Pediatric psychopharmacology: Combining medical and psychosocial interventions.

The number of children taking psychotropic medications has dramatically increased in recent years. These children typically take medication during school hours, thereby making the school setting an optimal venue in which evaluate the effectiveness of medications. Given their training in data‐based decision making, intervention, and assessment, school psychologists should be involved in the evaluation of medication effectiveness in children at school. However, many school psychology programs do not offer formal training in psychopharmacology. This article describes the American Psychological Association and National Association of School Psychologists standards for psychopharmacology training. Additionally, the article details how school psychologists can use the behavioral consultation model, described by Kratochwill & Bergan (1990) to evaluate the effectiveness of medications. Legal and ethical considerations are also discussed. © 2009 Wiley Periodicals, Inc.

Section: Psychotropic Interventionmentioning

confidence: 99%

Training school psychologists in psychopharmacology consultation

Roberts

Floress²,

Ellis³

2009

“…on Drugs, 2002;Anderson & Phelps, in press;Phelps, Brown, & Power, 2002). To closely monitor medication effects, examine drug responsiveness, and determine the suitability of a medication regimen for a particular child, brief controlled trials may be the most feasible option for schoolbased practitioners.…”

mentioning

confidence: 99%

Issues in monitoring medication effects in the classroom

Anderson¹,

Walcott²,

Reck³

et al. 2009

The task of medication monitoring in the schools has increased for school psychologists, yet there is little research specific to pediatric psychoactive medication. The current article reviews issues pertinent to school‐based medication monitoring. Feasibility, acceptability, and perception of effectiveness are reviewed as fundamental considerations before implementing a medication‐monitoring plan in the schools. The importance of individualization, ecological implementation, and development of socially valid objectives is stressed along with the need for additional research, tools, and measures in this area. Practical considerations for school psychologists include discussion of parental consent and confidentiality, multilevel assessment and monitoring, data recording, and determining clinical significance. © 2009 Wiley Periodicals, Inc.

“…The field of pediatric psychopharmacology is receiving more attention in direct response to the increased prevalence of mental health difficulties evidenced in youngsters under 21 years of age (Phelps, Brown, & Power, 2002). By combining medications that have proven efficacy with psychosocial interventions that have demonstrated empirical support, treatments provided to children and adolescents who present with a wide variety of psychiatric disorders are likely to be more successful.…”

mentioning

confidence: 99%

Psychopharmacology in the schools

Abrams

Flood

Phelps

2006

Self Cite

Psychotropic medications prescribed frequently to children and adolescents for the treatment of anxiety, depression, and attention deficit hyperactivity disorder are reviewed. Pediatric pharmacological options based on double-blind, randomized studies are examined. We advocate that psychotropic medications be used only in conjunction with psychosocial interventions and that collaborative practices between medical and school professionals are essential. School psychologists play a critical role in medication management by monitoring behavioral, social-emotional, and academic outcomes, coordinating the intervention team, interfacing with the prescribing physician, and providing psychosocial interventions.