Child mental health: More LI pediatricians prescribing medication for psychiatric issues

by North Shore Child & Family Guidance Center | Dec 16, 2024 | In The Media, Newsday

Published Nov 26, 2024, By Bart Jones

Dr. Marc Lashley received almost no training in medical school in how to deal with children’s mental health issues. But when he started practicing as a pediatrician, he found there was a critical — and unmet — need because of a shortage of child and adolescent psychiatrists.

With the help of a training program created partly by a Long Island psychiatrist, he started prescribing drugs to treat anxiety and depression in children and adolescents. A decade ago, it made up 2% of his practice. Today, it is 20%.

“It’s given me a tremendous satisfaction,” said Lashley, who is based in Valley Stream and Far Rockaway. “There’s nothing like helping somebody who’s undergoing depression, anxiety and not functioning. It’s really the most rewarding part of my practice right now.”

Lashley is part of a growing trend in the medical world: pediatricians who are prescribing medication for anxiety, depression, ADHD and other illnesses amid the mental health crisis because of a lack of child and adolescent psychiatrists. Not enough people are going into psychiatry partly because of the long training involved, experts said.

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    WHAT NEWSDAY FOUND

• A growing number of pediatricians are prescribing antidepressants and other drugs to treat mental health issues in children and adolescent because of a shortage of child and adolescent psychiatrists.
• A Long Island psychiatrist is helping to lead a program called Project Teach that trains pediatricians in this work — a program that is attracting attention around the country.
• Some medical experts are nervous that pediatricians lack the background to delve into mental health treatment, but others say there is no choice — many children will go without care otherwise.

Some pediatricians say they have little choice but to help fill the gap, since it’s extremely difficult for families to find available child and adolescent psychiatrists. Most have monthslong waiting lists or aren’t accepting new patients at all.

Even if families can find an available psychiatrist, most do not accept insurance, leaving families with an out-of-pocket bill that can hit $500 or $800 or more for a monthly visit, medical experts said. And even if a child is going to a therapist, only a doctor can prescribe medication.

“There will never be enough child psychiatrists to take care of the mental health needs” of children and adolescents, said Dr. Victor Fornari, the vice chair of child and adolescent psychiatry for Northwell Health. “Certainly, working with a trusted primary care physician is better than not working with anyone.”

Training pediatricians to prescribe

He is one of main creators of Project Teach, a program that has trained 2,000 pediatricians in New York State in how to prescribe medications for depression and other mental health issues. The state-funded project, which operates mostly online, is gaining attention around the country and even overseas as a possible solution to the psychiatrist shortage.

Fornari noted that most psychiatric medicine in the United States and around the world is prescribed by non-psychiatrists, mainly primary care physicians, who are “really in the best position to evaluate and treat these mild to moderate issues” since they know the families and usually accept their insurance.

But he stressed that pediatricians in the program aren’t dealing with more advanced mental health issues. If a patient is suicidal or has some other major disorder, a psychiatrist would have to be brought in.

Dr. David Kaye, a professor of psychiatry at the University at Buffalo who helped create Project Teach, said, “Increasingly families look to and feel comfortable with going to their primary care doctors and clinicians for help with these kinds of things. They know their pediatricians … They trust them.”

“If it is seen as part of primary care then people don’t have to feel so ashamed and have a barrier to getting help when it is only available through a psychiatrist for example,” he said. “There is still tremendous stigma and there are a lot of barriers to people seeing a psychiatrist.”

Not everyone is enthusiastic about pediatricians delving into mental health treatment. Critics contend they lack enough training and are susceptible to making mistakes.

“I don’t think it’s a good idea for pediatricians to treat children without the extensive training that is required,” said Dr. Meena Ramani, who is both a pediatrician and psychiatrist based in Nassau County. “The ideal situation for a family and a child is to be treated by the expert.”

At a minimum, pediatricians should work in collaboration with a child and adolescent psychiatrist, she said.

Jeffrey Friedman, CEO of the nonprofit Central Nassau Guidance & Counseling Services in Hicksville, said many pediatricians “feel very uncomfortable having to prescribe psychotropic medications to individuals. They’re not doing this day in and day out. They’re not keeping up on the latest trends in the field and are struggling to come up with the most effective treatment for those individuals. It’s not their specialty and they’re not trained in that.”

Sometimes when families come to his agency, “our psychiatrist will change those medications because they are not the most effective or efficient treatment for a particular disorder that an individual has,” he said.

But Fornari and others say there are few options other than relying on pediatricians and family physicians, and that Project Teach successfully trains non-psychiatrists to take on such work.

“Without this program, these kids don’t get care,” he said.

He estimates that 12% of youths nationwide are taking medication for mental health issues, but that 25% could probably benefit from the drugs — if there were enough pediatricians or psychiatrists prescribing them.

A nationwide shortage

The psychiatrist shortage is unlikely to end soon, medical experts said. There are 1,247 child and adolescent psychiatrists in New York State, placing it in the category of “high shortage,” according to the American Academy of Child and Adolescent Psychiatry, a nonprofit professional association based in Washington, D.C. Nassau County has 131, while Suffolk has 87, putting them in the high shortage category. Many counties upstate have none, meaning families would have to travel two or three hours to reach one.

Most of the rest of the country is even worse off, with most states classified as “severe shortage,” the academy states. Only one has adequate levels — Vermont.

In contrast, New York State has a total of 8,800 pediatricians and family medicine doctors. They could handle many of the lower-level mental health issues of patients, Fornari and Kaye contend. It’s the same situation nationwide: 11,422 child and adolescent psychiatrists, as opposed to 147,860 pediatricians or family medicine doctors, according to the U.S. Bureau of Labor Statistics.

It’s unlikely there will be a big wave of new psychiatrists to make up for the shortage, Fornari said. A maximum of 350 child and adolescent psychiatrists nationwide complete their post-medical school residencies per year, making them eligible to start practicing in the field, he said.

At Zucker School of Medicine at Hofstra/Northwell, he runs one of the largest residency programs in the nation, and it sees only 10 child and adolescent psychiatrists complete their residency per year. Most programs produce even fewer — two or three a year, he said.

The federal government has set the number of residencies at 350 for decades, Fornari said. It does so in this field and others as it tries to gauge how many doctors with specializations the nation needs. And it has the power to do so in part because it helps fund the residency programs.

Yet many years not all of the 350 slots are filled — sometimes the number is as low as 300, Fornari said. He thinks the country needs 1,000 slots, but even if they were established not enough medical school graduates are signing up.

Many doctors don’t want to go into psychiatry because it takes years more of training after medical school compared to other branches of medicine, Ramani said. Pediatricians, for instance, do three years of residency after medical school but child and adolescent psychiatrists must do five to six. It becomes difficult to remain that long in low-paying residency positions because many aspiring doctors already are hundreds of thousands in debt from four years of undergraduate studies and four years of medical school, she said.

The development of telehealth has not solved the psychiatrist shortage either, since they can only see the same limited number of patients per day whether in-person or on a screen, medical experts said. Telehealth simply means a patient does not have to go to a doctor’s office — the appointments are not shorter.

Collaborating to meet the need

Mental health problems are on the rise among American children and adolescents, exacerbated by the COVID-19 pandemic, the ubiquity of smartphones and screen time, social media, and increased pressure to perform at school and in sports, according to Fornari and other experts.

Project Teach, founded in 2010 at the request of the New York State Office of Mental Health, is trying to meet the growing need for help.

Participants go through intensive in-person or online training lasting between six and 15 hours, and then have periodic follow-up sessions. Fornari, Kaye and others lead the training. The program is an unusual collaboration among seven medical teaching hubs throughout the state: Northwell’s Zucker, Albert Einstein College of Medicine in the Bronx, the University at Buffalo, the University of Rochester, SUNY Upstate Medical Center, Albany Medical Center and Columbia University Medical Center/NY State Psychiatric Institute.

After taking the classes, or even if they did not, pediatricians or any clinician who treats children have access to a free telephone “warmline” that connects them with a child and adolescent psychiatrist if they need help treating a patient. The “warmline” operates Monday through Friday 9 a.m. to 5 p.m. and usually gets eight or nine calls a day, Kaye said. Typically the psychiatrist calls back within 30 minutes or at a mutually agreed on time.

Project Teach also helps pediatricians find local psychiatrists or therapists if it is determined a patient needs more extensive help.

The program has been replicated in other states, Fornari said.

Texas started its version in late 2019 and it “has just taken off unbelievably,” said Joseph Blader, a child and adolescent psychologist who helped launch the program.

The state-funded program, called Child Psychiatry Access Network (CPAN), gets about 1,000 calls a month on its “warmline,” said Blader, a professor of child psychiatry research at the University of Texas at Austin.

Project Teach is even being replicated overseas.

Fornari and Kaye visited Israel several times to help set up the nonprofit Goshen Behavioral Health Training for Pediatricians. It was launched in late 2023 — just as Israel’s war against Hamas in Gaza broke out. So far, 150 pediatricians and family medicine doctors have been trained, said Dr. Jennie Goldstein, the director of Child & Adolescent Psychiatry at the Shaare Zedek Hospital in Jerusalem, who helped launch the Goshen program.

“It has felt like a revolution,” said Goldstein, a Boston native who studied under Fornari on Long Island. “We have been able to allow pediatricians to feel comfortable managing cases that were walking through their doors anyway but they didn’t know how to handle.”

One course offered soon after the war began focused on trauma symptoms, she said.

Filling the medication gap

Lashley, the Valley Stream pediatrician, said he joined Project Teach in its first year as he saw growing numbers of children with mental health issues, but whose families could not afford or find a psychiatrist.

“It’s really been transformative,” he said. “I think that the Project Teach training is excellent, comprehensive and certainly enough to get a pediatrician up and going and treating.”

He said he’s treated hundreds of children with basic mental health issues, helping to alleviate the burden on child psychiatrists, who can then handle the more complex cases.

Other doctors “even refer me their patients because they know that I’m competent at doing this and that I’ve gone through the Project Teach training,” he added. “There are pediatricians out there who don’t want to treat mental health because they don’t feel comfortable.”

Dr. Bruce Gerberg, a pediatrician in Huntington, said the number of patients he prescribes drugs to for mental health issues has gone from two or fewer a month back in 2010 to between 10 and 20 a month now.

He has done some online training in the area, though not through Project Teach.

“In the past I would make an effort to try to find a psychiatrist” for his patients, “but now I find that’s fool’s gold because you just can’t find one” that’s available or that they can afford, he said.

He feels increasingly at ease in his new role.

“So far it’s been great,” he said. “As long as I know my limitations and I know when to refer out if it’s gotten too complicated or they require other medications, I feel comfortable doing the basic anxiety, depression kind of stuff.”

Dr. Mitchell Abrons, a pediatrician in Rockville Centre, said he has gone from treating one or two patients a week for mental health issues 15 years ago to at least one a day now.

Abrons, who has done some training with Project Teach, said he usually recommends his patients talk to a therapist first to see if that alleviates the problem before he prescribes medication. “Through both mental health counseling and medication, we see a lot of success,” he said.

Younger students are developmentally behind, educators say, and they’re blaming the pandemic

by North Shore Child & Family Guidance Center | Aug 21, 2024 | In The Media, Newsday

By Craig Schneider, Published in Newsday, August 20, 2024

Roosevelt kindergarten teacher Margarita Acevedo said she’ll be starting the new school year with excitement, anticipation — and concern.

The teacher said that since children returned from the pandemic in fall 2021, some have lacked basic abilities, including how to handle pencils and crayons, as well as social skills such as getting along with others, taking turns and listening to one another.

“I feel like I’m starting off the year needing to do urgent interventions,” said Acevedo, who teaches at Ulysses Byas Elementary School.

She is hardly alone in such worries. Long Island educators and child experts say some of the youngest students — who were babies, toddlers and in prekindergarten when COVID reached the United States in 2019 — are struggling with relating to other students, throwing tantrums in class and not wanting to go to school.

WHAT TO KNOW

• Some of Long Island’s youngest public school students — who were babies, toddlers and in prekindergarten during the COVID pandemic — are struggling with relating to other students, throwing tantrums in class and not wanting to go to school.
• These students, now in kindergarten through third grade, missed important social interactions with their peers and others during the year or more of lockdowns and remote learning.
• Island educators say they are optimistic the children can catch up, given the school-based interventions and kids’ natural resiliency.

“We’re seeing an increase in these children with social deficits — navigating a social setting, navigating conflict and sharing things,” said Antonio Santana, superintendent of the South Country school district in Suffolk County. “More young kids need counseling. … It’s enough that it’s notice.”

The pandemic impacted students across all ages, setting many back academically and developmentally. Many were largely left at home to their own devices without much supervision or time with friends. Now, educators are seeing the effects it had on younger children.

These students, now in kindergarten through third grade, missed important social interactions with peers during the year or more of lockdowns, educators say. They lost out on structured learning when day care centers and preschool programs shut down in March 2020, educators and local child therapists said.

“We have noticed that many students entering kindergarten are not at the developmental and academic level we would typically expect,” said Shawn Wightman, superintendent of the Roosevelt school system. “Issues such as difficulties in fine motor skills, limited verbal communication, and challenges in emotional regulation have become more pronounced.”

Nakia Wolfe, a math intervention instructor in the Amityville district, taught grades 3-5 after the pandemic. He said he saw the difference as soon as the children came into class.

“Especially in terms of stamina, their ability to focus,” Wolfe said. “There were more behavior issues, more fighting.”

Helping kids readjust academically was difficult enough when many students returned to classes full time in 2021, he said. But dealing with the added social and emotional difficulties “felt like you were climbing up a steep hill and now were pushing a boulder.”

Island educators say they’re addressing the challenges. Children’s mental health already had become a major concern before the pandemic, and COVID added to those worries. Educators have been using millions in federal aid to hire more school counselors and implement more interventions.

South Country added a counselor at the elementary level in the 2023-24 school year and is considering adding another for its youngest students, Santana said.

“We’re continuing our focus on character education, so we actually do look out for one another,” he said.

More younger children need counseling, said Antonio Santana, superintendent of the South Country school district. Credit: Alejandra Villa Loarca

Roosevelt spent about $200,000 to add a speech specialist and an occupational therapist during the pandemic to address the developmental delays in these students, Wightman said.

The district also has hired three additional social workers, at a cost of about $495,000, since the pandemic to ensure every building has social workers and counselors, he said.

Roosevelt also hired three reading specialists and three math specialists during the pandemic, at a cost of $625,000, to work with the students, he said.

In addition, Roosevelt’s after-school and summer tutoring programs have helped to close academic gaps, Wightman said, adding that these programs cost a total of about $1.2 million. Those costs cover a range of initiatives, including those that started in the summer of 2021 to target young learners with foundational literacy and math tutoring, he said.

The superintendent said assessments indicate a 14% increase in reading fluency among K-3 students since 2021.

In Port Jefferson, school officials said that at the elementary level, speech teachers and counselors are providing “push-in” services in which they come into a class to provide lessons in social skills and language skills, said Jodi Cahill, district director of special education.

“Many teachers are doing a social-emotional check-in at the start of a class, asking students, ‘Feel OK today?’ ” she said. “It’s become ingrained in a lot of our teachers.”

COVID money ending this school year

Worries persist, however.

COVID money is drying up this coming academic year. That and other budget cuts have forced some schools to cut back and even lay off some counselors and social workers, said Stacy Pellettieri, clinical director of Long Island Counseling, which has offices in East Meadow and Melville.

“Some schools don’t have the resources, and they’re overwhelmed,” said Pellettieri, who works with about 30 Island districts. “This is the worst possible time to get rid of school social workers.”

Wightman said Roosevelt is keenly aware of the financial challenges that will arise when COVID money runs dry. He said the district is pursuing additional grants and other funding to sustain the additional positions.

“However, if we are unable to secure the necessary funding, we will be faced with difficult decisions that could involve reductions in services and/or programs, leading to potential budget cuts and staffing reductions,” he said.

The majority of Island districts, including Roosevelt, begin school Sept. 3.

Over the past year, Amityville has let go of a half-dozen social workers, leaving the district with about five, Wolfe said. The Sachem district also has laid off social workers in that period.

Following the pandemic, Riverhead added several social workers, psychologists and guidance counselors, interim Superintendent Cheryl Pedisich said. This past school year, due to budget constraints, the district reduced one psychologist, one social worker, and 0.4 guidance counselor, Pedisich said.

Pellettieri said she is seeing roughly a 30% to 40% increase in young students with emotional problems coming in for help. She said some teachers are reacting to these children acting out with punishments that don’t get to the heart of the problem.

“It’s really important not to shame them. … It’s almost like punishing a disability,” Pellettieri said.

Stacy Pellettieri, clinical director of Long Island Counseling, said she is seeing more young students with emotional problems coming in for help. Credit: Rick Kopstein

Teachers and parents need to help the child feel safe in school and catch up on the skills they need, she said. The child may need some counseling or to come to class in shorter periods until they become comfortable with the school setting.

Cahill said the Port Jefferson district is using “trauma-informed” responses to young students acting out, rather than just simple discipline.

“We’re looking at how do we work with a student, and understand what they’re going through, rather than just punishment,” she said.

Before the pandemic, it was not uncommon to see some nervous kids on the first day of school clinging to their parents outside. But now, for some kids, that separation anxiety has grown into refusing to go to school at all, Pellettieri said.

“Certain stages of development require experiences. … The pandemic interrupted those experiences and interactions,” Pellettieri said.

Playing with other kids teaches them to take turns, share and resolve conflicts, she said.

“Both parents had to work from home, and day cares and preschools were all closed, leaving parents no choice but to use the television or iPads to keep the kids busy,” she said.

Much depends on how parents themselves handled the pandemic, said Susan Cohen, clinical director of the Right From the Start program at the North Shore Child & Family Guidance Center in Manhasset. Even the youngest of children pick up on their parents’ stress, she said.

“The anxiety trickles down. They may not know about the pandemic, but they see that the anxiety is amped up,” Cohen said. At the same time, she said, some children are simply more prone to anxiety regardless of their parents’ behavior.

The stakes are high in helping these children, she said.

“It’s in second and third grade when learning disabilities often show up. That’s when children go from learning how to read to reading to know other subjects,” Cohen said. “If they’re not succeeding, they can fall behind. Their self-esteem takes a hit.”

That can lead to more absenteeism and resistance to even go to school, she said.

“They don’t want to be put in an environment where they’re not succeeding,” she said.

1.3M behind in reading, 1.7M in math

The issue stretches well beyond Long Island.

While studies show older students have shown encouraging signs of recovery in math and English, younger students who were not in a formal school setting when the pandemic hit have not fared as well, and some are falling further behind, according to a 2024 report by Curriculum Associates, a Massachusetts company that provides math and reading tests for students.

If applied nationally, the report suggests that 1.3 million second-graders are behind in reading, and 1.7 million are behind in math.

Addressing students in K-3, the report concluded, “We found these students are performing behind pre-pandemic levels, with limited signs of recovery.”

The report notes that the pandemic’s impact on older children has been studied extensively, but little research has focused on the youngest children.

“I think this data, based on millions of students across the nation, is a call to action across the education community,” said Kristen Huff, the company’s vice president of assessment and research, noting it could take years for these young learners to rebound.

However schools respond to this trend, it’s critical that they involve parents, educators and therapists.

In Roosevelt, school officials have made a point of working more closely with parents, Wightman said. The district launched family engagement programs in the fall of 2022, at a cost of $80,000, that include training sessions on positive parenting techniques and tools for managing stress, he said.

“Despite the challenges, we remain optimistic about our students’ ability to catch up,” he said. “Young children possess remarkable resilience and adaptability. . . . Many of our students are demonstrating significant improvements in literacy and numeracy skills, and we are witnessing enhanced social interactions.”

Acevedo, the Roosevelt kindergarten teacher, said she’s heading into the school year with more hope than worry. She’s been focusing on positive reinforcement with the kids.

“When I see a child crawling around on the floor, I look at the child who’s behaving and say, ‘I love the way you’re sitting in your seat,’ ” she said. “The child on the floor sees the praise, and they’re going to want that praise.”

TIPS FOR PARENTS

Susan Cohen, clinical director of the Right From the Start program at North Shore Child & Family Guidance, offers these tips to parents for helping children with emotional problems:

1. Be open to listening to the child.
2. Help the child express their feelings.
3. Try not to project your own anxiety onto the child.
4. Don’t be afraid to ask for help.
5. The child needs to understand there are consequences for their actions, but also work on understanding what’s behind the behavior and work on better ways to handle it.
6. Always try to communicate with the child’s school.

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