New Rochelle, NY, November 1, 2011Clinicians often face the challenge of trying to make sense of conflicting reports from parents, teachers, and children about a child's behavioral problems. However, a better understanding of the source and nature of these disagreements may provide important information that could improve treatment and outcomes. A group of articles in the current issue of Journal of Child and Adolescent Psychopharmacology, a peer-reviewed journal published by Mary Ann Liebert, Inc. (www.liebertpub.com), explores this challenging clinical dilemma. The articles are available online at www.liebertpub.com/cap
The special section, "Information Variance and Its Diagnostic Implications," includes an editorial and five articles that focus on either discordant information between parents and teachers or between parents and offspring and how clinicians should proceed in the face of these conflicting reports. Guest Editors Gabrielle Carlson, MD (Stony Brook University School of Medicine, NY), and Eric Youngstrom, PhD (University of North Carolina at Chapel Hill) note that "disagreement between informants was more the rule than the exception." They suggest that clinicians view this disagreement as "additional information" rather than a problem and use this information to help determine the credibility of each informant's report. "This has implications for treatment engagement, adherence, and ultimately outcomes," they conclude.
Two articles take a close look at the implications of disagreements between parents and teachers: David Rettew, MD (University of Vermont College of Medicine, Burlington, and Erasmus University Medical Center, Rotterdam, The Netherlands) and colleagues' report, "When Parent and Teach Don't Agree: The Tracking Adolescents' Individual Lives (TRAILS) Study," looks at behaviors that occur at home only, at school only, or in b
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Mary Ann Liebert, Inc./Genetic Engineering News