Diagnosing and Treating Children and Adolescents E-Book

Brande Flamez

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1313

Veröffentlichungsjahr: 2015

Beschreibung

A guide to treating mental health issues in children and adolescents

Diagnosis and Treatment of Children and Adolescents: A Guide for Mental Health Professionals is a resource tailored to the particular needs of current and future counselors, behavioral healthcare clinicians, and other helping professionals working with this vulnerable population. With in-depth content broken into two sections, this book first provides a foundation in the diagnostic process by covering the underlying principles of diagnosis and treatment planning, and then applies this framework to the DSM-5 categories related to children and adolescents. With research continually reshaping our understanding of mental health, it is critical mental health professionals make decisions based on evidence-based pathways that include the specialized research around children and adolescents. The leading experts who contributed to this book share contemporary perspectives on developmental considerations, assessment information, presenting symptoms, comorbidity, levels of severity, prevalence data, and other relevant factors.

• Structured content of chapters provides a crosswalk between the DSM-5 and this book
• Updated content based upon the changes, additions, and revisions to the DSM-5 that affect diagnosis, assessment, and treatment
• Pedagogical features, such as learning objectives, case studies, guided practice exercises, and additional resources, to support effective learning

Diagnosis and Treatment of Children and Adolescents: A Guide for Clinical and School Settings is a critical resource for mental health practitioners and graduate students working toward a career in a mental health profession.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

Preface

Acknowledgments

Specific Acknowledgements

About the Editors

List of Contributors

Part I: Stages of the Comprehensive Diagnostic Process

Chapter 1: Conceptualizing DSM-5 Disorders in Children and Adolescents

Introduction

Defining a Mental Disorder

The Clinical Significance Criterion in Diagnosis

The Developmental Process

Age-Related Factors

Neurodevelopment and Neurodevelopmental Disorders

Changes in Diagnostic Categories from the DSM-IV-TR to the DSM-5

Summary

References

Chapter 2: Effective Strategies for Assessing DSM-5 Disorders

Introduction

Diagnostic Challenges and Special Consideration When Working with Children and Adolescents

Classification Models

Identifying Sources of Information

Assessment Strategies

Establishing Diagnostic Validity

Assessment Instrument Validity and Reliability

Conducting a Differential Diagnosis

Clinical Case Formulation

Comprehensive Case Study

Summary

References

Chapter 3: Developing and Evaluating Client Treatment Plans

Introduction

Assessment Measures for Children (6–17) in the DSM-5

Case Conceptualization

Diagnosing

Components of a Comprehensive Treatment Plan

Challenges in the Treatment Planning Process

Strategies to Maximize Treatment Plan Effectiveness

Treatment Plan Development

Summary

References

Chapter 4: Addressing Client Diversity throughout the Diagnostic Process

Introduction

Culture and Multiculturalism

Culture and Diagnostic Decision Making

Cultural Concepts of Distress

Culture and the DSM

The Process of Multicultural Assessment

Case Example: Alon

Summary

References

Part II: Diagnostic Categories of Psychiatric Disorders

Chapter 5: Autism Spectrum Disorder

Introduction

Description of the Disorder

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 6: Attention-Deficit/Hyperactivity Disorder

Introduction

Description of the Disorder

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 7: Schizophrenia Spectrum and Other Psychotic Disorders

Introduction

Description of Disorder

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Psychosocial Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 8: Bipolar and Related Disorders

Introduction

Description of the Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 9: Depressive Disorders

Introduction

How to Distinguish between Childhood Moodiness and Depression

Description of Depressive Disorders

Differential Diagnosis

Assessment Strategies

Treatment and Intervention Strategies

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 10: Anxiety Disorders

Introduction

Description of Anxiety Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 11: Obsessive-Compulsive and Related Disorders

Introduction

Description of the Disorder

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 12: Trauma- and Stressor-Related Disorders

Introduction

Description of the Disorders

Adjustment Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Acute Stress Disorder

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 13: Feeding and Eating Disorders

Introduction

Description of Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 14: Sleep-Wake Disorders

Introduction

Description of the Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Summary

References

Chapter 15: Gender Dysphoria

Introduction

TGNC Children and the History of Gender Dysphoria

Description of Gender Dysphoria

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges and Other Specified and Unspecified Designations

Summary

References

Chapter 16: Disruptive, Impulse-Control, and Conduct Disorders

Introduction

Oppositional Defiant Disorder

Intermittent Explosive Disorder

Conduct Disorder

Antisocial Personality Disorder

Pyromania

Kleptomania

Other Specified Disruptive, Impulse-Control, and Conduct Disorder

Unspecified Disruptive, Impulse-Control, and Conduct Disorder

Considerations for Assessment and Treatment

Summary

References

Chapter 17: Substance-Related Disorders

Introduction

Description of the Disorders

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Treatment Strategies and Interventions

Evaluation Strategies

Diagnostic Challenges

Summary

References

Chapter 18: Major and Mild Neurocognitive Disorders Due to Traumatic Brain Injury

Introduction

Description of the Disorder

DSM-5

Criteria

Differential Diagnosis

Assessment Strategies

Evaluation Strategies

Treatment Strategies and Interventions

Diagnostic Challenges

Summary

References

Chapter 19: Other Conditions That May Be a Focus of Clinical Attention When Working with Children and Adolescents

Introduction

Using Z Codes with Children and Adolescents

Differential Diagnosis

Focus and Progress of Treatment Related to Other Conditions

Description of the Clinical Issues

Child Maltreatment and Neglect Problems

Housing and Economic Problems

Treatment

Evaluation

Summary

References

Author Index

Subject Index

End User License Agreement

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Guide

Cover

Table of Contents

Preface

Part I: Stages of the Comprehensive Diagnostic Process

Begin Reading

List of Illustrations

Chapter 2: Effective Strategies for Assessing DSM-5 Disorders

Figure 2.1 An Example of an HTP Drawing of a 10-Year-Old Boy

Chapter 16: Disruptive, Impulse-Control, and Conduct Disorders

Figure 16.1 Continuum of Personal Functioning and Symptom Severity among Oppositional Defiant Disorder, Intermittent Explosive Disorder, Conduct Disorder, and Antisocial Personality Disorder

List of Tables

Chapter 1: Conceptualizing DSM-5 Disorders in Children and Adolescents

Table 1.1 The Transition or Relocation of the DSM-IV-TR's Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence to Their New Position in the DSM-5

Table 1.2 Neurodevelopmental Stages and Mental Health (Based in Part on the Institute for Human Services for the Ohio Child Welfare Training Program, 2007)

Table 1.3 DSM-5 Classification of Neurodevelopmental Disorders

Table 1.4 New DSM Disorder Titles for Children and Adolescents

Chapter 2: Effective Strategies for Assessing DSM-5 Disorders

Table 2.1 Questions for Parents and Parental Caregivers

Table 2.2 Mental Status Examination Components and Descriptors

Chapter 3: Developing and Evaluating Client Treatment Plans

Table 3.1 Level 2 and Severity Measurements

Chapter 5: Autism Spectrum Disorder

Table 5.1 ASD in the DSM through the Years

Table 5.2 Language and Communication Milestones in Infancy and Toddler Development

Table 5.3 DSM-IV-TR and DSM-5 Comparison

Chapter 6: Attention-Deficit/Hyperactivity Disorder

Table 6.1 ADHD Changes between the DSM-IV-TR (2000) and the DSM-5 (2013)

Chapter 7: Schizophrenia Spectrum and Other Psychotic Disorders

Table 7.1 Definitions of Commonly Used Terms to Describe Psychosis

Table 7.2 Clinical Examples of Delusional Disorder by Subtype

Table 7.3 An Abbreviated List of Medications and Substances That May Elicit Psychotic Symptoms

Table 7.4

DSM-5

Criteria for Schizophrenia

Table 7.5 Sample Diagnosis Using

DSM-5

Criteria

Table 7.6 Schizophrenia Spectrum and Other Psychotic Disorders Differential Diagnosis

Table 7.7 Common Side Effects of Antipsychotic Medications

Chapter 8: Bipolar and Related Disorders

Table 8.1 Differential Diagnosis of Bipolar and Related Disorders

Table 8.2 Differential Diagnoses between Depressive Disorders and Disruptive Disorders in Youth

Chapter 9: Depressive Disorders

Table 9.1 Differential Diagnosis of Disruptive Mood Dysregulation Disorder (DMDD)

Table 9.2 Differential Diagnosis of Major Depressive Disorder (MDD)

Table 9.3 Differential Diagnosis of Persistent Depressive Disorder (PDD)

Table 9.4 Differential Diagnosis of Premenstrual Dysphoric Disorder

Table 9.5 Questionnaires to Assess Depressive Disorders

Table 9.6 Interviews for Assessing Depression

Chapter 10: Anxiety Disorders

Table 10.1 DSM-IV-TR versus DSM-5 Anxiety Disorders Chapter

Chapter 11: Obsessive-Compulsive and Related Disorders

Table 11.1 OCD Diagnostic Criteria Differences between the DSM-IV-TR and the DSM-5

Chapter 12: Trauma- and Stressor-Related Disorders

Table 12.1 Comparison of RAD and DSED Criteria A-C

Table 12.2 Changes for PTSD Criteria from the DSM-IV-TR to the DSM-5

Table 12.3 Trauma- and Stressor-Related Disorders Differential Diagnosis

Table 12.4 Types of Trauma Assessments for Children

Chapter 13: Feeding and Eating Disorders

Table 13.1 DSM-5 Feeding and Eating Disorders and ICD-10 Codes and Disorders

Chapter 14: Sleep-Wake Disorders

Table 14.1 Sleep-Wake 24-Hour Cycle from Infancy to Adolescence

Table 14.2 Key Points: Changes in the DSM-5

Table 14.3 Rating Sleep Quality

Table 14.4 Assessment Instruments for Sleep-Wake Disorders

Chapter 15: Gender Dysphoria

Table 15.1 Criterion Comparison between Gender Dysphoria Diagnostic Criteria in Children and in Adults and Adolescents

Table 15.2 Gender Dysphoria–Related Terminology Over the Life Span Trajectory

Chapter 17: Substance-Related Disorders

Table 17.1 Key Points: Changes to Substance-Related Disorders since the DSM-IV-TR

Chapter 19: Other Conditions That May Be a Focus of Clinical Attention When Working with Children and Adolescents

Table 19.1 Relevant Conditions That May Be a Focus of Clinical Attention for Children and Adolescents

Table 19.2 Suggested Treatment Approach and Relevant Z Codes

Diagnosing and Treating Children and Adolescents

A Guide for Mental Health Professionals

BRANDÉ FLAMEZ

CARL J . SHEPERIS

Lamar University

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Library of Congress Cataloging-in-Publication Data:

Diagnosing and treating children and adolescents : a guide for mental health professionals / [edited by] Brandé Flamez,

Carl J. Sheperis.

pages cm

Includes bibliographical references and index.

ISBN 978-1-118-91792-3 (pbk.), 978-1-118-91794-7 (ePDF), 978-1-118-91793-0 (epub)

1. Child mental health–Handbooks, manuals, etc. 2. Child psychiatry–Handbooks, manuals, etc. 3. Adolescent psychiatry–Handbooks, manuals, etc. I. Flamez, Brandé, editor. II. Sheperis, Carl, editor.

RJ499.3.D53 2015

618.92′89–dc23

2015018217

Cover Image: © echo3005/Shutterstock

Cover Design: Wiley

To my children, Evelyn and Braeden.

Thank you for all the love and laughter you bring to my life.

You have been a gift from the beginning.

I love you more than all the sand on the beach and the stars in the sky.— Brandé

For my children, Ellis, Jake, Joe Lee, Emily, and Laura Beth—your smiles, kisses, laughter, and hugs are some of the best things in life.— Carl

Preface

We decided to write Diagnosing and Treating Children and Adolescents: A Guide for Mental Health Professionals because of the often-difficult task of framing mental health symptomology with this population. We aim to help future and current counselors, behavioral health care clinicians, and other helping professionals become better at navigating decision trees in light of developmental considerations, assessment information, presenting symptoms, comorbidity, levels of severity, prevalence data, research, and other relevant factors. We also strive to provide a clear, evidence-based pathway from appropriate diagnosis to treatment planning. Child and adolescent mental health services are distinctly different from adult services, and those clinicians working with children and adolescents require a specialized knowledge base to be effective. Numerous changes occurred to the diagnostic process, assessment procedures, and diagnostic nomenclature with the publication of the DSM-5. As such, both current and future practitioners have a learning curve to navigate. Our hope is to provide the essential information that will help you, the reader, to rise to the top of the curve by developing a better conceptualization of mental health symptomology in children and adolescents and by developing the knowledge base to make best practice decisions for working with this vulnerable population.

We believe that diagnosis and treatment planning have a symbiotic relationship. Having skills in both areas is necessary to address client problems effectively. Throughout our textbook, we stress the need to identify the correct diagnosis accurately and to use that diagnosis to inform a plan for evidence-based intervention. To diagnose accurately, clinicians require in-depth knowledge of the DSM-5, related assessments, and the professional literature. Although no resource can substitute for the diagnostic manual, a focused exploration of the disorders as they relate to children and adolescents can provide a valuable means for organizing a vast amount of complex information. Throughout this textbook, we provide you an overview of the various disorders as they specifically relate to children and adolescents so that you can become more competent in the diagnostic and treatment-planning processes.

This textbook has two primary goals. The first goal is to ground readers in the comprehensive diagnostic process that has evolved with the publication of the DSM-5. Our second goal is to provide a framework for applying the DSM-5 to child and adolescent mental health. To meet these goals, the textbook is divided into two parts that provide contemporary perspectives on child and adolescent mental health, procedures for diagnosis, fundamentals of treatment planning, diversity issues in diagnosis, and exploration of each diagnostic category related to children and adolescents. These parts include Stages of the Comprehensive Diagnostic Process and Diagnostic Categories of Psychiatric Disorders. An introduction to Part I immediately follows, and an introduction to Part II is before the start of Chapter 5 (“Autism Spectrum Disorder”).

Acknowledgments

Completing a project of this scope would not have been accomplished without the dedication, hard work, and wonderful contributions of the contributing authors. To each of you, we extend our sincere appreciation for helping create a text that introduces the DSM-5 and discusses the integral role it assumes in assisting mental health professionals in diagnosing and treating children and adolescents.

We would like to thank those at John Wiley & Sons who helped turn our vision into reality, especially our editor, Rachel Livey. Your support, patience, and encouragement are invaluable, and this book would not have been possible without your involvement. Finally, we would like to give a warm thank-you to Patricia Rossi, our acquisitions editor, for her helpful and enthusiastic responses.

—Brandé and Carl

Specific Acknowledgements

Words cannot express my gratitude for my family—especially Matthew and my parents, Rosemary and John. I thank you for your love and support during the many hours spent on this project. Your words of encouragement are like light switches. They light up a room of possibilities for me.

I appreciate the support from my department chair, Dr. Carl J. Sheperis. I would like to thank and acknowledge my friend and colleague Dr. Jason H. King for his generous recommendations and his insights throughout the process. I am grateful to Dr. Melinda Haley for her assistance with the manual. And to all the families and clients I have been privileged to serve, thank you for being an ongoing source of inspiration. Each one of you has my sincere appreciation and gratitude.

—Brandé Flamez

This project would not have been possible without the support of my wife (Donna Sheperis) and my family. Their patience and love is the essential ingredient in my success. I want to acknowledge the privilege I have had to work with thousands of children and adolescents throughout my career. Their lived experiences have helped make me the mental health counselor I am today.

—Carl Sheperis

About the Editors

Brandé Flamez, PhD, NCC, LPC, is a licensed professional counselor and clinical professor in the Counseling and Special Populations department at Lamar University. Dr. Flamez is also the CEO and founder of the nonprofit Serving and Learning Together (SALT) world Inc., which provides volunteer services to developing countries. Her clinical background includes working with children, adolescents, and families in community-based and private counseling settings both nationally and internationally. In addition, Dr. Flamez helped design an outpatient program for court-referred adolescents and specializes in diagnosis and assessment. Dr. Flamez is active in the counseling profession. She has served on the American Counseling Association (ACA) Governing Council for the International Association of Marriage and Family Counselors, ACA Finance Committee, ACA Investment Committee, and chaired the ACA Publications Committee. She is also the Past President for the Association for Humanistic Counselors (AHC) and President-elect for the International Association of Marriage and Family Counselors.

Dr. Flamez is on the editorial board for The Family Journal. She has presented numerous times at the nationally and internationally level and coauthored several book chapters and articles. Dr. Flamez is the co-author of the assessment textbook Counseling Assessment and Evaluation: Fundamentals of Applied Practice and Diagnosing Children and Adolescents: Guide for Mental Health Practitioners. She is the recipient of numerous national awards including the 2015 Counselor Educator Advocacy Award, 2014 ACA Kitty Cole Human Rights Award, 2012 ACA Gilbert and Kathleen Wrenn Award for a Caring and Humanitarian Person, and the 2012 IAMFC Distinguished Mentor Award.

Carl J. Sheperis, PhD, NCC, ACS, LMHC, LPC, serves as chair of the Department of Counseling and Special Populations at Lamar University. He is a past president of the Association for Assessment and Research in Counseling, associate editor for quantitative research for the Journal of Counseling & Development, and a director for the National Board for Certified Counselors. He has worked with the American Counseling Association as the chair of the Research and Knowledge Committee and has served as the editor of the Journal of Counseling Research and Practice.

In addition to this textbook Dr. Sheperis is an author of Assessment Procedures for Counselors and Helping Professionals; Research in Counseling: Quantitative, Qualitative, and Mixed Methods; Clinical Mental Health Counseling: Fundamentals of Applied Practice; The Student Handbook for Online Counselor Education; and The Peace Train. He is also published in various textbooks, academic journals, and reference volumes. A frequent speaker and presenter at professional conferences and workshops as well, Dr. Sheperis has appeared at such recent events as the American Counseling Association World Conference, the Association for Counselor Education and Supervision Conference, the National Assessment Conference, and the National Head Start Conference.

List of Contributors

Sue C. Bratton, PhD, LPC-S, RPT-S, is a professor at the University of North Texas (UNT) and director of the UNT Center for Play Therapy with over 20 years of experience as a university professor, researcher, and clinician. She is a nationally and internationally known speaker and author with over 65 publications in the area of child counseling, play therapy, and Child Parent Relationship Therapy (CPRT). Her most recent books are Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, Child Parent Relationship Therapy (CPRT) Treatment Manual, Child-Centered Play Therapy Research: The Evidence Base for Practitioners, and Integrative Play Therapy.

Tracy K. Calley, PhD, is an adjunct professor of counseling at Texas State University and Texas A&M University–San Antonio. She has a passion for working with adolescents, particularly at-risk youth and children in need. Her research interests with respect to adolescents include sand tray therapy, animal-assisted therapy, and adventure therapy.

Tara Chandrasekhar, MD, is a clinical assistant professor of psychiatry at the University of North Carolina (UNC) at Chapel Hill. She is a double-board-certified psychiatrist, in general psychiatry and child and adolescent psychiatry. She participates in clinical research with the UNC Adolescent, School-age and Preschool Psychiatric Intervention Research and Evaluation (ASPIRE) Program, teaches medical students and resident physicians, and cares for children and adults in outpatient clinics in rural North Carolina. She currently treats a number of children and adults with schizophrenia and related disorders, providing medication management and supportive therapy, and coordinating care with other providers.