Diagnosis on the way out – personality on the way in? Priorities in treatment in child and adolescent 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).


1984 ◽  
Vol 8 (1) ◽  
pp. 13-14 ◽  

The Section of Child and Adolescent Psychiatry wish to monitor the way the Act is working in its first year. It would seem appropriate to do this through the College's Regional Representatives. It is suggested that all consultants should make a note of cases where the Education Act is applied. At the end of May 1984 it would be helpful if all consultants summarized their experiences in terms of numbers of cases and any problems that may have been encountered. Cases where the application of the Act was successful and smooth should also be noted in order that we can develop a code of good practice.


1995 ◽  
Vol 19 (2) ◽  
pp. 84-86 ◽  
Author(s):  
P. J. Graham ◽  
D. M. Foreman

In this paper the ethical concept of competence is explored in the context of a very challenging child psychiatry case. Both mental disorder and immaturity may impair a child's competence. However, It is emphasised that competence Is not a generic quality but one that should be applied to specific decisions, even when working with children.


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.


1976 ◽  
Vol 6 (3) ◽  
pp. 505-516 ◽  
Author(s):  
Michael Rutter

There has been a child psychiatry research group within the Institute of Psychiatry since 1952. At first it constituted a section of the Department of Psychiatry and for a while it formed part of the MRC Social Psychiatry Research Unit. However, in 1973 London University established a Chair of Child Psychiatry and since that time there has been a separate Department of Child and Adolescent Psychiatry. The research in this field undertaken up to 1967 has been described previously (Rutter, 1968a) and the present report brings the account up to date with a summary of work carried out during the last eight years.


1990 ◽  
Vol 157 (5) ◽  
pp. 744-748 ◽  
Author(s):  
Philip D. A. Treffers ◽  
Arnold W. Goedhart ◽  
Jan W. Waltz ◽  
Els Koudijs

Computerisation of case records has been slow to take place in child psychiatry, partly because of the amount of detailed and sometimes complex information required. A program for storing case records has been developed and it has proved of great value in epidemiological work, for example, regarding patient age structures and family compositions.


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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