Guest edited by Drs. Marjorie Eskay-Auerbach and Robert Rondinelli, this issue of Physical Medicine and Rehabilitation Clinics will discuss Medical Impairment and Disability Evaluation and Associated Medicolegal Issues. This issue is one of four selected each year by our series Consulting Editor, Dr. Santos Martinez of the Campbell Clinic. Topics in this issue include, but are not limited to: The Physician's Approach to Impairment Rating and Disability Benefits Determinations; Claimant-related Issues; Evaluating Return-to-work ability using Functional Capacity Evaluation; Evaluating Human Functioning Using CAT Methodology for Disability Determination within the SSA; Burden of treatment compliance; Measuring Quality of Life Loss in Litigation; Medical-Legal Causation Analysis; Actuarial Analysis and Life Expectancy Determination after Catastrophic Illness or Injury; Validity Assessment in Acquired Brain Injury Disability Evaluation; Medicolegal Expert Core Competencies & Professionalism; The Physician as Expert Witness; Rehabilitating the Injured Worker to Maximum Medical Improvement (MMI); The Independent Medical Examination (IME); and Life Care Planning, among other topics.

Over the course of the last two decades, improved practices in child and adolescent mental healthcare have led to a decreased environment of stigma, which also led to an increased identification and treatment of mental health disorders in children and youth.  Considering that treatment and outcomes are improved with early intervention, this is good news. However, the success gained in the field of child and adolescent psychiatry leads to a new challenge: transitioning from adolescent care to adult care.It has been known for some time that children, adult, and geriatric patients all have unique needs where it comes to mental healthcare, yet limited work has been done where it comes to the shifting of the lifespan.  Where it comes to the child-adult transition—defined as those in their late teens and early/mid-20s—there can be multiple barriers in seeking mental healthcare that stem from age-appropriate developmental approaches as well as include systems of care needs.  Apart from increasing childhood intervention, the problem is exacerbated by the changing social dynamics: more youths are attending college rather than diving straight into the workforce, but for various reasons these youths can be more dependent on their parents more than previous generations. Technology has improved the daily lives of many, but it has also created a new layer of complications in the mental health world.  The quality and amount of access to care between those with a certain level of privilege and those who do not have this privilege is sharp, creating more complicating factors for people in this age range.  Such societal change has unfolded so rapidly that training programs have not had an opportunity to catch up, which has created a crisis for care.  Efforts to modernize the approach to this unique age group are still young, and so no resource exists for any clinicians at any phase in their career.  This book aims to serve as the first concise guide to fill this gap in the literature. The book will be edited by two leading figures in transition age youth, both of whom are at institutions that have been at the forefront of this clinical work and research. This proposed mid-sized guide is therefore intended to be a collaborative effort, written primarily by child and adolescent psychiatrists, and also with adult psychiatrists. The aim is to discuss the developmental presentation of many common mental health diagnoses and topics in chapters, with each chapter containing clinically-relevant “bullet points” and/or salient features that receiving providers, who are generally, adult-trained, should keep in mind when continuing mental health treatment from the child and adolescent system.  Chapters will cover a wide range of challenges that are unique to transition-age youths, including their unique developmental needs, anxiety, mood, and personality disorders at the interface of this development, trauma and adjustment disorders, special populations, and a wide range of other topics.  Each chapter will begin with a clinical pearl about each topic before delving into the specifics.

Over the course of the last two decades, improved practices in child and adolescent mental healthcare have led to a decreased environment of stigma, which also led to an increased identification and treatment of mental health disorders in children and youth.  Considering that treatment and outcomes are improved with early intervention, this is good news. However, the success gained in the field of child and adolescent psychiatry leads to a new challenge: transitioning from adolescent care to adult care.

It has been known for some time that children, adult, and geriatric patients all have unique needs where it comes to mental healthcare, yet limited work has been done where it comes to the shifting of the lifespan.  Where it comes to the child-adult transition—defined as those in their late teens and early/mid-20s—there can be multiple barriers in seeking mental healthcare that stem from age-appropriate developmental approaches as well as include systems of care needs.  Apart from increasing childhood intervention, the problem is exacerbated by the changing social dynamics: more youths are attending college rather than diving straight into the workforce, but for various reasons these youths can be more dependent on their parents more than previous generations. Technology has improved the daily lives of many, but it has also created a new layer of complications in the mental health world.  The quality and amount of access to care between those with a certain level of privilege and those who do not have this privilege is sharp, creating more complicating factors for people in this age range.  Such societal change has unfolded so rapidly that training programs have not had an opportunity to catch up, which has created a crisis for care.  Efforts to modernize the approach to this unique age group are still young, and so no resource exists for any clinicians at any phase in their career.  This book aims to serve as the first concise guide to fill this gap in the literature.

 

The book will be edited by two leading figures in transition age youth, both of whom are at institutions that have been at the forefront of this clinical work and research. This proposed mid-sized guide is therefore intended to be a collaborative effort, written primarily by child and adolescent psychiatrists, and also with adult psychiatrists. The aim is to discuss the developmental presentation of many common mental health diagnoses and topics in chapters, with each chapter containing clinically-relevant “bullet points” and/or salient features that receiving providers, who are generally, adult-trained, should keep in mind when continuing mental health treatment from the child and adolescent system.  Chapters will cover a wide range of challenges that are unique to transition-age youths, including their unique developmental needs, anxiety, mood, and personality disorders at the interface of this development, trauma and adjustment disorders, special populations, and a wide range of other topics.  Each chapter will begin with a clinical pearl about each topic before delving into the specifics.

This concise and practical book provides an overview of how to safely and effectively transition adolescents with mental health conditions into a college environment.Therapeutic strategies to assess and promote readiness for transition to college are discussed in case-based chapters, which include case history, analysis of transition, clinical pearls, literature review, and helpful resources for clinicians, patients, and families. Filling a significant gap in the literature, Promoting Safe and Effective Transitions to College for Youth with Mental Health Conditions: A Case-Based Guide to Best Practices delivers essential information for psychiatrists, psychologists, and other mental health professionals who work with children, adolescents, and their families before, during, and after the transition to college.

Guest edited by Drs. Marjorie Eskay-Auerbach and Robert Rondinelli, this issue of Physical Medicine and Rehabilitation Clinics will discuss Medical Impairment and Disability Evaluation and Associated Medicolegal Issues. This issue is one of four selected each year by our series Consulting Editor, Dr. Santos Martinez of the Campbell Clinic. Topics in this issue include, but are not limited to: The Physician's Approach to Impairment Rating and Disability Benefits Determinations; Claimant-related Issues; Evaluating Return-to-work ability using Functional Capacity Evaluation; Evaluating Human Functioning Using CAT Methodology for Disability Determination within the SSA; Burden of treatment compliance; Measuring Quality of Life Loss in Litigation; Medical-Legal Causation Analysis; Actuarial Analysis and Life Expectancy Determination after Catastrophic Illness or Injury; Validity Assessment in Acquired Brain Injury Disability Evaluation; Medicolegal Expert Core Competencies & Professionalism; The Physician as Expert Witness; Rehabilitating the Injured Worker to Maximum Medical Improvement (MMI); The Independent Medical Examination (IME); and Life Care Planning, among other topics.

Over the course of the last two decades, improved practices in child and adolescent mental healthcare have led to a decreased environment of stigma, which also led to an increased identification and treatment of mental health disorders in children and youth.  Considering that treatment and outcomes are improved with early intervention, this is good news. However, the success gained in the field of child and adolescent psychiatry leads to a new challenge: transitioning from adolescent care to adult care.It has been known for some time that children, adult, and geriatric patients all have unique needs where it comes to mental healthcare, yet limited work has been done where it comes to the shifting of the lifespan.  Where it comes to the child-adult transition—defined as those in their late teens and early/mid-20s—there can be multiple barriers in seeking mental healthcare that stem from age-appropriate developmental approaches as well as include systems of care needs.  Apart from increasing childhood intervention, the problem is exacerbated by the changing social dynamics: more youths are attending college rather than diving straight into the workforce, but for various reasons these youths can be more dependent on their parents more than previous generations. Technology has improved the daily lives of many, but it has also created a new layer of complications in the mental health world.  The quality and amount of access to care between those with a certain level of privilege and those who do not have this privilege is sharp, creating more complicating factors for people in this age range.  Such societal change has unfolded so rapidly that training programs have not had an opportunity to catch up, which has created a crisis for care.  Efforts to modernize the approach to this unique age group are still young, and so no resource exists for any clinicians at any phase in their career.  This book aims to serve as the first concise guide to fill this gap in the literature. The book will be edited by two leading figures in transition age youth, both of whom are at institutions that have been at the forefront of this clinical work and research. This proposed mid-sized guide is therefore intended to be a collaborative effort, written primarily by child and adolescent psychiatrists, and also with adult psychiatrists. The aim is to discuss the developmental presentation of many common mental health diagnoses and topics in chapters, with each chapter containing clinically-relevant “bullet points” and/or salient features that receiving providers, who are generally, adult-trained, should keep in mind when continuing mental health treatment from the child and adolescent system.  Chapters will cover a wide range of challenges that are unique to transition-age youths, including their unique developmental needs, anxiety, mood, and personality disorders at the interface of this development, trauma and adjustment disorders, special populations, and a wide range of other topics.  Each chapter will begin with a clinical pearl about each topic before delving into the specifics.

Over the course of the last two decades, improved practices in child and adolescent mental healthcare have led to a decreased environment of stigma, which also led to an increased identification and treatment of mental health disorders in children and youth.  Considering that treatment and outcomes are improved with early intervention, this is good news. However, the success gained in the field of child and adolescent psychiatry leads to a new challenge: transitioning from adolescent care to adult care.

It has been known for some time that children, adult, and geriatric patients all have unique needs where it comes to mental healthcare, yet limited work has been done where it comes to the shifting of the lifespan.  Where it comes to the child-adult transition—defined as those in their late teens and early/mid-20s—there can be multiple barriers in seeking mental healthcare that stem from age-appropriate developmental approaches as well as include systems of care needs.  Apart from increasing childhood intervention, the problem is exacerbated by the changing social dynamics: more youths are attending college rather than diving straight into the workforce, but for various reasons these youths can be more dependent on their parents more than previous generations. Technology has improved the daily lives of many, but it has also created a new layer of complications in the mental health world.  The quality and amount of access to care between those with a certain level of privilege and those who do not have this privilege is sharp, creating more complicating factors for people in this age range.  Such societal change has unfolded so rapidly that training programs have not had an opportunity to catch up, which has created a crisis for care.  Efforts to modernize the approach to this unique age group are still young, and so no resource exists for any clinicians at any phase in their career.  This book aims to serve as the first concise guide to fill this gap in the literature.

 

The book will be edited by two leading figures in transition age youth, both of whom are at institutions that have been at the forefront of this clinical work and research. This proposed mid-sized guide is therefore intended to be a collaborative effort, written primarily by child and adolescent psychiatrists, and also with adult psychiatrists. The aim is to discuss the developmental presentation of many common mental health diagnoses and topics in chapters, with each chapter containing clinically-relevant “bullet points” and/or salient features that receiving providers, who are generally, adult-trained, should keep in mind when continuing mental health treatment from the child and adolescent system.  Chapters will cover a wide range of challenges that are unique to transition-age youths, including their unique developmental needs, anxiety, mood, and personality disorders at the interface of this development, trauma and adjustment disorders, special populations, and a wide range of other topics.  Each chapter will begin with a clinical pearl about each topic before delving into the specifics.

This concise and practical book provides an overview of how to safely and effectively transition adolescents with mental health conditions into a college environment.Therapeutic strategies to assess and promote readiness for transition to college are discussed in case-based chapters, which include case history, analysis of transition, clinical pearls, literature review, and helpful resources for clinicians, patients, and families. Filling a significant gap in the literature, Promoting Safe and Effective Transitions to College for Youth with Mental Health Conditions: A Case-Based Guide to Best Practices delivers essential information for psychiatrists, psychologists, and other mental health professionals who work with children, adolescents, and their families before, during, and after the transition to college.