, as a person, at the center, takes into account her environment, addresses her health holistically, and utilizes the discipline of nursing to provide a comprehensive plan of care. 

References: 

Search Institute. (n.d.). The Developmental Assets Framework. https://searchinstitute.org/resources-hub/developmental-assets-framework  

Cleveland Clinic. (n.d.). Child Development: Developmental Milestones, Stages & Delays. https://my.clevelandclinic.org/health/articles/21559-child-development  

Brenner, G. H. (2022, February 22). How Losing a Parent Affects Young Children. Psychology Today. https://www.psychologytoday.com/us/blog/experimentations/202202/how-losing-parent-affects-young-children  

Pediatrics Nationwide. (2020, September 28). How Domestic Violence Affects Child Development. https://pediatricsnationwide.org/2020/09/28/how-domestic-violence-affects-child-development/ 

World Health Organization. (2022, November 29). Violence against children. https://www.who.int/news-room/fact-sheets/detail/violence-against-children  

Sample Answer 2 for NRS 420 Developmental Assessment and the School-Aged Child

Child development is the constant but expected sequential biological, emotional, and psychological changes in human beings from birth to the end of adolescence. A developmental assessment is conducted for children at this period to evaluate various aspects of a child’s functioning, including motor, cognition, behavior, communication, sensory abilities, adaptive skills, and social interaction (Aylward, 2020). The purpose of this paper is to discuss physical assessments among school-aged children and the typical developmental stages of a 10-year-old.

Physical Assessments among School-Aged Children

School-aged children are those between 6-12 years. Physical assessment of school-aged children takes the same approach, but some aspects differ based on the child’s age. It starts with vital signs and nutritional assessment (height and weight) (Choo et al., 2019). However, the normal range of vital signs differs with age. The physical exam is the same using a head-to-toe approach and applying inspection, palpation, percussion, and auscultation techniques. Dental, visual, and hearing exams are also performed in school-aged children (Choo et al., 2019). Children from 10 years are assessed for physical changes from secondary sexual characteristics, including the growth of pubic hair and breast development.

The physical assessment can be modified to correspond to the school-age child’s age and development by giving simple instructions that the child understands as per their cognitive development. Besides, the examiner should begin with less-invasive and uncomfortable procedures and end with the most invasive and painful exams (Sheldrick et al., 2019). The examination can be done when the parent is present for children below eight years. However, children above eight years may feel uncomfortable having their caregivers around, and thus privacy should be upheld to promote comfort.

Typical Developmental Stages of 10-Year-Old

A ten-year-old undergoes physical, cognitive, emotional, and social development. Physically, they begin exhibiting growth patterns related to gender, and signs of puberty may start showing. They should demonstrate endurance and have more advanced fine motor skills (Misirliyan & Huynh, 2021). In the cognitive aspect, a 10-year-old should: Know the complete date; Name months of a year in order; Read books with chapters; Read and understand a paragraph with complex sentences; Have calculation skills in addition and subtraction; Write simple stories; Have speech patterns almost at an adult level (Misirliyan & Huynh, 2021). Typical development in the emotional and social aspects include: Enjoying interacting with their friends; Having friends of the same gender; Enjoying team and group activities; Being aware of the body.

Developmental Assessment Using Erickson’s Developmental Theory

In Erickson’s psychosocial developmental theory, a 10-year-old belongs to the Industry vs. Inferiority stage. Children in this developmental stage get encouraged and reinforced by their initiative (Maree, 2021). They become industrious and have a high confidence level in their capability to attain goals. However, if the initiative is discouraged or restricted, the child starts to feel inferior, doubting their abilities, and may not attain their potential. The Erickson theory would be employed in developmentally assessing a child by assigning them a task to do independently (Maree, 2021). I would then assess the sense of industry and inferiority by evaluating their feelings after succeeding or failing to complete the task. 

Strategies to gain the child’s cooperation include explaining the exams that will be performed in simple terms, including the painful procedures. A non-threatening language will be used in giving instructions to foster cooperation. Besides, I would allow the child to play with some assessment tools, such as the stethoscope, to relieve anxiety during examination and foster cooperation (Choo et al., 2019). I would explain to the child in simple terms the assessment findings, including normal and abnormal findings, probable causes, and further examinations or treatments that will be ordered.  

Conclusion

Physical assessment of school-aged children takes a similar approach, and the same exams are conducted in all children. However, different ranges determine the findings as normal or abnormal. The exam can be modified by having painful and invasive procedures last and using simple instructions during the assessment. Erickson’s developmental theory can be applied to assess a child by evaluating their attitude when they succeed or fail in completing a task.

References

Aylward, G. P. (2020). Conducting a Developmental Assessment in Young Children. Journal of Health Service Psychology, 46(3), 103-108. https://doi.org/10.1007/s42843-020-00015-0

Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore medical journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical overview. Early Child Development and Care, 191(7-8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163

Misirliyan, S. S., & Huynh, A. P. (2021). Development Milestones. In StatPearls. StatPearls Publishing.

Sheldrick, R. C., Schlichting, L. E., Berger, B., Clyne, A., Ni, P., Perrin, E. C., & Vivier, P. M. (2019). Establishing new norms for developmental milestones. Pediatrics, 144(6). https://doi.org/10.1542/peds.2019-0374