Why I’m a psychiatrist
I have always found the human condition and the unfolding of development endlessly fascinating. As someone who enjoys novel intellectual challenges and connections with people on a deep and probing level, psychiatry represents not only a fascinating interplay between mind and body but a career vast enough to encompass neurobiology, personal narrative, and public health. Child psychiatry, in particular, affords an opportunity to study the biologic antecedents and environmental stressors that cumulatively manifest mental illness, developmental crises, or reactive behavior problems. Most importantly, I am able to study resilience unfolding.
Since finishing an Adult Psychiatry Residency and Child/Adolescent Psychiatry Fellowship in 1984 and 1986, respectively, I have witnessed many significant changes both professionally and culturally. As young children and youths have become more aware of distressing world events, global competition, and increasing demands for social and academic competency, they have become more technologically sophisticated—and overstimulated. Simultaneously, parents have experienced an erosion of their authority and family intimacy. My goal is to carefully diagnose and explain problems and facilitate home and school environments that nurture individual identity formation while fostering a self-sustaining, positive group process.
Whether working with private referrals or school consultations, my goal is to provide a comprehensive diagnosis. This serves as the basis for preventive strategies and/or a treatment plan that emphasize reflection, skill development, and resilience. While medication can be extremely beneficial in select circumstances, it must be viewed within the context of a more holistic perspective.
As a physician, I consider myself, first and foremost, a child advocate. I strive to provide the quality evaluations and treatment that I would have sought for my own children. Development is like a nonstop escalator: if individuals have stepped or fallen off, it is my privilege to help them get back on.
Since finishing an Adult Psychiatry Residency and Child/Adolescent Psychiatry Fellowship in 1984 and 1986, respectively, I have witnessed many significant changes both professionally and culturally. As young children and youths have become more aware of distressing world events, global competition, and increasing demands for social and academic competency, they have become more technologically sophisticated—and overstimulated. Simultaneously, parents have experienced an erosion of their authority and family intimacy. My goal is to carefully diagnose and explain problems and facilitate home and school environments that nurture individual identity formation while fostering a self-sustaining, positive group process.
Whether working with private referrals or school consultations, my goal is to provide a comprehensive diagnosis. This serves as the basis for preventive strategies and/or a treatment plan that emphasize reflection, skill development, and resilience. While medication can be extremely beneficial in select circumstances, it must be viewed within the context of a more holistic perspective.
As a physician, I consider myself, first and foremost, a child advocate. I strive to provide the quality evaluations and treatment that I would have sought for my own children. Development is like a nonstop escalator: if individuals have stepped or fallen off, it is my privilege to help them get back on.
The treatment process
Diagnosis and, most importantly, formulation are essential first steps in good child psychiatry. While the former is necessary for a common language between patients, families, and other providers, it is the formulation that illuminates and elucidates the presenting problem in the context of developmental expectations, environmental stressors, or overwhelming traumas. It is important to understand patterns of adaptation and dysfunction, physical vulnerabilities and strengths, as well as cognitive aptitudes or distortions.
Two, hour-long, individual visits are usually sufficient to provide a database for formulation prior to a feedback meeting. For children and teens under eighteen, an initial parent consultation often including a comprehensive developmental history, review of records, and phone contacts with other providers and teachers is important. Additionally, school or home visits may shed light on a child's way of being with teachers, peers, or family members. My evaluation will always conclude with a feedback meeting during which the diagnostic formulation and rationale and recommendations for treatment are explained. All questions will be answered. If individuals or parents elect to continue in treatment with me, the specifics of the type of therapy and/or medication recommendations and methodologies will be laid out for discussion. Self-help, wellness, and advocacy suggestions are also an essential part of the treatment process.
Two, hour-long, individual visits are usually sufficient to provide a database for formulation prior to a feedback meeting. For children and teens under eighteen, an initial parent consultation often including a comprehensive developmental history, review of records, and phone contacts with other providers and teachers is important. Additionally, school or home visits may shed light on a child's way of being with teachers, peers, or family members. My evaluation will always conclude with a feedback meeting during which the diagnostic formulation and rationale and recommendations for treatment are explained. All questions will be answered. If individuals or parents elect to continue in treatment with me, the specifics of the type of therapy and/or medication recommendations and methodologies will be laid out for discussion. Self-help, wellness, and advocacy suggestions are also an essential part of the treatment process.