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Identifying, Assessing, and Treating Early Onset Schizophrenia at School

Part of the book series: Developmental Psychopathology at School ((DPS))

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Abstract

Previous chapters delineate the prevalence rates and trajectories for young people diagnosed with early-onset schizophrenia (EOS), theoretical orientations to understand its origins and development, as well as assessment strategies for screening, diagnosis, and psychoeducational purposes. EOS presents a complex challenge for mental health professionals in terms of its defining characteristics, and this complexity carries over to accompanying treatments. Because symptoms typically develop gradually, by the time affected children are referred for treatment, they may present severe characteristics of the disorder. Moreover, multiple inaccurate diagnoses may have been proffered before the correct identification occurs (Frazier et al., 2007; Schaeffer & Ross, 2002). As such, valuable time may have been lost in which an effective treatment approach could have been implemented.

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Authors and Affiliations

  1. Department of Public Psychiatry, Commonwealth Research Center Harvard Medical School Beth Israel Deaconess Medical Center, Boston, MA, USA

    Huijun Li

  2. Department of Counseling and School Psychology, University of Massachusetts, Wheatley Hall 2-169, Boston, MA, USA

    Melissa Pearrow

  3. Gevirtz Graduate School of Education Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, USA

    Shane R. Jimerson

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  1. Huijun Li
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  2. Melissa Pearrow
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  3. Shane R. Jimerson
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Correspondence to Huijun Li .

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Li, H., Pearrow, M., Jimerson, S.R. (2010). Treatment. In: Identifying, Assessing, and Treating Early Onset Schizophrenia at School. Developmental Psychopathology at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6272-0_7

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