A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8-11 years, were randomly assigned to treatment or wait list. Treatment consisted of a 16-week group intervention designed to teach appropriate social behavior. Between group comparisons showed that children in treatment were rated as improved on the primary outcome measure, (unblinded parent report), but not on the secondary outcome measure, a parent questionnaire. Parents reported a high level of satisfaction with the intervention. The study supports the feasibility of this intervention to families and highlights challenges for future research in social skills intervention.

These pilot data suggest that treatment with risperidone did not significantly affect the nutritional balance of this small group of children.

<p>The purpose of this article is to explore the educational and experiential benefits for graduate nursing students as both leaders and members of a peer-led support group. The published literature on the stress associated with nursing education and methods used to decrease nursing students&rsquo; anxiety will be reviewed, and a peer-led support group model will be described. An evaluation of the outcomes for participants as they relate to the goals of decreasing the stress inherent in nursing education and assisting with nursing role transition will be examined. In addition, the benefits of using peer group leaders as part of their group therapy training will be discussed.</p> <p>Received: March 2, 2004</p> <p>Accepted: September 10, 2004</p> <p>Ms. Hamrin is Assistant Professor and Ms. Pachler and Ms. Fournier are Nurse Practitioners, Yale University School of Nursing, New Haven, Connecticut. At the time this article was written, Ms. Weycer was also a Nurse Practitioner at Yale University School of Nursing.</p> <h4>AUTHORS</h4> <p>Address correspondence to Vanya Hamrin, MS, APRN, BC, Assistant Professor, Yale University School of Nursing, 100 Church Street South, PO Box 9740, New Haven, CT 06536-0740; e-mail: <a href="mailto:vanya.hamrin@yale.edu">vanya.hamrin@yale.edu</a>.</p>

This article reviews the epidemiology and unique developmental features of depression in children and adolescents. Assessment criteria, including rating scales and risk factors for major depressive disorder in young people, are provided, and comorbid diagnostic disorders are explored. The latest empirical research on treatments for childhood depression focuses on cognitive-behavioral therapy, interpersonal therapy and medications.

Screening of youth with mood spectrum problems for bipolar disorder should occur in every diagnostic assessment and should be ongoing due to range of mood symptoms and the cyclical and episodic nature of this disorder. Youth with bipolar disorder may manifest symptoms and course that differ from adults. Additionally, co-occuring disorders are common in this population, which can complicate medication selection. Psychopharmacological treatment with the use of specific mood stabilizers and/or atypical antipsychotic medications is warranted depending on symptom presentation; however, monotherapy with mood stabilizers has not demonstrated effectiveness in long-term remission of pediatric bipolar symptoms. Recent research indicates that a combined treatment with two mood stabilizers or a mood stabilizer and an antipsychotic holds promising results for pediatric bipolar I, for youth with acute manic symptoms plus psychosis, and for long-term remission of symptoms.