Stephen Barlas reports in Psychiatric Times that antidepressants are found to cause “possible suicidal ideation and suicide attempts as side effects” (2006). With these possible side effects, parents are looking at other treatment options to help their children, including the combination of antidepressants with cognitive behavioral therapy. When researching about various antidepressants, fluoxetine, also known as Prozac, offered the most relevant and conclusive data concerning its effects on adolescents, and it was the most noted antidepressant combined with cognitive behavioral therapy. This paper will examine the symptoms of adolescent depression, how using the antidepressant fluoxetine affects depression in adolescents, and the results of studies using the combination of fluoxetine and cognitive behavioral therapy to treat major depression in
The author talks about different medicines and the affects it has on children. He also talks about placebos and how they affect bipolar disorder in children. His main focus is diagnosing children and the treatments used when they are diagnosed. He states in his open paragraph, “There has been great public and academic interest in the diagnosis and treatment of bipolar disorders (BD) in children and adolescents over the past decade, originally in the US but now extending internationally. Thus, in the US in the past decade, diagnoses of BD in children under 18 years old have risen 4000% in the community.
The Effects of Fetal Alcohol Syndrome in Children Liberty University Coun 502: Human Growth and Development Ralph Fox Janet Williams 12/12/2012 Abstract Fetal Alcohol Syndrome is not just an isolated birth defect; it is a compilation of associated problems with the most severe being alcohol exposure. Fetal Alcohol Syndrome is a widespread but avoidable cause of mental retardation. This paper focused on the physical deformities of adolescents with Fetal Alcohol Syndrome, the social issues they face, mental and health concerns. The paper explored diagnosis, tests for children with Fetal Alcohol Syndrome, and ways those children and their families were able to find support in dealing with it. The paper concluded with a discussion of avoidable
Means, standard deviations, and frequencies will be reported for sample’s variables. For first hypothesis inferential data analyses will be used to test the correlation between independent variable ( coping cat program ) and dependent variable ( level of anxiety ) by using parametric test ( Regression Analyses ) to test whether children in the experimental condition will be showed a stronger decrease in anxiety symptoms at 3-months follow up compared to the control group. Inferential data analyses will be used to test second hypothesis (People who had not improved over the three month following the intervention when compared to those who had improved will have less improvement in seventy of anxiety symptoms from coping cat program) the test that will be used to compare between the mean of people who had improved and people who had not improved is parametric test (paired t – test). To test third hypothesis on a 5-point Likert scale, any item with a mean value above 3 will be considered as a factor that contributes positively to decrease anxiety level. Possible Limitation of
| PSYCHOPATHOLOGY | | Table of Cont Introduction…………………………………………………………………………………..3 Borderline Personality Overview3 Borderline Personality Disorder DSM IV Criteria………………………………………4 Diagnosis…………………………………………………………………………………..5 Etiology……………………………………………………………………………………..5 Treatment and treatment issues6 Borderline Personality Disorder in Adolescents 6 Characteristics and symptoms of Borderline Personality in Adolescents…………..7 Adolescent Borderline Personality Disorder Treatment Success and Limitations…………………………………………………….8 Conclusion9 Reference List............................................................................................................10 Bibliography...............................................................................................................10 Introduction This assignment requires a full and comprehensive discussion of the problems related to assessing and classifying / diagnosing 16 – 20 year olds with patterns of impulsivity, instability in interpersonal relationships, self image and affect. The characteristics named above specifically explain behaviour displayed in what is known as Borderline Personality Disorder (BPD). In trying to fulfill the requirements of this assignment I will be introducing the reader to the basics of BPD, what the diagnostic criteria for the disorder are, the etiology of the disorder, as well as some of the treatment methods used. The assignment also requires specific information on adolescents with this disorder and so the essay will attempt to explain how the disorder manifests within this age group including treatment and treatment issues. Borderline Personality Overview Kernberg (2009) explains Borderline personality Disorder as, “a serious psychiatric disorder, with a prevalence of about 4% in the community, but as high as 20% in many clinical
Now that it has been decided that Sara would benefit from group therapy, it needs to be decided what type of group therapy would work best for her. “It is estimated that a mere 25% of depressed adolescents receive treatment even though studies show treatments for depression (e.g., cognitive–behavior therapy, interpersonal psychotherapy, and antidepressant medication) in adolescents are effective. There is strong evidence (i.e., systematic reviews of psychotherapy studies with depressed adolescents) to support cognitive–behavior therapy (CBT) as an effective treatment for adolescent who are depressed.” (Lusk, Melnyk,
In this book, Carlson tells of her trials and tribulations raising her bipolar son Ben, and there are many incredible challenges. At age 14, just when Ben is perceived as “stable” on his lithium, and his Prozac, he kills himself. Carlson details her viewpoint on suicide prevention; and it is insightful. She proposes age-appropriate self-tests and workbooks that allow a child to answer questions regarding his/her state of mind. She emphasizes the need for schools to extend the hearing and vision testing in the schools to expand into this realm of testing.
The Over Diagnosis of AD/HD in School Age Children Samantha K. Hanson Georgian Court University Abstract For this paper I researched the ways that children and adolescents are diagnosed with AD/HD and if there if the reason for the current rise in diagnosis are actually due to an increase of children suffering from this disorder. What I found was that many researchers are saying that children are being wrongfully diagnosed and many may be suffering from underlying disorders. I also found out that the sex of the child as well as the sex of the psychologist or psychiatrist plays a very big role in the diagnosis. Using the DSM I-V I researched what exactly qualifies a child to have AD/HD and also how many other disorders have the same
The most common type of behavioral treatment includes the Cognitive Behavioral Therapy also known as CBT. A study was conducted comparing cognitive behavioral therapy and Educational Support Groups to see which one works better (Curtis, 2004). The experiment contained four stages. These stages included teaching patients to realize irrational thoughts, confronting otherwise fearful situations, cognitive restricting and assigning homework. The Educational Support Groups consisted of group therapy, communication and assertiveness.
“The guideline contains the following recommendations for diagnosis of ADHD: 1) in a child 6 to 12 years old who presents with inattention, hyperactivity, impulsivity, academic underachievement, or behavior problems, primary care clinicians should initiate an evaluation for ADHD; 2) the diagnosis of ADHD requires that a child meet Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition criteria; 3) the assessment of ADHD requires evidence directly obtained from parents or caregivers regarding the core symptoms of ADHD in various settings, the age of onset, duration of symptoms, and degree of functional impairment; 4) the assessment of ADHD requires evidence directly obtained from the classroom teacher (or other school professional) regarding the core symptoms of ADHD, duration of symptoms, degree of functional impairment, and associated conditions; 5) evaluation of the child with ADHD should include assessment for associated (coexisting) conditions; and 6) other diagnostic tests are not routinely indicated to establish the diagnosis of ADHD but may be used for the assessment of other coexisting conditions (i.e., learning disabilities and mental retardation).” While the guideline described above and presented below is a good start for diagnosing ADHD, more research is still needed to