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Introduction
The article Bipolar Disorder discusses psychological problems and unique symptoms found in children affected by bipolar disorder. The authors state that therapists who work with such children recognize that the rapid, skillful provision of crisis intervention services gives many victims the insight and tools to manage their own recoveries. The concept of age covers children from 1-12 years old. The concepts of pharmacological interventions means drug usage and treatment methods based on chemical substances. Psychosocial interventions mean psychological support and counseling by a clinician, social in inclusion measures and and family support.
Synopsis
The part diagnosis discusses that symptoms and signs of bipolar disorder among children. Unlike adults, whose bipolar symptoms are often obvious displays of grandiosity, overconfidence, and aggressiveness, PBD symptoms may be more subtle (Carbray and McGuinness, 2008, p. 23). The skills children need to develop resiliency are the ability to tolerate frustration, so that they can continue efforts that may not be immediately gratifying; social skills that allow them to relate to, and locate, both peer and adult nonfamilial resources for education and support; the ability to recognize the limits of personal problems and responsibilities so that energy is not drained in caretaking others; and the ability to acquire, maintain, and pursue long-term goals. The part pharmacological interventions state that the main testament methods for this age group are stimulants or antidepressant medications.. Relocation meets the criteria for a stressful life cycle change, which may become a clinical crisis for some families. Psychological interventions lead either to mastery and ego growth by increasing an individuals coping repertoire or to failure and the impairment of functioning. The part psychological interventions state that when the client is in crisis, the indicated approach includes:
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rapid intervention,
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diagnosis of the precipitating cause of the dysfunction and of the extent of the disruption of functioning,
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assessment of the most pressing aspect of the situation on which to focus,
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establishing specific goals with the client for the work to be done together,
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implementation of change by defining and completing tasks that enable the client to learn new coping skills.
Applied to nursing profession, it is possible to say that the child and the nurse can then review and assess the progress, enhancing the childs self-esteem, by reinforcing the view of self as competent and effective. The obtained knowledge would help me to understand a child and his uniqueness and treatment methods. The knowledge is beneficial because symptoms control is the main strategy advised for parents. In such children, dipolar disorder can be viewed as a series of stages: denial, anger, bargaining, and acceptance linked to coping strategies for reintegrating in the community. It is important for the nurse to recognize the disruptive effects moving has on the family and individual functioning and to offer support, education, and guidance, as well as more traditional dynamic or cognitive interventions.
Conclusion
The authors find that bipolar disorder among children have some peculiarities and differ from symptoms found in adult patients. The authors propose specific treatment measures and interventions for children. The goal of therapy is not necessarily to resolve all the issues raised by a move but rather to be sure that those impediments to the client, whether individual, couple, or family, that inhibits working through the process independently are removed. The stress caused by environmental factors both the individual and the family as a unit to work through.
References
Carbray, J.A., McGuinness, T.M. (2009). Pediatric Bipolar Disorder. Journal of Psychosocial Nursing and Mental Health Services 47 (12), 22-26.
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