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Pediatricians’ Training and Identification and Management of Psychosocial Problems

Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD

Pamela L. Owens, PhD

Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, Agency for Healthcare Research and Quality, Rockville, MD

John M. Leventhal, MD

Child Study Center, Department of Pediatrics, Yale University School of Medicine, New Haven, CT

Brian W. C. Forsyth, MB, ChB FRCP

Child Study Center, Department of Pediatrics, Yale University School of Medicine, New Haven, CT

Michael Vaden-Kiernan, PhD

The CDM Group, Inc., Chevy Chase, MD

Leonardo D. Epstein, PhD

Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, Department of Statistics, Catholic University of Chile, Santiago, Chile

Anne W. Riley, PhD

Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD

Sarah M. Horwitz, PhD

Child Study Center, Department of Epidemiology and Public Health, Yale University School of Medicine, New Haven, CT, Department of Psychiatry, Case Western Reserve School of Medicine, Cleveland, OH

This study evaluated the association of pediatrician training on the identification and management of current and ongoing emotional or behavioral problems among children ages 4-8 years in 19 practices in south-central Connecticut. Pediatricians with advanced training in psychosocial issues were more likely to identify children’s psychosocial problems and use multiple management strategies compared with pediatricians with no specialized training. Although pediatricians with moderate training in psychosocial issues were more likely to identify psychosocial problems compared with pediatricians with no training, there was no relationship between moderate training and management of psychosocial problems. These results suggest that identification and manage ment of young children’s psychosocial problems demands advanced training and support the American Academy of Pediatrics’ call for more extensive training.

Clinical Pediatrics, Vol. 43, No. 4, 355-365 (2004)
DOI: 10.1177/000992280404300407


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