R. Brown – Handbook of Pediatric Psychology in School Settings

Автор: R. Brown
Название книги: Handbook of Pediatric Psychology in School Settings
Формат: PDF
Жанр: Психология
Страницы: 841
Качество: Изначально компьютерное, E-book

In recent years the escalating costs of health care have caused managed care programs to shift the delivery of pediatric psychological services away from specialized medical centers and into primary care and school settings. One result has been a radical expansion of school psychology into issues of clinical intervention, health promotion, and the assessment of psychotropic medications. School psychologists are now expected to either deliver or (more likely) to provide consultation regarding a wide variety of pediatric psychological services. Because this is a recent phenomenon, very few school-based psychologists or allied health practitioners (school counselors and social workers) have received training in pediatric psychology. The mission of this book is to provide them with a comprehensive and authoritative guide to their newly acquired responsibilities in such areas as psychotherapy, psychopharmacology, health promotion, and prevention of disease.

There was a time when pediatric psychology was practiced solely in children’s hospitals and
in medical centers. Clearly, the field of all applied psychology has changed markedly. Health
psychology has changed, in large part, because health care in the United States generally has
become expensive due to increased technology and myriad other factors. As a result, there have
been increasing efforts to contain and reduce costs associated with health care; particularly
to limit the services provided by psychologists, psychiatrists, and other mental health care
providers.
Paralleling changes in health care, there have been rapid and important developments within
psychology, and there is a clear consensus that psychologists are health care providers regardless
of their field of specialization or venue of practice. In fact, within the field of school
psychology, there has been a burgeoning trend toward expanding school psychologists’ scope
of practice from that of diagnosticians to psychologists who are able to provide an array of
services within a school setting. This has been fortuitous, because the changing economics of
health care has dictated that children receive many psychological services within the school
setting rather than in the traditional venue of the medical setting. Fortunately, the domain
of practice in the field of school psychology has expanded to the practice of psychotherapy,
psychopharmacology, health promotion, and prevention of disease.
With the improved outcomes of many diseases, that in previous years were given a very
guarded prognosis, many pediatric psychologists have had the pleasure of seeing their clients
and patients return to school. At the same time, these children have been forced to negotiate a
number of other challenges in addition to physical ones, albeit no less important in their overall
quality of life and well-being. In part, this has resulted in pediatric psychologists integrating part
of their professional practice in school settings, whereas school psychologists have had much
to contribute to health care programs, particularly in the assessment of learning and behavioral
outcomes, as well as promotion of health and prevention of disease that has largely taken place
in school settings. The Handbook of Pediatric Psychology in School Settings aims to capture
the spirit of changing health care in this country and the recognition of the expanding role of
psychology into health care delivery of children and adolescents. To this end, I undertook the
task of assembling the present handbook that is aimed at serving both pediatric and school
psychologists, physicians, as well as other professionals who are interested in chronic disease,
primary care pediatrics, and health promotion and prevention as these factors impact learning,
behavior, and quality of life for children in school settings
The format for the Handbook of Pediatric Psychology in School Settings has been designed
to reflect the state of the art of the general field. The book is divided into eight distinct
sections including: (1) a section containing chapters of a general background nature to this
new and exciting field; (2) a series of chapters related to prevention of disease and health
promotion; (3) a set of chapters that provide a general overview of various chronic illnesses
and how they might impact children’s and adolescents’ functioning within a school setting; (4)
developmental disorders and conditions as these impact learning and behavior in the school
setting; (5) specific developmental issues, including infancy and adolescence; (6) interventions
for children and adolescents that are related to primary, secondary, and tertiary prevention of
health-related conditions that may be implemented in a school setting; (7) a section related to
special topics, including peer relationships and friendships of children with chronic conditions
and a chapter dealing with the issue of organ transplantation; and (8) special issues, including
career, professional, and ethical and legal issues related to this newly emerging field.
I have clearly attempted to be comprehensive in defining this new field and the topical areas
relevant for review. All chapter authors necessarily suffered from page constraints because
of space limitations, and the authors’ tolerance with this process was deeply appreciated. For
the many revisions and next drafts, I am most indebted to all of the authors who were so
tolerant and patient. Clearly, the authors’ tolerance has improved accuracy and readability of
the chapters.
There are many individuals to whom I am indebted, including Carrie Rittle, for all of her
kind and wonderful assistance with this Handbook throughout all stages of the publication
process. I also am indebted to Martha Hagen for her superb typing of manuscripts and drafts,
as well as to Emily Simerly, Ph.D., who is one of the most stellar editors with whom I have
ever had the privilege of working. Their friendship and kindness over the years has been
sincerely appreciated. There is no more competent and professional a team than this one. I
extend my sincere appreciation to Mary Connolly, my administrative assistant, for fielding the
many contacts and crisises that emerged during the tenure of this book.
I remain indebted to my wonderful wife, Kathy Sloan, for her usual patience and kind
support for this work, as well as all the other projects that she has tolerated over the years
while I missed many evenings at home, important family activities, and social events. Most
importantly, I am grateful for our shared interests related to the care and welfare of children
with various health conditions. Also, I am indebted to my son Ryan for his patience and
understanding when I missed his many basketball and soccer games while tolerating the labors
of my academic career.
Throughout the preparation of this Handbook, I have been supported financially, in part,
by grants from the National Institutes of Health (Nos. CA78-957, CA90-171, and HS10-812),
the Centers for Disease Control and Prevention (No. UR3/CCU418882), the Department of
Education (Nos. H328C9900004 and H328C0200001), the Health Resource and Service Administration
(No. 1D40 HHP 00017), the Department of Defense, the State of South Carolina,
the Office of the Governor, and Shire Pharmaceuticals. In addition, I was supported financially
by the College of Health Professions and the Department of Pediatrics at the Medical University
of South Carolina. I am most grateful to each of these institutions, although the contents
of this book are solely those of my own and the contributing authors, and do not represent the
official views of these institutions.
Finally, I wish to express my sincere appreciation to Lane Akers and Bonita D’Amil of
Lawrence Erlbaum Associates for their encouragement, kind support, and neverending patience
in the genesis of this book.
—Ronald T. Brown, Ph.D.