Bipolar Family System Workshop Handbook 1 u09a1 BIPOLAR IPOLAR ASSESSMENT ASSESSMENT AND AND T THERAPEUTIC HERAPEUTIC G GENO ENOGRAM GRAM D DESIGN ESIGN Workshop Handbook Christine L. Wirsing Capella University June 2007
Jan 20, 2015
3. Problem-solving training (Hyde, 2001).NOTE: This model
appears to be culturally limited (Hyde, 2001) and is best suited
for middle to upper middle class families.
Improve student academic support
Improve school attendance
Enhance level of knowledge and skill with IEP
accommodations/supportive services
Decrease the amount of time needed for IEP meetings
Increase student participation and treatment adherence
Improve overall school, student, and family satisfaction
Learn effective coping strategies and techniques for recurrent
episodes
Obstacles to Accommodations
Chengappa and Williams (2005) interviewed US and UK based
psychiatrists seeking what they perceived as barriers to effective
management of bipolar disorder. This study demonstrates that
education for these students, their parents, and their schools is
the foremost important dynamic that can bring about improvement
(Chengappa & Williams, 2005). The article states that both US
and UK psychiatrists reported the need for the improvement of
therapeutic agents that can be tolerated well and be effective
throughout all intervals of the illness. Additional significant
difficulties reported as barriers were poor adherence to treatment,
substance use/abuse, problematic diagnoses, and lack of
stabilization. It is clear that these doctors share the same goal
as most families of reducing the occurrence of relapse and
providing a swift response to relapse episodes. The study is not
age-specific and is limited by self-reporting, but is useful for
validating the importance the role education plays in a family
system therapeutic intervention approach.
Impact
As you will see in the following fact sheet, bipolar disorder does
not discriminate against age, culture, or gender. Also, the
depression associated with bipolar disorder has a global impact on
disability. This workshop handbook can be used to help fulfill the
need to utilize those in distinctive roles such as school
counselors and social workers through education and advocacy as
part of an extensive therapeutic management plan to help
adolescents diagnosed with bipolar and their families across the
globe.
-153478759125Multicultural Fact Sheet Handout Feel free to print,
copy, and distribute these freely, as long as you leave the names
and email addresses of the creators of the resources on them
(EdChange 2001)
Accommodation Exercise:It Just Makes Sense
To help you to understand, explain, and address stigma issues with
other students in relation to students receiving special treatment
from faculty (Padron, 2006), you are being asked to complete a
short assignment during which anxiety-provoking noises will be
introduced, and your legs will be tied together while you wear
glasses to blur your vision. This exercise is designed to simulate
the discomfort students experience from both bipolar and medication
reactions during class. This exercise is designed to promote
understanding of the need for appropriate accommodations in school
(Chengappa & Williams, 2005).
When we think of certain sensory words such as blurry, hyper, and
sick, we may not experience these feelings the same as others do
(Bartoshuk, Fast, & Snyder 2005).
Practicing appropriate behavior over and over (rehearsal) can lead
to long-term stress reduction and prevent/eliminate coping
strategies that may be maladaptive (Rohrmann, Netter, 2002).
This exercise will help you to keep in mind the possible variants
between experience and expression (Bartoshuk, Fast, & Snyder
2005).The student with bipolar disorder will be subjected to these
and other similar sensory experiences during school, and it is
clear that we can take advantage of the opportunities the IEP
provides to address these sensory issues in such a way that will
decrease maladaptive behaviors, increase appropriate coping skills,
(Rohrmann, Netter, 2002) thereby improving school attendance and
academic performance.
A Closer Look at the Individualized Education Plan (IEP): School
and Family
Working Together
Help overcome stigma
Increase understanding of basis for accommodations
Improve academic response to medication reactions
Application of social network genograms
Collaborate with doctors/school nurses
Family Considerations:
Keeping student alive
Health & wellbeing
Normalized life
Education
Inclusion
Accommodations
Informed & aware staff
Communication
Discipline
High school diploma
College & Career
Independence
Do's and Don'ts Handout (Burke, 2006)
1905182430
.1.
293298241540
Pet Scan Handout
605646945072
The Social Network GenogramA Quick and Easy Way to Assess and
Monitor Progress
The application of a social network Genogram, which represents the
student and family in their particular family life cycle stage
(Carter & McGoldrick, 1989/2005), can be an easy and manageable
means of incorporating present student/family challenges to
facilitate preparation for the students future life course in a
more proactive manner (Carter & McGoldrick, 1989/2005).
-69011184989
Critical transition periods can be identified
Relapse episodes can be identified and perhaps avoided
School and family adaptability can be periodically examined (Carter
& McGoldrick, 1989/2005).
Special ConsiderationsGrief, Respect, and Learning
In recognizing that bipolar is a serious chronic brain disorder
that cannot be cured (Hyde, 2001), school counselors and social
workers can better serve the students needs by learning, accepting,
and cooperating with each students treatment objectives (Hyde,
2001). Often the student is in need of acquiring new coping skills
to perform satisfactorily in school with a new understanding of
his/her self identity (Hyde, 2001). Being able to ascertain the
specific needs of the student suffering with bipolar disorder and
applying age-appropriate solutions (Foltz, 2006) in school in
cooperation with the students social network is the driving force
that will create greater hopes for success for the student, family,
and school (Stein, Mann, & Hunt, 2007).
Grief
There is a perplexing and chronic experience of grief for the
student that should be recognized (Hyde, 2001). In addition to the
stormy symptoms of bipolar, problems with possible legal issues,
and dealing with numerous medical professionals, the student
endures losing friendships, hopes and dreams no longer within
reach, self-control, and sense of self (Hyde, 2001). Failure to
recognize and work with the students grief can lead to setbacks in
the students academic progress as well as his/her overall treatment
regime (Hyde, 2001).
Respect
You are a caring professional who works with many students with
limited time and resources. The more effectively and efficiently
you can work with each of your students, the better for everyone.
Your office may be the only place where these students can
experience the level and degree of respect they need and deserve.
Education, support, and consultation are all things you already
provide for your students (Hyde, 2001). Working from the students
social network genogram can help guide your focus in areas that can
help postpone, decrease, and most importantly prevent episodic
relapses (Hyde, 2001).
Your ability to distinguish the students personality traits from
the symptoms of bipolar will be an important cornerstone of the
mutual respect than can develop between you and your student. This
is critical when seeking to avoid the reinforcement of
dysfunctional behavior (Hyde, 2001). The student is expected to
behave accordingly for numerous hours a day, five days a week,
throughout the school year, year after year. Helping the student to
work toward healthful changes,focusing less on deficits, and
maintaining a supportive respect for the students chronic grief
will lay the foundation for successful communication. This can lead
to fewer absences, improved academic performance, and appropriate
accommodations that will provide equal access for the student to
attain a higher education (Padron, 2006).
Learning
An important part of the students academic success will be
dependent upon the tracking and mapping of the course of the
illness during school hours. Using the social network genogram is a
quick and easy method of focusing on problems and solutions that
will help the student avoid unnecessary risks that will lead to
recurrence or relapse (Hyde, 2001).
Conclusion
Thank you for taking the time to participatein this workshop. It is
my hope that this workshop/handbook will provide you with the tools
to help you to better serve your student and your students family.
By implementing the social network genogram you can easily make
ongoing assessments to determine what aspects of the students
education plan are working and which ones are not beneficial.
Exploration and assessment of the students social network can
provide a foundation from which you can provide psycho-education,
improve communication, and become a more effective problem solver
for your student, your students family, and your school.
1780117118533
-162421303029
3176318297132
A Note about the IEP
A copy of portions of the standard IEP, which is age-appropriate
and relevant for accommodations for high school teenagers (Foltz,
2006) is provided with expressed permission (Bassc, 2007)in this
handbook as a sample to guide you and/or your students family
through the IEP process.
1623563326846
It is important to understand the unique qualities of the
adolescent brain affected with bipolar disorder. (Malhi,
Lagopoulos, Sachdev, Ivanovski, & Shnier, 2005).
References
BASSC. (2007). IEP form G1 (Version BASC IEP) [Online form].
Available from http://aweb.stclair.k12.il.us/bassc/1898/
Burke, T. (2006). A guide for teachers and administrators (1st ed.,
Vol. 1). Retrieved June 1, 2007, from CABF Web site:
CABF_BPchildlearning.PDF
Carter, B., & McColdrick, M. (2005). The expanded family life
cycle: Individual family, and social perspective (Third ed.).
Boston: Pearson Education Company. (Original work published
1989)
Chengappa, R., & Williams, P. (2005). Barriers to the effective
management of bipolar disorder: a survey of psychiatrists based in
the UK and USA. Bipolar Disorders, 7(1), 38-42.
EdChange & multicultural pavilion. (2001). Did you know?
(Version 1) [A fact sheet on psychological disabilities]. Available
from http://www.mhhe.com/multicultural
Foltz, R. (2006). The mistreatment of mood disorders in youth.
Ethical Human Psychology and Psychiatry, 8(2), 147-154. Retrieved
June 1, 2007, from Capella University iGuide Online Library Web
site: http://capella.edu
Hyde, J. (2001). Bipolar illness and the family. Psychiatric
Quarterly, 72(2), 109-118. Retrieved June 8, 2007, from Capella
University iGuide Online Library Web site:
http://www.capella.edu
Malhi, G., Lagopoulos, J., Sachdev, P., Iva, B., & Shnier, R.
(2005). An emotional Stroop functional MRI study of euthymic
bipolar disorder. Bipolar Disorders, 7(5), 58-69. Retrieved June 1,
2007, from Capella University iGuide Online Library Web site:
http://www.capella.edu
Padron, J. (2006). Experience with post-secondary education for
individuals with severe mental illness. Psychiatric Rehabilitation
Journal, 30(2), 147-149. Retrieved June 1, 2007, from Capella
University iGuide Online Library Web site:
http://www.capella.edu
Stein, C., Mann, L., & Hunt, M. (2007). Ever onward: The
personal strivings of young adults coping with serious mental
illness and the hopes of their parents. American Journal of
Orthopsychiatry, 77(1), 104-112. Retrieved June 1, 2007, from
Capella University iGuide Online Library Web site:
http://www.capella.edu
NOTE: All photo images used in this handbook have been printed from
royalty-free resources provided by Microsoftoffice.com.
Appendix ASample IEP Form G1 (BASC, 2007)
-34738-188259
37763889647 Author Note
Select this text and then begin typing your author note