bipolar Disorder
A closer examination of bipolar disorder in school-age children.
Children who present with severe behavioral concerns may be diagnosed as having other commonly diagnosed childhood disorders, such as attention deficit hyperactivity disorder, oppositional defiant disorder, and/or conduct disorder, among others, when they may be suffering from early-onset bipolar disorder. Awareness of the symptoms of early-onset bipolar disorder may lead to appropriate referrals for assessment and treatment, as well as collaborative program planning for children with bipolar disorder. Implications and recommendations for school counselors are discussed.
Many teachers and parents are not sure where to turn when a child presents with severe behavioral concerns. Early-onset bipolar disorder is often difficult to recognize and diagnose because distinguishing between normal behaviors and pathological behaviors in children can be challenging, and because symptoms of bipolar disorder may resemble those of, and/or co-occur with, other common childhood-onset mental disorders (Bowring & Kovacs, 1992; National Institute of Mental Health [NIMH], 2000; Papolos & Papolos, 1999). NIMH (2000) emphasizes the importance of increased understanding and knowledge of the diagnosis and treatment of bipolar disorder in youth.
The American School Counselor Association (ASCA) recognizes that students diagnosed with psychological or behavioral problems will likely experience difficulties with performance at school, at home, and in the community. This article addresses difficulties with the diagnosis of bipolar disorder in children; provides a description of bipolar disorder in adults and children; presents a case study; discusses appropriate assessment, treatment, and program planning for children; and discusses implications and recommendations for school counselors according to the ASCA National Standards for School Counseling Programs.
Bipolar disorder in children often is misdiagnosed and
Children who present with severe behavioral concerns may be diagnosed as having other commonly diagnosed childhood disorders, such as attention deficit hyperactivity disorder, oppositional defiant disorder, and/or conduct disorder, among others, when they may be suffering from early-onset bipolar disorder. Awareness of the symptoms of early-onset bipolar disorder may lead to appropriate referrals for assessment and treatment, as well as collaborative program planning for children with bipolar disorder. Implications and recommendations for school counselors are discussed.
Many teachers and parents are not sure where to turn when a child presents with severe behavioral concerns. Early-onset bipolar disorder is often difficult to recognize and diagnose because distinguishing between normal behaviors and pathological behaviors in children can be challenging, and because symptoms of bipolar disorder may resemble those of, and/or co-occur with, other common childhood-onset mental disorders (Bowring & Kovacs, 1992; National Institute of Mental Health [NIMH], 2000; Papolos & Papolos, 1999). NIMH (2000) emphasizes the importance of increased understanding and knowledge of the diagnosis and treatment of bipolar disorder in youth.
The American School Counselor Association (ASCA) recognizes that students diagnosed with psychological or behavioral problems will likely experience difficulties with performance at school, at home, and in the community. This article addresses difficulties with the diagnosis of bipolar disorder in children; provides a description of bipolar disorder in adults and children; presents a case study; discusses appropriate assessment, treatment, and program planning for children; and discusses implications and recommendations for school counselors according to the ASCA National Standards for School Counseling Programs.
Bipolar disorder in children often is misdiagnosed and