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A clinical pathway is a multidisciplinary management tool based on evidence-based practice for a specific group of patients with a predictable clinical course, in which the different tasks (interventions) by the professionals involved in the patient care are defined, optimized and sequenced either by hour (ED), day (acute care) or visit (homecare).
Atypical development and typical development are mutually informative. Therefore, developmental psychopathology is not the study of pathological development, but the study of the basic mechanisms that cause developmental pathways to diverge toward pathological or typical outcomes; Development leads to either adaptive or maladaptive outcomes.
Research and clinical work on child psychopathology tends to fall under several main areas: etiology, epidemiology, diagnosis, assessment, and treatment. Parents are considered a reliable source of information because they spend more time with children than any other adult. A child's psychopathology can be connected to parental behaviors.
The psychiatric assessment of a child or adolescent starts with obtaining a psychiatric history by interviewing the young person and his/her parents or caregivers. The assessment includes a detailed exploration of the current concerns about the child's emotional or behavioral problems, the child's physical health and development, history of parental care (including possible abuse and neglect ...
[16] [17] In particular, he has argued that clinical practice guidelines can be improved if they are translated into clinical pathways and fast-and-frugal trees within the framework of threshold decision models to develop more individualized patient care. [18] [19] [20] [21]
As a result, care coordination includes traditional mental health services but may also encompass primary healthcare, housing, transportation, employment, social relationships, and community participation. In the 1940s, this was known as social counseling. [3] It is the link between the client and care delivery system. [2]
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Triple P, or the "Positive Parenting Program", was created by Professor Matthew R. Sanders and colleagues, in 2001 at the University of Queensland in Australia and evolved from a small “home-based, individually administered training program for parents of disruptive preschool children” into a comprehensive preventive intervention program (p. 506). [1]