This book provides a research-based overview of the use of psychotropic medications in combination with psychosocial interventions to improve learning, social interactions, and behavioral functioning of children within the school setting. It details implementation strategies for delivering multimodal treatments to school-aged children with psychiatric diagnoses while coordinating services across educational and health service sectors. In addition, it includes case studies on ADHD, conduct disorder, depression, social anxiety, autism spectrum disorder, bipolar disorder, and psychosis, with overviews of treatment plans, targeted goals and behaviors, classroom-based medication evaluation plans, and treatment responses communicated back to the child's family and physician. The book concludes with an overview of integrated behavioral health and the benefits of care coordination to school-aged children experiencing social, emotional, and behavioral challenges.

Topics featured in this text include:

• Legal, ethical, and professional issues related to the use of psychotropic medications in school-aged populations.

• Effective medications for treating mood dysregulation disorders in school-aged youth.

• Medications for internalizing and externalizing disorders.

• Common side effects of psychotropic medication in school-aged populations.

• The need to be culturally sensitive when considering treatment plans for school-aged youth. School Psychopharmacology is an essential resource for researchers, graduate students, and other professionals in child and school psychology, social work, psychiatry, psychopharmacology, special and general education, public health, and counseling.

Examines medication use within a tiered approach to mental health service delivery in schools Provides school-based evaluations for monitoring medication outcomes Synopsizes integrated behavioral health and the benefits of care coordination Offers case studies of medications and their side effects for internalizing (e.g., depression, social anxiety) and externalizing disorders (ADHD, autism, OCD) in school-aged children

Autorentext

John S. Carlson, PhD is a professor and director of clinical training of the School Psychology Program within the College of Education at Michigan State University. He is a licensed psychologist (MI), holds a BS degree in child psychology from the University of Minnesota and his MA and PhD degrees in school psychology from the University of Wisconsin-Madison. He completed his predoctoral internship at Primary Children's Medical Center, Department of Psychiatry, in Salt Lake City, UT. In addition to his faculty work at MSU, Dr. Carlson provides mental health consultation to children, families, and schools within his private practice, Child and Adolescent Psychological Services, PLC in East Lansing, MI. Dr. Carlson has authored or coauthored over 80 articles within peer-reviewed journals and chapters within books. He coauthored a book titled Counseling Students in Levels 2 and 3: A PBIS/RTI Guide published by Corwin: A Sage Company and a book titled 101 Careers in Education that he published with his father through Springer Publishing Company. During his tenure at Michigan State University, he has been instrumental in working with interdisciplinary colleagues to propose, secure, direct, and co-direct training and research grants/contracts now totaling over 8 million dollars. Justin A. Barterian, PhD is a clinical assistant professor in the Department of Psychiatry and Behavioral Health at the Ohio State University Wexner Medical Center. He is a licensed psychologist (OH) and earned his BS degree in psychology from Wayne State University and his MA and PhD degrees in school psychology from Michigan State University. Dr. Barterian completed his predoctoral internship at the Milton Hershey School in Hershey, PA. Additionally, he completed a postdoctoral fellowship in the Research Unit in Pediatric Psychopharmacology at the Ohio State University Wexner Medical Center, where he worked on several clinical trials examiningpsychosocial and psychopharmacological treatments for children with ADHD and disruptive behavior disorders. Dr. Barterian's research focuses on the efficacy of psychopharmacological, psychosocial, and neurofeedback interventions for school-aged and college-aged students with ADHD, selective mutism, social anxiety, and other mental health difficulties. Additionally, Dr. Barterian provides psychological assessment and cognitive-behavioral treatment services to adolescents and college students with ADHD, learning disorders, and related comorbidities in the outpatient clinic at Harding Hospital.

Inhalt
Chapter 1 Introduction to School Psychopharmacology.- Chapter 2 Legal, Ethical, and Professional Issues Related to Use of Psychotropic Medications in School-Aged Populations.- Chapter 3 Clinical Case Studies: Failing to Respond to Psychosocial Treatments.- Chapter 4 Effective Medications for Treating Externalizing Disorders.- Chapter 5 Effective Medications for Treating Internalizing Disorders.- Chapter 6 Effective Medications for Treating Individuals with Autism Spectrum Disorder.- Chapter 7 Effective Medications for Treating Psychosis in School-Aged Youth.- Chapter 8 Effective Medications for Treating Mood Dysregulation Disorders in School-Aged Youth.- Chapter 9 Psychotropic Medication Side Effects in School-Aged Populations.- Chapter 10 Psychopharmacology: Special Considerations When Working with Young Children.- Chapter 11 Cultural Considerations in School Psychopharmacology.- Chapter 12 Integrated Behavioral Health: Coordinating Psychosocial and Pharmacological Interventions Across Family, School, and Health Systems.- Chapter 13 School-Based Medication Evaluations: Implications for School Personnel and Physicians.- Chapter 14 Clinical Case Studies: Evaluating Medication Outcomes in Schools.