ADHD

Learning objectives:

• Understand the critical role of rating scales for the assessment and management of ADHD.
• Know which medications are first line for ADHD treatment.
• Understand accommodations and other psychosocial interventions for ADHD.

Depression

Learning objectives:

• Understand the USPSTF (United States Preventive Services Task Force) recommendations for screening for adolescent depression.
• Review the GLAD-PC (Guidelines for Adolescent Depression in Primary Care) toolkit for the assessment and management of adolescent depression.
• Understand the use of active monitoring and behavioral activation for preventing and managing adolescent depression.

Anxiety

Learning objectives:

• Learn how to perform a comprehensive initial assessment for anxiety disorders in children and teens.
• Learn to use a validated, evidence-based screening tool for anxiety disorders (e.g., SCARED).
• Learn the “why” and “how” of team collaboration for children and teens with anxiety disorders.
• Learn the evidence-based psychotherapy and medication treatments for anxiety in children and teens.

Aggression

Learning objectives:

• Differentiate pediatric conditions that may present with aggression, including depression, ADHD, bipolar disorder, psychosis, and conduct disorder.
• Create and implement an effective treatment plan by mobilizing existing resources (e.g., family, professional caregivers).
• Effectively utilize psychopharmacologic approaches for clinical aggression, including:
  • Selecting medications for individual patients
  • Initiating and tapering dosages
  • Monitoring improvements
  • Identifying and minimizing side effects

Suicide Assessment and Management

Learning objectives:

• Describe recent trends in adolescent suicide.
• Describe the role of pediatrics in screening and preventing suicide.
• Describe the role of pediatrics in primary care triaging and management of youth with suicidal risk.

Trauma-Informed Care

Learning objectives:

• Identify essential principles of trauma-informed care (TIC).
• Identify developmentally appropriate strategies for assessing and diagnosing trauma and trauma-related disorders.
• Identify at least one change or modification that can be made in one’s practice or community to facilitate or enhance trauma-informed approaches.

School Refusal

• Assess the factors contributing to school refusal and identify the important elements of a comprehensive treatment plan.
• Understand school-based resources available to support children with mental health needs and how to access them.

Eating Disorders

• Review the DSM-5 criteria for Anorexia Nervosa (AN), Bulimia Nervosa (BN), and Avoidant Restrictive Food Intake Disorder (ARFID).
• Discuss levels of care in the treatment of eating disorders within the primary care setting.
• Discuss treatment approaches for AN, BN, and ARFID.

Non-Suicidal Self-Injury (NSSI)

• Define self-injury.
• Describe how self-injury exists on a spectrum from NSSI to suicidality.
• Explore social and cultural aspects of cutting.
• Review the neurobiology of self-injury.

Autism Spectrum Disorder (ASD)

• Understand the basics of scope and definition, etiologies, associated problems, and course of developmental disorders.
• Recognize challenges faced by individuals with intellectual disability when interacting with the medical system.
• Understand controversies in autism prevalence.
• Appreciate the range of clinical presentations and prognosis in ASD, including associated emotional and behavioral disorders.