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.

Current issues relevant to school psychology internships are reviewed. The movement toward professional competencies and behavioral benchmarks as they relate to school psychology internships is discussed, with a concentration on American Psychological Association and National Association of School Psychologists standards. Given the emphasis on observable outcomes and assessment of competencies, implications specific to the internship year at both the specialist and doctoral levels are considered. (C) 2011 Wiley Periodicals, Inc.

The purpose of this study was to investigate the extent to which the depression scales of the Minnesota Multiphasic Personality Inventory-Adolescents (MMPI–A) and the Millon Adolescent Clinical Inventory (MACI) show convergence with a sample of 252 adolescents from an inpatient psychiatric facility. Both inventories were administered as part of the intake process. Pearson correlations were computed among the (a) MMPI–A Scale 2 (Depression), (b) MMPI–A Depression Content Scale, (c) MACI Doleful Personality Scale, and (d) MACI Depressive Affect Scale. There was no significant difference between the mean scores. Evidence of convergent validity between the two tests was moderate.

Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting Universal Longevity via School-family Ecologies (PULSE) is intended to change weight imbalance behaviors via proactive and long-term intervention,, directed toward all children and their families (universal prevention model) via the school setting. The authors provide a review of the literature and outline the conceptual model of PULSE. (C) 2009 Wiley Periodicals. Inc.

This article provides an update of the search for genetic markers related to Tourette's Disorder. The probable neurophysiology of the disorder is reviewed. Frequently prescribed medications are related to the probable biological bases of the disorder. Behavioral interventions and assessment tools are examined. It is concluded that evidence based studies of behavioral treatments are sorely needed.

Psychology in the SchoolsVolume 45, Issue 1 p. 88-90 Research Article Integration of educational and health services through comprehensive school-based service delivery: Commentary on special issue Leadelle Phelps, Corresponding Author Leadelle Phelps [email protected] State University of New York at Buffalo, SUNYPhD, Department of Counseling, School and Educational Psychology, State University of New York at Buffalo, 409 Baldy Hall, Buffalo, NY 14260-1000Search for more papers by this authorThomas J. Power, Thomas J. Power University of Pennsylvania and Children's Hospital of PhiladelphiaSearch for more papers by this author Leadelle Phelps, Corresponding Author Leadelle Phelps [email protected] State University of New York at Buffalo, SUNYPhD, Department of Counseling, School and Educational Psychology, State University of New York at Buffalo, 409 Baldy Hall, Buffalo, NY 14260-1000Search for more papers by this authorThomas J. Power, Thomas J. Power University of Pennsylvania and Children's Hospital of PhiladelphiaSearch for more papers by this author First published: 05 December 2007 https://doi.org/10.1002/pits.20281Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Atkins, M., Graczyk, P. A., Frazier, S. L., & Abdul-Adil, J. (2003). Toward a new model for promoting urban children's mental health: Accessible, effective, and sustainable school-based mental health services. School Psychology Review, 32, 503–514. Brown, R. T. (2004). Introduction: Changes in the provision of health care to children and adolescents. In R. T. Brown (Ed.), Handbook of pediatric psychology in school settings (pp. 1–19). Mahwah, NJ: Erlbaum. S. M. Chafouleas, & M. A. Bray (Eds.). (2004). Positive psychology and wellness in children [Special issue]. Psychology in the Schools, 41(1). Dawson, M., Cummings, J. A., Harrison, P. L., Short, R. S, Gorin, S., & Palomares, R. (2003). The 2002 multisite conference on the future of school psychology: Next steps. School Psychology Quarterly, 18, 497–509. Harrison, P. L., Cummings, J. A., Dawson, M., Short, R. S., Gorin, S., & Palomares, R. (2003). Responding to the needs of children, families, and schools: The 2002 multisite conference on the future of school psychology. School Psychology Quarterly, 18, 358–388. Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association. Power, T. J. (Ed.). (2003). Emerging models of promoting children's mental health: Linking systems for prevention and intervention [Special series]. School Psychology Review, 32( 1–4). Power, T. J., DuPaul, G. J., Shapiro, E. S., & Kazak, A. E. (2003). Promoting children's health: Integrating school, family, and community. New York: Guilford Press. Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum Press. Citing Literature Volume45, Issue1January 2008Pages 88-90 ReferencesRelatedInformation

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. (c) 2006 Wiley Periodicals, Inc.

The 2002 Fulbright team, led by Zheng Zhou of St. John's University, consisted of 12 professionals in the fields of education, counseling psychology, and school psychology. Spending one month visiting elementary schools, universities, governmental bodies, hospitals, and private schools throughout China, the Fulbright team had an opportunity to observe educational systems and mental health services to children in multiple sites (Beijing, Kunming, Shanghai, and Suzhou). This article outlines the educational system currently utilized in China and explores the cultural factors and key variables that impact Asian children. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 233–239, 2005.

One hundred, forty-eight randomly selected children (grades three-five) were administered the WISC-III, WJ III Tests of Cognitive Abilities, WJ III Tests of Achievement, and seven research tests selected from the WJ III Diagnostic Supplement. The validity of the existing WISC-III and WJ III broad Cattell-Hom-Carroll (CHC) test classifications was investigated via the application of CHC-organized, broad-factor, cross-battery confirmatory factor analyses (CFA). Likewise, the validity of the WISC-III and WJ III narrow CHC ability classifications was investigated via the evaluation of a three-stratum hierarchical (narrow+broad+g) CHC CFA cross-battery model. The Tucker-Lewis Index, the Comparison Fit Index, and the Root Mean Square Error of Approximation evaluated the fit for the resulting models. All statistical values indicated good to excellent fit.