Psychiatric Medications: The Dilemma

Psychiatric medications can rescue a child from a desperate future, and sometimes even save a child's life. But their effects on children's developing minds and bodies are largely unknown. Most aren't approved by the FDA for use in children. Diagnosis is challenging since "normal" behavior varies widely. Developmental crises add to the confusion. Few objective tests exist to clarify parent, teacher and child reports. Reported symptoms like impulsivity or hyperactivity may suggest a host of possible diagnoses. Parents are bound to wonder when medications will really help, and when they're more trouble than they're worth.

Many parents also wonder whether psychiatric medication is used to control developmentally "normal" but "unacceptable" behavior. For example, hyperactivity in a child can interfere with learning and maturing, but sometimes it simply means that a developmentally unrealistic amount of time sitting still is being demanded of the child. Even when a psychiatric diagnosis is appropriate, parents worry about the price the child will pay. Identity and self-esteem take form in the vulnerable childhood years, but last a lifetime. Taking psychiatric medication can be the most tangible symbol of a diagnosis that children often misunderstand to mean they are defective. However, when treatment helps children function more effectively at home and at school, it can bolster fragile self-esteem. In some instances, cognitive, behavioral and other therapies may replace medication or reduce the amount needed. Adjustments of the school and home environment to the child's needs may also help.

Read the rest.

Excerpt from FRONTLINE's "The Medicated Child" Parent's Guide written by Joshua Sparrow, M.D., child psychiatrist at Children's Hospital, Boston, and assistant professor at Harvard Medical School.

Full URL to The Medicated Child Parent's Guide: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/parents/

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When Your Child's Teacher Intervenes

Your child's school ought to offer plenty of opportunities for him to learn about himself, to discover his strengths, and, to compensate for his vulnerabilities, to experience success as the reward for his efforts. It can also be a useful resource to help you assess, observe and monitor your child's behavior. Often, a teacher might be the first person to alert you to potentially troubling behaviors. This may be painful to hear, but your relationship with teachers and other school personnel will be even more important to preserve and strengthen.

• Hold off on your initial reactions and response to disagreements or school crises until you've had a chance to gather your thoughts


• Start with positive, appreciative comments about some aspect of teachers' efforts, even if you disagree with others.


• Invite teachers to provide specific descriptions of the child's behavior, and show them that you are listening carefully, even when you disagree. Then offer your observations so that consensus on a more complete picture of the child's behavior can emerge.

Read more suggestions here.

Excerpt from FRONTLINE's "The Medicated Child" Parent's Guide written by Joshua Sparrow, M.D., child psychiatrist at Children's Hospital, Boston, and assistant professor at Harvard Medical School.

Full URL to The Medicated Child Parent's Guide: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/parents/

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Out of Control, or Just Being a Kid?

All too often, terms such as "out of control," "escalating behavior," "aggressive behavior," "angry outburst," "temper tantrum" or "meltdown" take the place of detailed descriptions of the child"s behavior. Try keeping a journal to record your descriptions, noting the following:

• Warning signs -- Can you tell that your child is on the verge of an "episode" before it starts? What are the signs you watch for? Can he tell? Can he ask for help before it"s "too late"? Is there a pattern of increased vulnerability when he is tired, hungry, anxious or stressed? Can you predict the kinds of events, settings or interactions that are likely to set him off?



• Triggers -- What seems to set the behavior off? Sometimes there is no apparent trigger, but often there is one that goes unnoticed. A truly unprovoked episode is important to distinguish. It is also important to note whether the child's reaction was out of proportion to the severity of the trigger. Ask your child if he thought something happened that made him upset, and get a sense from him of his perception of its seriousness relative to his reaction.

Read about other warning signs here.

Excerpt from FRONTLINE's "The Medicated Child" Parent's Guide written by Joshua Sparrow, M.D., child psychiatrist at Children's Hospital, Boston, and assistant professor at Harvard Medical School.

Full URL to The Medicated Child Parent's Guide: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/parents/

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Technorati Tags: Frontline, PBS, The Medicated Child, psychiatric medications, child development, parenting, pediatrics