Bachelor of Arts, Miami University, 2011, College of Arts and Sciences - Psychology

The first four sections of this manual will provide educators with in-depth knowledge regarding childhood bipolar disorder. The first section is a general introduction of the disorder and provides information on diagnosis and treatment plans for children who have the disorder. The second section describes the emotional states that children with bipolar disorder may experience during different mood episodes. These emotional states often manifest with many interrelated symptoms. The third section discusses the effects that childhood bipolar disorder has on the social competence of the child. The fourth section describes how academic success can be hindered by childhood bipolar disorder. The fifth and final section gives educators, ranging from teacher to counselor to coach, real-world application techniques to take what they have learned in the previous chapters and provide better environments for their students who have been diagnosed with childhood bipolar disorder.

Committee: Kathy McMahon-Klosterman PhD (Advisor); Brooke Spangler PhD (Committee Member); Jennifer Green PhD (Committee Member) Subjects: Educational Leadership; Educational Psychology; Mental Health; Psychology

Doctor of Philosophy, The Ohio State University, 2020, Social Work

Background: The unique recovery process and treatment needs of persons with bipolar II disorder (BD II) has been subject of limited research. BD II is associated with high rates of disability worldwide and people with BD II are among the highest risk of suicide of all populations. Research of psychotherapy for bipolar disorders (BDs) in general has focused on clinical outcomes (i.e., reducing mood symptoms, remission of mood episodes) rather than functional outcomes, suicide risk, or co-occurring problems. This dissertation addresses these gaps in three quantitative studies, which investigate the recovery process of individuals with BDs and what treatment (i.e., psychotherapy alone or in combination with medication) works for whom (i.e., individuals with childhood trauma, anxiety, and various stages of illness progression) to improve symptoms, reduce suicidal thoughts, and restore functioning to all major life areas. The goal of these studies is to inform treatment considerations for BD II to decrease the high rates of mortality and disability associated with BD II. These studies are guided by kindling theory and social rhythms disruption therapy, which emphasize stressful life events and disruption of social and biological rhythms, in combination with genetic predisposition to explain the etiology and ongoing expression of BDs. Methods: Study design consisted of a randomized, double blind, controlled trial (ClinicalTrials.gov identifier: NCT01133821) testing the efficacy of interpersonal social rhythms therapy (IPSRT) plus placebo compared to IPSRT plus medication (i.e., quetiapine) for adults with BD II depression (n = 92). Study 1 used multilevel logistic regression with growth curve modeling to examine (1) the comparative effectiveness of IPSRT plus placebo compared to IPSRT plus medication on suicidal ideation outcomes, and (2) whether higher levels of childhood trauma and anxiety predicted change in suicidal ideation. Study 2 used multilevel modeling with gro (open full item for complete abstract)

Committee: Theresa Early PhD (Committee Chair); Tamara Davis PhD (Committee Member); Alicia Bunger PhD (Committee Member); Natasha Slesnick PhD (Committee Member) Subjects: Medicine; Mental Health; Psychology; Psychotherapy; Social Work

Master of Arts, The Ohio State University, 2010, Psychology

Limited research has examined the effectiveness, transportability, and dissemination of Evidence-Based Treatments [EBTs], especially for children and adolescents (APA Task Force on EBP for Children and Adolescents, 2008; Barlow, Levitt, & Bufka, 1999; Higa & Chorpita, 2008; Kendall & Beidas, 2007). Even when EBTs are implemented in the real-world, psychotherapy has stronger effects in university-based research studies than in community settings (Weersing & Weisz, 2002). Multi-Family Psychoeducational Psychotherapy (MF-PEP) is an adjunctive, manual-driven, group-based EBT for children with mood disorders and their parents which has shown positive results in two randomized controlled efficacy trials (Fristad, Goldberg-Arnold, & Gavazzi, 2002, 2003; Fristad, Verducci, Walters, & Young, 2009; Goldberg-Arnold, Fristad, & Gavazzi, 1999; Mendenhall, Fristad, & Early 2009). The current study examined a pilot implementation of MF-PEP at two community behavioral health centers. Fifteen community therapists were trained in MF-PEP and completed questionnaires after sessions. Twenty community therapists self-selected to refer families and completed questionnaires following MF-PEP. Forty children aged 8 to 12 years (M = 10.15, SD = 1.23) with mood disorders and their parents were referred to MF-PEP and completed questionnaires pre- and post-treatment. Treatment effectiveness and response, consumer and provider satisfaction, and financial feasibility were examined. Paired pre-post data were available for 22 parents and 20 children (9 children for depressive symptom report). Data were analyzed via two-tailed, dependent-measures t-tests. Upon completion of therapy, parents showed significant increases in knowledge of mood disorders, t (21) = -3.36, p = .003, d = .60. Though all measures showed shifts in the hypothesized directions, significant differences were not found for: parental treatment beliefs, t (21) = -1.55, p = .14, d = .23; children's treatment beliefs, t (19) = -0.8 (open full item for complete abstract)

Committee: Mary Fristad PhD, ABPP (Advisor); Steven Beck PhD, ABPP (Committee Member); Michael Vasey PhD (Committee Member) Subjects: