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Other Reviews

"CREATIVE BRAINS: Gifted, Talented, Dyslexic" produced by the Southwest Branch of the International Dyslexia Association.
Reviewed by Dorothy Ungerleider

Misdiagnosis and Dual Diagnoses of Gifted Children and Adults by James T. Webb, Ph.D., Edward R. Amend, Psy.D., Nadia Webb, Psy.D., Jean Goerss, M.D., M.P.H., Paul Beljan, Psy.D., and F. Richard Olenchak, Ph.D., reviewed by Sandra Mosk, M.Ed., BCET, FAET

The Curious Incident of the Dog in the Night-Time by Mark Haddon reviewed by Jeri I. Burzin, M.Ed.

When the Brain Can’t Hear: Unraveling the Mystery of Auditory Processing Disorder by Teri James Bellis, Ph.D., reviewed by Susan Grama

Understanding Women with AD/HD edited by Kathleen G. Nadeau, PhD, and Patricia O. Quinn, M.D., reviewed by Cynthia Landes

Different Minds, Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits by Deirdre V. Lovecky, and Jessica Kingsley, reviewed by Vicki Zale Berghoff

The Bipolar Child: The Definitive and Reassuring Guide to Childhood’s Most Misunderstood Disorder by Papolos Demitri, M.D., and Janice Papolos, reviewed by Pamela McGranahan, Ed.D.

Book Review: The Bipolar Child

The Bipolar Child: The Definitive and Reassuring Guide to Childhood’s Most Misunderstood Disorder by Papolos Demitri, M.D., and Janice Papolos, (2002). New York: Broadway Books. Revised and Expanded Edition, Hardback, 452 pp., Questionnaire, Resources, Bibliography, Index.

Reviewed by Pamela McGranahan, Ed.D.

I'd like to buy this book now.

Until recently, educational therapists working with children and young adolescents could assume that bipolar disorder was a condition they were unlikely to see, as physicians believed that the disorder typically expressed itself in the mid- to late-teens. New work by research scientists, however, is proving that the disorder can begin early in life, and is much more common than previously thought. Diagnosing is a difficult art, at best, and has been particularly difficult with children with early-onset bipolar disorder because of their presentation of mixed-symptoms. Many appear hyperactive and are oppositional, or are anxious or depressed. As a result, many children with bipolar disorder have been undiagnosed or misdiagnosed.

This book, a respected publication on the disorder, is relevant to educational therapists for at least two reasons. The first is that therapists may see clients, either diagnosed or not diagnosed, with the disorder. It is incumbent on us to know as much as we can about the disorder, how it affects learning, and how we can help our clients. Additionally, this book is a readable, practical and informative resource that educational therapists can recommend to parents.

The book is organized into four parts. Part I discusses diagnosis and treatment, including medications and charting mood and energy cycles, sleep disturbances, and stressors. Differences between children and adults with bipolar disorder are described. Children have more irritable moods with explosive outbursts, and their cycles of mania and depression are more rapid. A provocative discussion on the need for revision in the DSM-IV to more accurately and thoroughly describe the condition as it presents in children is included. Also of particular relevance to educational therapists is a discussion identifying the similarities and differences between ADHD symptoms and bipolar disorder symptoms.

Part II, Inside the Brain and Mind, reports on genetic and psychological factors, and presents a description of the biology of the brain and causes of the disorder. Included in this section is a new definition of the syndrome to include the following combination of symptoms and behaviors: exaggerated startle and stress responses, separation distress, sleep/wake disturbances, heightened and inhibited sensory states, elation/irritability and depressions, high- and low-energy states and poor control of impulses.

Part III, Living and Coping with Bipolar Disorder, contains information that is of most direct relevance to educational therapists. Included are discussions of the impact on the family, school, neuropsychological testing, special issues in adolescence, hospitalization and insurance. The chapter on school begins by describing the daily demands placed on students in school, including concentration and alertness, proper behavior, making many transitions, dealings with much stimulation, and interacting with peers. The demands are contrasted with the difficulties a child with bipolar disorder may suffer from including problems making transitions, sleepiness, a build up of explosive frustration, and comorbid syndromes of ADHD, learning disabilities and executive function deficits. Sample IEP goals and modifications are provided. These specific examples give direct insight into the kinds of support that can make a difference, and will serve as a stimulus to educational therapists for generating others. Also of particular significance to educational therapists is the chapter on executive functioning. Hypotheses about why children with bipolar disorder also have problems with executive functioning are postulated, along with suggestions to help.

The book concludes with Part IV, Life Goes On, describing elements of a national agenda for the future. Suggestions from this section that are of special relevance to our field include: update the DSM-IV to reflect the realities of early-onset bipolar disorder; educate teachers and other school staff about this disorder; develop smaller, therapeutic schools appropriate for children with bipolar disorder; tailor drug prevention programs to incorporate findings that people (especially adolescents) with bipolar disorder are vulnerable to becoming addicted to substances like alcohol or drugs.

If you are an educational therapist who already owns books on syndromes associated with learning disabilities, such as autism, Aspergers, or ADHD, you will consider this book a valuable addition to your library. As a resource for parents dealing with a difficult child, this book deserves a spot on your list of recommendations.