A workshop project for education professionals designed to address the needs of students diagnosed with bipolar disorder and their families through the utilzation of the Individual Education Plan (IEP).

2. Communication enhancement (Hyde, 2001).

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 student’s 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 student’s needs by learning, accepting, and cooperating with each student’s 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 student’s 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 student’s grief can lead to setbacks in the student’s 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 student’s 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 student’s 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 student’s 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 student’s 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 student’s family. By implementing the social network genogram you can easily make ongoing assessments to determine what aspects of the student’s education plan are working and which ones are not beneficial. Exploration and assessment of the student’s 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 student’s 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 student’s 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