Pediatric bipolar disorder : assessment and intervention practices of school psychologists and the implications for training in the United States

摘要

The United States government and professional psychology have made theresearch on and the treatment of pediatric psychopathology a priority. As part of thismandate, school systems are strongly encouraged to participate in the prevention,identification, and treatment of childhood mental health disorders. Effective andmeaningful accomplishment of these goals requires the training of school in the skillsnecessary to identify symptoms, be knowledgeable in assessment best practices, and toprovide the necessary supports on behalf of children experiencing a mood disorder.Pediatric Bipolar Disorder (PBD) has shifted from relative obscurity to a meaningful,well-researched diagnosis. Although there remains considerable debate regarding thedisorder’s differential diagnosis, it is recognized as a disorder with devastating effects. Anational survey investigated school psychologists’ level of knowledge and breadth ofexperience and training pertaining to PBD. Of added interest were the current assessmentpractices and variety of direct services provided to students with PBD and/or EmotionalDisturbances (ED) as defined by current special education federal guidelines. Results indicated levels of training and NCSP designation made no noticeable difference in whatwas known or in what was practiced by school psychologists. Of the 251 participants, themajority was unable to identify selected diagnostic features of PBD but may be able todifferentiate PBD from Attention Deficit-Hyperactivity Disorder. Nearly all of therespondents regularly served as participants on the multidisciplinary teams responsiblefor determining special education eligibility of students with ED as well as utilized bothdirect and indirect assessment methods; however, not quite a third of participantsreported always utilizing a Functional Behavior Assessment as a part of the assessmentprocess. When describing the services provided to students with ED or PBD, mostrespondents indicated that monitoring the effects of prescribed medications, providingindividual and/or group counseling, and consulting with the student’s doctor occurredinconsistently if at all. Concerning their training, most school psychologists reportedhaving received either formal or informal training addressing ED while almost half ofrespondents had no training at all concerning PBD. This lack of training in the area ofPBD may be a reason why most participants reported an overall lack of confidence inidentifying or differentiating PBD. These data and previous research suggest schoolpsychologists need more