ERIC Number: EJ1040622
Record Type: Journal
Publication Date: 2013-Jan
Abstractor: As Provided
Reference Count: 116
The School Psychologist's Primer on Early Onset Schizophrenia: A Review of Research Regarding Epidemiology, Etiology, Assessment, and Treatment
Hernandez, Rafael J. C.; Rime, W. Jeremy; Jimerson, Shane R.
Contemporary School Psychology, v17 n1 p51-69 Jan 2013
The purpose of this article is to provide school psychologists and other educational professionals with important information regarding the epidemiology, etiology, assessment, and treatment of early onset schizophrenia (EOS). The central aim herein is to bring science to practice by succinctly highlighting key considerations for school psychologists and other educational professionals. A review of recent research and relevant literature is presented reflecting the current knowledge regarding EOS during childhood. This paper emphasizes the importance of understanding the multidimensional character of EOS. With regard to EOS, the developmental psychopathology perspective explores how these behaviors emerge, considering sociocultural, biogenetic, personality, family, emotional, cognitive and behavioral domains. School psychologists are in a critical position to facilitate the academic achievement and healthy development of individuals who meet criteria for EOS. To help accomplish these aims, several web sites are included for professionals who use the internet as a resource. This paper provides school psychologists with the tools and foundation knowledge needed to be the most effective advocates and collaborators for students and families facing the challenges of EOS.
Descriptors: School Psychologists, School Psychology, Schizophrenia, Epidemiology, Etiology, Clinical Psychology, Clinical Diagnosis, Literature Reviews, Meta Analysis, Scholarship, Information Sources, Special Needs Students, Student Development, Counselor Role, Educational Resources, Best Practices
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Authoring Institution: N/A