Advances in the diagnosis and treatment of childhood disorders.

Abstract

Clinicians today face difficulties in appropriately assisting children with mood disorders, whose parents may challenge diagnostic and treatment decisions based on potentially faulty information obtained from unregulated sources (e.g., the Internet, commercial books, other media). In light of this problem, as well as the U.S. Surgeon General's recent call for increases in evidence-based diagnosis and treatment of childhood disorders, it is important that psychologists educate themselves and their clients about evidence-based practices. Evidence-based assessment and psychosocial and psychopharmacological treatment procedures for childhood unipolar and bipolar mood disorders are reviewed, and specific practice recommendations are provided.

Defining and identifying early onset bipolar spectrum disorder

“…First, a family history of mood disorders or alcoholism serves as one marker for EOBPSD [4,30]. Second, knowledge of psychiatric disorders among family members is essential for case conceptualization and treatment planning.…”

Nurturing Children’s Well-Being

“…Symptoms of affective disorders that commonly appear in children include social withdrawal and disruptive behavior (American Psychological Association, 2000). Some known causes named in the Diagnostic and Statistical Manual of Mental Disorders: Fourth edition (4th ed., text revision; DSM-IV-TR) can include but are not limited to Kaslow (2002) argued that clinicians today are facing great difficulties in appropriately assisting children with mood disorders. Ironically, parents may even challenge treatment based on faulty information obtained from unregulated sources (e.g., TV, internet).…”

A case study exploration of placement in a therapeutic day school as an educational intervention package for children and adolescents with bipolar disorders

“…The first category describes the services and accommodations available to them under the Individuals with Disabilities Education Improvement Act (IDEA;2004), a federal law that guarantees services such as special education to students with disabilities, and Section 504 of the Rehabilitation Act (1973), civil rights legislation that prohibits discrimination against individuals with disabilities and provides for accommodations (e.g., Fristad & Goldberg-Arnold, 2004;Grier, Wilkins, & Szadek, 2005;Papolos & Papolos, 2006). Much of this type of information includes guidelines and general recommendations for providing services and/or accommodations to students with bipolar disorders that are supported by apparent face validity, but are not backed by relevant empirical outcome data (e.g., Lofthouse, Mackinaw-Koons, & Fristad, 2004;McClure, Kubiszyn, & Kaslow, 2002;McIntosh & Trotter, 2006). The only data available within this domain are primarily demographic in nature, indicating that students with bipolar disorders are at increased risk for needing tutoring services, being placed in special/remedial classes (including special education classes), repeating a grade, and failing to graduate on time (Doyle et al, 2005;Faedda, Baldessarini, Glovinsky, & Austin, 2004;Findling et al, 2001;Henin et al, 2007;Pavuluri et al, 2006;Wilens et al, 2003;Wozniak et al, 1995).…”

“…Much is known about treating unipolar depression in children and adolescents; for example, there is solid empirical evidence that supports the use of behavioral and cognitive interventions (McClure et al, 2002;McIntosh & Trotter, 2006;Young & Fristad, 2009). However, the treatment literature for children and adolescents with bipolar disorders is still emerging.…”

“…At this time, psychotherapeutic treatments are considered adjunctive interventions to psychopharmacological treatments for children and adolescents with bipolar disorders, and evidence regarding their utility is still emerging, though promising (AACAP, 2007;Pavuluri et al, 2005;Young & Fristad, 2009). There is a dearth of published, rigorous, empirical data that support the effectiveness of psychological interventions for treating manic, hypomanic, and depressive symptoms associated with bipolar disorders among children and adolescents, although there is solid evidence to support the use of behavioral and cognitive interventions for treating pediatric unipolar depression alone (McClure et al, 2002;McIntosh & Trotter, 2006;Young & Fristad, 2009). In one published set of treatment guidelines, it was suggested that psychotherapy may be useful once a child "is stable on medication and is capable of learning new skills" (Kowatch, Fristad, et al, 2005, p. 231).…”