Child and adolescent psychiatry

Author(s):  
David Semple ◽  
Roger Smyth

This chapter covers child and adolescent psychiatry. From assessment, develop, resilience, and attachment, normal infant mental health is discussed, followed by an approach to behavioural problems and conduct disorders in the older child. Parent management training is covered, followed by individual disorders and their management in the context of the adolescent and child, from attention-deficit/hyperactivity disorder to psychosis. Special focus is given to children and young people with intellectual disabilities, child maltreatment, and prescribing differences from adult psychiatry.

2021 ◽  
pp. 135910452110481
Author(s):  
Simon R. Wilkinson

The scientific basis for practice in child psychiatry has developed apace. And has thrown up several quandries for an accepted paradigm for good practice anchored to the diagnostic schema developed in adult psychiatry. This paper hopes to stimulate discussion about where alternative paradigms might lead us on a path to precision medicine as applied to child psychiatry.


2007 ◽  
Vol 4 (2) ◽  
pp. 41-42 ◽  
Author(s):  
Pichet Udomratn

In Thailand, we have only two programmes for residency training in psychiatry: one is general or adult psychiatry, which takes 3 years to complete; the other is child and adolescent psychiatry, which takes 4 years. There are nine institutes that offer residency training but only three medical schools have the capacity to offer training in both general and child psychiatry (Table 1).


Author(s):  
Rebecca McKnight ◽  
Jonathan Price ◽  
John Geddes

Child and adolescent psychiatry is a broad dis­cipline relevant to any health professional who has regular contact with young people. Childhood emotional, behavioural, and developmental prob­lems are common, especially in children with other medical or social difficulties. This chapter aims to provide an approach to child mental health diffi­culties, while Chapter 32 deals with common and/ or important psychiatric disorders that are specific to childhood. You may find it helpful to revise some basic child development— this can be found in any general paediatrics text (see ‘Further reading’). An overview of the differences between child and adult psychiatry is shown in Box 17.1. As in adult psychiatry, diagnosis of psychiatric dis­orders often relies on the clinician being able to recog­nize variants of and the limits of normal behaviour and emotions. In children, problems should be classified as either a delay in, or a deviation from, the usual pattern of development. Sometimes problems are due to an excess of what is an inherently normal characteristic in young people (e.g. anger in oppositional defiance disorder), rather than a new phenomenon (e.g. hallu­cinations or self- harm) as is frequently seen in adults. There are four types of symptoms that typically pre­sent to child and adolescent psychiatry services: … 1 Emotional symptoms: anxiety, fears, obsessions, mood, sleep, appetite, somatization. 2 Behavioural disorders: defiant behaviour, aggression, antisocial behaviour, eating disorders. 3 Developmental delays: motor, speech, play, attention, bladder/ bowels, reading, writing and maths. 4 Relationship difficulties with other children or adults…. There will also be other presenting complaints which fit the usual presentation of an adult disorder (e.g. mania, psychosis), and these are classified as they would be in an adult. Occasionally, there will also be a situ­ation where the child is healthy, but the problem is ei­ther a parental illness, or abuse of the child by an adult. Learning disorders are covered in Chapter 19. Table 17.1 outlines specific psychiatric conditions diagnosed at less than 18 years, and Box 17.2 lists general psychiatric conditions that are also commonly found in children.


2005 ◽  
Vol 4 (12) ◽  
pp. 323-325
Author(s):  
Meena Agarwal

Potential workloads in child and adolescent psychiatry have led to discussions within the professions about 'who does what' and attempts to redefine the role of doctors. Dr Meena Agarwal, consultant in child and adolescent psychiatry, describes how such a model for working might be translated into adult psychiatry practice. It has implications for all consultants.


2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Eva Lindgren ◽  
Siv Söderberg ◽  
Lisa Skär

Young adults with mental illness who need continuing care when they turn 18 are referred from child and adolescent psychiatry to general adult psychiatry. During this process, young adults are undergoing multiple transitions as they come of age while they transfer to another unit in healthcare. The aim of this study was to explore expectations and experiences of transition from child and adolescent psychiatry to general adult psychiatry as narrated by young adults and relatives. Individual interviews were conducted with three young adults and six relatives and analysed according to grounded theory. The analysis resulted in a core category: managing transition with support, and three categories: being of age but not mature, walking out of security and into uncertainty, and feeling omitted and handling concerns. The young adults’ and relatives' main concerns were that they might be left out and feel uncertainty about the new situation during the transition process. To facilitate the transition process, individual care planning is needed. It is essential that young adults and relatives are participating in the process to be prepared for the changes and achieve a successful transition. Knowledge about the simultaneous processes seems to be an important issue for facilitating transition.


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