Abstract
Understanding the mental health problems of children and adolescents: A guide for social workers is a text written by Kirstin Painter and Maria Scannapieco. This text is currently in the second edition, with the first edition printed in 2015. The book opens with a foreword by Kay Barkin, APR, Fellow PRSA. The foreword provides a perspective of a parent’s experiences when their child or adolescent has a mental illness. In addition, Barkin provides helpful methods for a social worker to employ when working with these youth.
Painter and Scannapieco appear well qualified in the area of youth mental illness. Painter has worked in community mental health for over two decades and is currently a Program Specialist in the Office of Research Sciences at the National Institute of Disability, Independent Living, and Rehabilitation Research within the U.S. Department of Health and Human Services. Scannapieco is a Distinguished University Professor at the School of Social Work at the University of Texas at Arlington and directs the Center of Child Welfare. She has worked in the public child welfare field for over four decades.
There is no information found on how the second edition varies from the first edition of this text. However, the research on mental health, particularly with youth, is one that is ever evolving. It is surmised that much of the information in the first edition has become outdated, thereby necessitating the need for an updated, second edition. The text begins with an introductory chapter that stresses the seriousness of mental illness and defining it as a continued, yet unrecognized, public health problem. Painter and Scannapieco set the foundation of the text by addressing serious and persistent mental illness (SMI) for adults and serious emotional disturbance (SED) for youth. The authors present updated statistics on mental illness and a brief history of the progress that has been made in this area, beginning with the New Freedom Initiative by President Bush in 2001 and ending with the establishment of the Interdepartmental Serious Mental Illness Coordinating Committee (ISMICC). The introduction goes on to briefly discuss evidence-based practices, the DSM-5, and what every child needs for good mental health. At the end of each chapter there is a plethora of references.
It is clear that the purpose of Understanding the mental health problems of children and adolescents: A guide for social workers is to provide a practical guide for social workers working with this population in order to promote positive mental health. The text uses a bio-socio-ecological systems perspective to help achieve this purpose. As such, it would make sense that the second chapter is dedicated to an exploration of the ecological systems model, evidence-based practices and programs, engagement and strengths-based practice, and cultural humility. In a continuation of preparing readers for the remainder of the text, chapter three focuses on the development of children and adolescents, beginning with middle childhood. Of particular importance, the authors explore brain development, which is essential in understanding the development of youth.
Chapters at a Glance
Chapters 4 through 15 are presented with uniformity as each chapter explores either evidence-based screening tools or evidence-based interventions/programs. Each chapter ends with several brief case studies, discussion questions, and references. Major categories of mental illness are often spread across two chapters. For example, chapter 5 explores depressive disorders by providing a description, the DSM-5 criteria, causes, signs and symptoms, how the brain changes, and then discusses each type of depressive disorder (i.e. Major Depressive Disorder, Persistent Depressive Disorder, Disruptive Mood Dysregulation Disorder). The authors dedicate a portion of each chapter to examining how; for example, depressive disorders are viewed in children and adolescents. In chapter 6, the frocus changes to treatment of depressive disorders. The authors explore medications and devote a separate section to medications approved for use with children and/or adolescents. The chapter continues with a description of evidence-based programs and interventions while including information on how EBP programs can be accessed.
There is a similar system in place for chapters 7 and 8, which explore anxiety disorders; chapters 9 and 10, which explore Attention-Deficit/Hyperactivity Disorder; chapters 11 and 12, which explore Oppositional Defiant Disorder and Conduct Disorder; chapters 13 and 14, which explore Bipolar Disorder; and chapters 15 and 16, which explore Schizophrenia Spectrum and first-episode psychosis.
The exception to the two-chapter coverage exists for chapter 4, which looks at childhood trauma. The concept of trauma is explored and discussed and EBP programs directed specifically at childhood trauma are listed. Chapter 17 focuses on substance abuse co-occurrence with mental health issues. Again, this chapter focuses on substances of use, assessment, and briefly on EBP interventions.
Finally, the last chapter is dedicated to an important discussion of children and adolescents with mental illness and the education system. The authors explore the Individuals with Disabilities Education (IDEA) Act and the steps families should take to get accommodations at school. Intervention strategies for school professionals and EBP school programs are also discussed. The book concludes with a helpful appendix full of websites and additional resources.
Discussion
Painter and Scannapieco’s book is a comprehensive introduction to mental illness with youth. The majority of the chapters are thoughtfully organized to aid in learning and understanding. Readers will appreciate the numerous resources provided in each chapter as well as the case studies and discussion questions, which will allow them to apply as well as clarify what they are learning. This text is heavily reliant on empirical research. The authors are successful in leaving out their opinions and discussing the best current research in a clear manner. This makes this text particularly useful for students, in both BSW or MSW programs to understand as well as professionals new to the area of working with children and adolescents. The book included numerous tables in each chapter that were easy to follow and understand.
Despite the numerous strengths of this book, some of the organization is slightly confusing. For example, the authors discuss eating disorders within the depressive disorders chapter and they discuss Autism Spectrum Disorder within the Schizophrenia chapter. There does not seem to be a clear rationale provided and it seems to minimize the role that these disorders, especially Autism Spectrum Disorder play within our youth and society. At other times, rationale for providing the information is given. This is the case when the authors discuss Post-Traumatic Stress Disorder and Obsessive-Compulsive Disorder while exploring anxiety disorders.
In addition, there are some disorders that effect children and adolescents and were not acknowledged throughout the book, such as Reactive Attachment Disorder and Disinhibited Social Engagement Disorder, which are rampant, particularly in the child welfare context.
Conclusion
This book is a great resource is for social work students and beginning professionals with little knowledge of the differences between adult mental illness and child/adolescent mental illness. The text provides a primer in the first few chapters to prepare the reader to understand the different types of mental illness that are presented in the remainder of the text. Painter and Scannapieco have relied on empirical data to present information but have also broken it down so readers can understand and apply what they learn. Useful tables are presented throughout the book along with exceptional resources and references.
