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This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information at the time of referral, developing school-based psychosocial interventions that augment pharmacological treatment, completing periodic evaluations to assist in symptom monitoring, and alerting the family and physician to any adverse side effects. [ABSTRACT FROM AUTHOR]

In this study, the authors identify three guiding principles or relational strategies for developing successful community partnerships and building an alliance for systemic change. These principles were derived from their work over 4 years with an urban public school system, which was focused on generating a series of interventions for improving the behavioral and academic functioning of immigrant students. In their process, they developed an analysis and monitoring system of students' progress, which allowed for earlier targeted effective support. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The article discusses understanding aggression in an eight-year-old child. In clarifying this concern, the case of Xavier is presented. The boy has language-based learning disorder (LD) and attention-deficit/ hyperactivity disorder (ADHD). As claimed by his teachers and parents, his aggressive behavior, like punching and kicking, are caused by his being asked to halt a favorite activity or doing an activity that he dislikes.

The article provides clinicians with relevant descriptive data about violence in schools, thorough examinations of case evaluations, and pertinent assessment guiding principles developed by the U.S. Federal Bureau of Investigation to educate schools about conducting threat assessments. Mental health professionals who work with adolescents need to understand the legal rights of special education students who display disruptive behaviors. This framework is extremely helpful when consulting with teachers and administrators about how to work with troubled students.

The article presents a study which examined the efficacy of school advising programs in the U.S. in linking students with caring adults. There are several factors needed to make advising programs successful such as adequate funding, full commitment of administration, staff, and parents, and a thoughtful definition of the procedures for achieving the goals. Given that children spend the majority of the day in a school setting, researchers and program developers have sought to forge constructive relationships in this environment as an alternative to mentoring. However, the structure of middle schools often prevents the formation of genuine, trusting relationships between teachers and students. To address this obstacle, educators have tried to initiate some structural reform efforts to create more responsive school communities. When a school institutes advising to provide caring, how this time will be used is not always predictable. Once in a while, staff and students use it as a venue for profound discourse where meaningful exchanges occur. It is important not to treat these moments as happenstance but to realize that the opportunity arises out of the school's preparation and investment in shifting how the teachers and students see each other.

This article analyzes how to safeguard aggressive impulsive students in a school setting. A previously traumatized female student was hanging in front of the school with a group of boys. When they said provocative comments and leered at her, she poked angrily at them with an umbrella and she now faces expulsion. The article ponders whether there is a way to encourage mental health professionals to take some precautionary steps so that their patients are not extruded from their schools and to increase the chances that they will stay in school.

Discusses the emergence of child and adolescent psychiatrists in school-based health clinics (SBHC). Advantages of SBHC; Reason for the development of SBHC; Characteristics of SBHC visits.

Studies the role of mental health consultants in assessing school violence in the United States. Guidelines in evaluating high risk children; Hiring of mental health professionals by school systems; Experience of dealing with a violent student.

Offers a look at the psychological meanings of psychotropic medications to children, adolescents and their parents. Apprehensions of parents in giving medications to their children; Perceptions of children regarding their disorder; Importance of addressing confidentiality concerns with adolescents.

The article focuses on the increased susceptibility for substance use disorders among adolescents. Topics discussed include treatment for a substance use problem; role of schools in promoting constructive response efforts for opioid crisis; and analysis of confidentiality, medical safety, and stigma for determining opioid epidemic from a school perspective.

A letter to the editor is presented in response to the article by Nora K. McNamara and Robert L. Findling on the management of an adolescent patient with psychosis who was found with a loaded gun at school in the February 2008 issue.

Presents a letter to the editor regarding an article about school-based interventions for children exposed to violence.

A letter to the editor is presented in response to the article "Adolescent Depression" in the August 29, 2002 issue.

Abstract: The goals of youth mentoring have broadened from redressing youth problems to promoting positive youth development. Yet, many of the principles associated with contemporary conceptualizations of development found in the positive youth development (PYD) and community psychology (CP) literature have yet to be fully integrated into mentoring research and practice. These approaches place greater emphasis on youth as assets to their communities and the promotion of positive development through the cultivation of these assets, often by fostering collaborative partnerships between youth and adults to effect social change. In this paper, we examine how bringing these systemic, asset-oriented approaches more fully to bear on the youth mentoring process creates opportunities that may both extend the reach and deepen the impact of youth mentoring through the promotion of community, social, and individual change. [Copyright &y& Elsevier]

In order to identify differences in risk factors for suicide attempts throughout adolescence, this study utilized a school-based survey of ninth (n = 1,192) and eleventh graders (N = 1,055). Suicide attempts were associated with cigarette and alcohol use, family violence, and depression for ninth graders and with illicit drug use, school violence, and sexual abuse for eleventh graders, while having friends was protective for both groups. Additionally, having more than one risk factor imparted an exponential risk for suicide attempts (ninth > eleventh graders). The differences detected are consistent with developmental changes of adolescence and represent important information for identification of at-risk youth. [ABSTRACT FROM AUTHOR]

The Internet has become an increasingly important part of teen culture; however, there still remains little in the medical/psychiatric literature pertaining to the impact of the Internet on adolescent development. Despite the potential problems associated with communication online, the Internet offers a variety of positive opportunities for teens. In this report, we present a case study that illustrates the Internet as a helpful tool in a 15-year-old adolescent boy with a history of chronic neurological illness accompanied by refractory psychosis. Although the case emphasizes some of the ways in which the Internet may have a positive impact on adolescent development, further research is indicated to evaluate the contexts in which the Internet serves healthy developmental processes and those in which its influence is potentially deleterious. [ABSTRACT FROM AUTHOR]