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Early Identification of Psychosis in Schools

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Handbook of School Mental Health

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Although psychosis is less common among children and adolescents relative to other mental health concerns, early identification and intervention in the course of psychotic illness can have a long-lasting impact on recovery and functioning. This chapter provides an overview of what is known about the appearance and course of early-onset psychotic disorders. Best-practice assessment and intervention strategies, including pharmacological, behavioral, and family-based interventions, are reviewed. We highlight the potential contributions of school-based services throughout our discussion of treatment components. This chapter will likely be helpful for school-based providers who encounter a child experiencing psychotic symptoms across a range of diagnoses.

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Notes

  1. 1.

    The website of the National Alliance on Mental Illness (www.nami.org) and E. Fuller Torrey’s Surviving Schizophrenia (2001) are both recommended references.

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Authors and Affiliations

  1. University of Maryland Baltimore County, Baltimore, USA

    Emily Kline, Danielle Denenny, Gloria Reeves & Jason Schiffman

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  1. Emily Kline
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  2. Danielle Denenny
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  3. Gloria Reeves
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  4. Jason Schiffman
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Correspondence to Jason Schiffman .

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Editors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA

    Mark D. Weist

  2. Department of Psychiatry, University of Maryland School of Medicine, Baltimore, Maryland, USA

    Nancy A. Lever

  3. Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA

    Catherine P. Bradshaw

  4. Department of Psychology, Ohio University, Athens, Ohio, USA

    Julie Sarno Owens

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Kline, E., Denenny, D., Reeves, G., Schiffman, J. (2014). Early Identification of Psychosis in Schools. In: Weist, M., Lever, N., Bradshaw, C., Owens, J. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_24

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