Bio


Shashank V. Joshi, MD, FAAP, DFAACAP, is Professor of Psychiatry, Pediatrics and Education at the Stanford University School of Medicine and Graduate School of Education (by courtesy), and the Director of School Mental Health at Lucile Packard Children’s Hospital. Professor Joshi is a Faculty Advisor at the Center for Comparative Studies in Race and Ethnicity (CCSRE), the John Gardner Center for Youth & their Communities in the Graduate School of Education, and the Stanford Center for Asian Health Research and Education (CARE). Among many roles at Stanford, he also serves on the HumBio Curriculum Committee, Advisory Board for Stanford Introductory Studies (SIS), and VPUE Undergraduate Advisory Council. In September 2022, he was appointed to a 3-year term as Assistant Vice Provost for Academic Well-being in the Office of the Vice Provost of Undergraduate Education (VPUE).

He is a Distinguished Fellow of the American Academy of Child & Adolescent Psychiatry (AACAP), and former Co-chair of the AACAP Committee on Schools. He is a member of the Board of Directors of Project Safety Net Palo Alto, the Advisory Boards of the National Center on School Mental Health (NCSMH) and the Jed Foundation, and a member of the Student Mental Health Policy Workgroup for the State of California. He has been the recipient of numerous awards in teaching and public service, most recently The Polymath Award (2021), given for excellence across multiple mission areas of the Stanford University Department of Psychiatry & Behavioral Sciences.

Professor Joshi’s scholarly work focuses on school mental health, suicide prevention in school settings, cultural aspects of pediatric health, doctor-parent-teacher collaboration in medical care, and well-being promotion in youth and young adults. He is the lead author of the K12 Toolkit for Mental Health Promotion and Suicide Prevention used by the California Department of Education, and co-editor of the recent book Partnerships for Mental Health: A Guide to Community and Academic Collaboration [Philadelphia, Springer (2015)].
His current book project is an international collaboration with Professor Andrés Martin (Yale), Thinking About Prescribing: The Psychology of Psychopharmacology with Diverse Youth & Families [Wash DC Amer Psychiatric Press, Inc (2022)], which examines the relational and psychotherapeutic aspects of medication treatment.

Clinical Focus


  • School Mental Health
  • Cultural Issues in Medicine and Education
  • Suicide Prevention
  • Therapeutic Alliance in Pediatric Health
  • Wellbeing Promotion in Youth and Young Adults
  • Child and Adolescent Psychiatry
  • Faculty Development in Postgraduate Medical Education

Academic Appointments


Administrative Appointments


  • Emeritus Program Director, Klingenstein Medical Student Program in Child & Adolescent Mental Health, Stanford University (2020 - Present)
  • Faculty Advisory Committee, Gardner Center for Youth & their Communities, Graduate School of Education, Stanford University (2020 - Present)
  • Faculty Associate, Center for Asian Health Research and Education (CARE), Stanford University (2020 - Present)
  • Faculty Steering Committee, Center for Comparative Studies in Race and Ethnicity (CCSRE), Stanford University (2020 - 2021)
  • Human Biology ( HUMBIO) Curriculum Committee, Stanford University (2019 - Present)
  • Undergraduate Advisory Council, Office of the Vice Provost for Undergraduate Education, Stanford University (2019 - Present)
  • Organizational Liaison, Executive Council on School Health, American Academy of Pediatrics (2017 - Present)
  • IntroSem Advisory Board, Stanford University (2016 - Present)
  • Co-chair, Workgroup on Consultation and Feedback, American Assocation of Directors of Psychiatric Residency Training (AADPRT) (2016 - 2019)
  • Faculty Research Fellow, Center for Comparative Studies in Race and Ethnicity (CCSRE), Stanford University (2016 - 2017)
  • Councilor-at-Large, American Academy of Child & Adolescent Psychiatry (AACAP) (2015 - 2018)
  • Affiliate Faculty, Center for Comparative Studies in Race and Ethnicity (CCSRE) (2013 - Present)
  • Chair, Child & Adolescent Psychiatry Caucus, American Association of Directors of Psychiatric Residency Training (AADPRT) (2013 - 2016)
  • Associate Chair: Education Leadership & Integration Committee, Stanford Department of Psychiatry & Behavioral Sciences (2013 - 2015)
  • Co-chair, Schools Committee, American Academy of Child & Adolescent Psychiatry (AACAP) (2012 - Present)
  • Director of Training, Division of Child & Adolescent Psychiatry (2003 - Present)
  • Director of School Mental Health Services, Division of Child & Adolescent Psychiatry, and Lucile Packard Children's Hospital (2000 - Present)

Honors & Awards


  • The Polymath Award for Excellence across Multiple Mission Areas, Stanford University Department of Psychiatry and Behavioral Sciences (2021)
  • The Roberts Award for Inspirational Mentorship in Academic Psychiatry, The Association for Academic Psychiatry (2018)
  • The Award for Excellence as a Career Role Model, Graduating Fellows 2018; Div of Child & Adolescent Psychiatry; Stanford Univ School of Medicine (2018)
  • The Tall Tree Award, for Exceptional Civic Contributions and Service to the Community, The City of Palo Alto Chamber of Commerce (2018)
  • The Nancy C.A. Roeske Award for Excellence in Teaching Medical Students, American Psychiatric Association (2017)
  • The Sidney Berman Award for the School-based Study of Learning Disorders and Mental Illness, American Academy of Child & Adolescent Psychiatry (2016)
  • Distinguished Fellow, American Academy of Child & Adolescent Psychiatry (2015)
  • The Irma Bland Award for Excellence in Teaching Residents and Fellows, American Psychiatric Association (2013-2014)
  • The Award for Outstanding Seminar Series, Stanford School of Medicine, Division of Child & Adolescent Psychiatry (2014)
  • Honorary Service Award (Suicide Prevention and Health Promotion), Palo Alto Unified School District PTA Council, and California State Assembly (2012)
  • Member, American College of Psychiatrists (2012)
  • The Mental Health Provider Hero Award, Santa Clara County Mental Health Board (2012)
  • The Unsung Hero Award, Stanford University Department of Psychiatry and Behavioral Sciences (2012)
  • Outstanding Faculty Award, San Mateo County Hospital General Psychiatry Training Program (2011, 2006)
  • Award of Distinction for Inspired Mentorship, Committee on Medical Students and Residents, American Academy of Child & Adolescent Psychiatry (2011)
  • Community Partnerships Award (with Project Safety Net), Stanford University (2011)
  • Outstanding Mentor Award, American Academy of Child & Adolescent Psychiatry (2009)
  • Teaching Scholar: Harvard-Macy Institute, American Academy of Child & Adolescent Psychiatry; Harvard Medical School (January 2007-May 2008)
  • Award for Excellence in Teaching, Stanford University Division of Child & Adolescent Psychiatry (June 2005)
  • Future Leaders in Psychiatry, Emory University (April 2004)

Boards, Advisory Committees, Professional Organizations


  • Faculty, National Coordinating Office, SAMHSA: MHTTC network (Mental Health Technology Transfer Centers) (2019 - Present)
  • Advisory Board, The Jed Foundation (2020 - Present)
  • Advisory Board, National Center for School Mental Health (NCSMH) (2018 - Present)
  • Board of Directors, Project Safety Net, Palo Alto (2020 - Present)
  • Panel Member, CA State Superintendent's Student Mental Health Policy Work Group (2012 - Present)
  • Panel Member, Communications Work Group, Santa Clara County Suicide Prevention Oversight Committee (SPOC) (2020 - Present)
  • Executive Committee, Health Care Alliance for Response to Adolescent Depression (HEARD) (2009 - Present)
  • Liaison (AACAP Schools Committee), AAP (American Academy of Pediatrics) Council on School Health Executive Committee (2017 - 2021)
  • Liaison (AACAP Schools Committee), American Academy of Child & Adolescent Psychiatry (AACAP) Training & Education Committee (2018 - 2021)
  • Co-Chair, Schools Committee, American Academy of Child & Adolescent Psychiatry (2012 - 2021)
  • Steering Committee, Project Safety Net, Palo Alto (2009 - 2019)
  • Co-Chair, Data Work Group, Santa Clara County Suicide Prevention Oversight Committee (2012 - 2019)

Professional Education


  • Medical Education: Baylor College of Medicine (1993) TX
  • Residency: Albert Einstein College of Medicine (1998) NY
  • Residency: Albert Einstein College of Medicine (1995) NY
  • Internship: Albert Einstein College of Medicine (1994) NY
  • Board Certification: American Board of Psychiatry and Neurology, Child and Adolescent Psychiatry (2002)
  • Board Certification: American Board of Psychiatry and Neurology, Psychiatry (2001)
  • Bachelor of Science, University of Texas @ Austin, Psychology (1988)

Community and International Work


  • Student Mental Health Policy Workgroup, Sacramento

    Topic

    K-12 School Mental Health Policy

    Partnering Organization(s)

    State Superintendent of Public Instruction, Cal MHSA,

    Populations Served

    All California Youth, ages 5-19

    Location

    California

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • Suicide Prevention Oversight Committee, Santa Clara County

    Topic

    Data Wkgrp Co-chair

    Partnering Organization(s)

    Santa Clara County

    Populations Served

    Santa Clara County

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    No

  • Cognitive Behavioral Intervention for Trauma in Schools (CBITS) in SFUSD, San Francisco Unified School District

    Topic

    Structured group psychotherapy intervention

    Partnering Organization(s)

    SRI, Int'l; UCLA; US Dept. of Education

    Populations Served

    Middle school children at 8 schools in SFUSD

    Location

    Bay Area

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

  • HEARD Alliance (Healthcare Alliance Response to Adolescent Depression)

    Topic

    Access to care, stigma reduction, mental health education,

    Partnering Organization(s)

    LPCH, PAMF, many other local primary care and mental health providers

    Location

    Bay Area

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

  • Project Safety Net

    Topic

    City of Palo Alto-Palo Alto Unified School District Community Task Force on Suicide Prevention

    Partnering Organization(s)

    Lucile Packard Children's Hospital, AFSP

    Populations Served

    Students in PAUSD and neighboring school districts

    Location

    Bay Area

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

  • School Mental Health Consultation Service, Palo Alto, East Palo Alto, Mountain View, Los Altos, San Jose, San Francisco

    Topic

    School Psychiatry

    Partnering Organization(s)

    Achievekids, EPA Acad HS, Palo Alto Unif Sch Dist, MtnView-Los Altos Sch Dist

    Populations Served

    Children, teens, and young adults with developmental disabilities

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

Research Interests


  • Adolescence
  • Child Development
  • Diversity and Identity
  • Higher Education
  • Immigrants and Immigration
  • Leadership and Organization
  • Parents and Family Issues
  • Poverty and Inequality
  • Professional Development
  • Psychology
  • Race and Ethnicity
  • Religion
  • Social and Emotional Learning
  • Special Education
  • Teachers and Teaching

Current Research and Scholarly Interests


Dr. Joshi's teaching and research focuses on increasing knowledge and effectiveness of school mental health, youth wellbeing, positive psychology, pediatric psychotherapy and medication interventions. Areas of study include: the therapeutic alliance in medical care, structured psychotherapy interventions, cultural issues in pediatrics, wellbeing promotion and suicide prevention in schools settings, and faculty development in graduate medical education.

All Publications


  • High School Educator Training by Simulation to Address Emotional and Behavioral Concerns in School Settings: A Randomized Study. Journal of technology in behavioral science Albright, G., Fazel, M., Khalid, N., McMillan, J., Hilty, D., Shockley, K., Joshi, S. 2022: 1-13

    Abstract

    The purpose of this study is to examine the impact of an online virtual human role-play simulation in teaching high school educators and staff to identify, talk to, and if necessary, refer students in psychological distress to support services. High school educators (N=31,144) from 43 US states and 5 American territories completed a baseline survey and then randomly assigned to a wait-list control or treatment group. Participants in the treatment group completed the training simulation which included active learning strategies to teach evidenced-based communication strategies such as motivational interviewing to build skills and shift attitudes. Immediately after the training, treatment group participants completed a post-survey and then a 3-month follow-up survey. Baseline and post-surveys included the validated gatekeeper behavior scale measures which assess attitudinal constructs that predict helping behaviors. Self-reported helping behaviors were collected at baseline from both groups and at the 3-month follow-up for the treatment group. The treatment group participants' post and follow-up data were compared to the control group's baseline measures. The treatment group post-training scores were significantly higher (p<.001) than the control group's baseline scores for all gatekeeper behavior scale attitudinal constructs of preparedness, likelihood, and self-efficacy to engage in helping behaviors. A teacher subsample reported significant increases (p<.001) in the number of students referred to mental health support services when compared to baseline measures of the control group. Role-play simulations hold promise in teaching educators to become the "eyes and ears" of student mental health by empowering them to identify students in psychological distress, engage them in effective conversations about their concerns, and if necessary, make a referral to behavioral health support services. Future studies need to implement measures that document students entering counseling as a result of self-reported referrals and examine the impact of the training on the overall mental health culture within schools. Such studies could lead to simulations being widely adopted to support public health initiatives that address student mental health and wellness.

    View details for DOI 10.1007/s41347-022-00243-9

    View details for PubMedID 35372668

  • The Tool for Evaluating Media Portrayals of Suicide (TEMPOS): Development and Application of a Novel Rating Scale to Reduce Suicide Contagion. International journal of environmental research and public health Sorensen, C. C., Lien, M., Harrison, V., Donoghue, J. J., Kapur, J. S., Kim, S. H., Tran, N. T., Joshi, S. V., Patel, S. G. 2022; 19 (5)

    Abstract

    Research suggests that media adherence to suicide reporting recommendations in the aftermath of a highly publicized suicide event can help reduce the risk of imitative behavior, yet there exists no standardized tool for assessing adherence to these standards. The Tool for Evaluating Media Portrayals of Suicide (TEMPOS) allows media professionals, researchers, and suicide prevention experts to assess adherence to the recommendations with a user-friendly, standardized rating scale. An interdisciplinary team of raters constructed operational definitions for three levels of adherence to each of the reporting recommendations and piloted the scale on a sample of articles to assess reliability and clarify scale definitions. TEMPOS was then used to evaluate 220 news articles published during a high-risk period following the suicide deaths of two public figures. Post-hoc analyses of the results demonstrated how data produced by TEMPOS can be used to inform research and public health efforts, and inter-rater reliability analyses revealed substantial agreement across raters and criteria. A novel, wide-reaching, and practical approach to suicide prevention, TEMPOS allows researchers, suicide prevention professionals, and media professionals to study how adherence varies across contexts and can be used to guide future efforts to decrease the risk of media-induced suicide contagion.

    View details for DOI 10.3390/ijerph19052994

    View details for PubMedID 35270688

  • Psychological Distress and Mental Health Service Utilization Disparities in Disaggregated Asian American Populations, 2006-2018 Asian American Journal of Psychology Balaraman, K. K., Dan, S., Ortega, N., Srinivasan, M., Joshi, S. V. 2022

    View details for DOI 10.1037/aap0000294

  • Oppositional Defiant Disorder Pediatrics in Review Lopez, J. D., Joshi, S. V., Daniels, W. 2022; in press
  • Obsessive-Compulsive Disorder Pediatrics in Review Hasassri, E., Joshi, S. V., Zalpuri, I. 2022; in press
  • Child and Adolescent Psychiatry Fellowship Program Participation in the National Resident Matching Program Match: Trends and Implications for Recruitment. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Williamson, E., Shoemaker, E., Kim, A., Joshi, S., Lewis, A. L., Vandekar, S., Zalpuri, I., Kerlek, A. 2021

    Abstract

    OBJECTIVE: Recruitment is one of the most important missions for the Child and Adolescent Psychiatry (CAP) Caucus of the American Association of Directors of Psychiatric Residency Training, the American Academy of Child and Adolescent Psychiatry, and the American Association of Directors of Child and Adolescent Psychiatry. A review of the National Resident Matching Program (NRMP) Match data is needed to inform current and future practices.METHODS: The NRMP, Accreditation Council for Graduate Medical Education, and Association of American Medical College databases were queried from 1996 to 2021.RESULTS: The NRMP data show that the number of programs participating in the Match has increased from 87 in 1996 to 106 in 2021 and that the percentage of programs that fill their positions in the Match is increasing and has increased from 41% in 1996 to 67% in 2021. However, each year, a percentage of programs do not fill their positions offered in the Match. The numbers indicate a surplus of positions for the number of applicants that appears to be increasing, and there are currently 49 more positions than applicants.CONCLUSIONS: Trends in the CAP Match are encouraging, and importantly, more programs and applicants are using the Match. One concerning trend is the surplus of positions while there is a great need for child psychiatrists. More research is needed on the incentives for programs and applicants to participate in the Match and how to increase interest in child and adolescent psychiatry.

    View details for DOI 10.1007/s40596-021-01546-4

    View details for PubMedID 34854071

  • Collaboration with Schools and School-Based Health Centers. Child and adolescent psychiatric clinics of North America Ryst, E., Joshi, S. V. 2021; 30 (4): 751-765

    Abstract

    Since the early 1900s when school-based health services were first introduced, models of school-based health have evolved toward comprehensive and integrated models that include mental health. New and innovative models of Comprehensive Mental Health Systems offer a range of prevention and intervention strategies that are delivered across collaborative systems of community and school-based mental health. Studies of school-based health services indicate positive outcomes in health, mental health, and education. Child and adolescent psychiatrists can work with schools by providing direct service, consultation, and technical assistance to increase access, improve health equity, and optimize mental health outcomes for all youth.

    View details for DOI 10.1016/j.chc.2021.07.004

    View details for PubMedID 34538446

  • Child and Adolescent Psychiatry Fellowship Program Participation in the National Resident Matching Program Match: Trends and Implications for Recruitment Academic Psychiatry Williamson, E., Shoemaker, E., Kim, A., Joshi, S. V., Lewis, A. L., Vandekar, S., Zalpuri, I., Kerlek, A. J. 2021; in press
  • Participation of Children and Adolescents in Live Crisis Drills and Exercises PEDIATRICS Schonfeld, D. J., Melzer-Lange, M., Hashikawa, A. N., Gorski, P. A., Council Children Disasters, Council Injury Violence Poison Pre, Council Sch Hlth 2020; 146 (3)

    Abstract

    Children and adolescents should be included in exercises and drills to the extent that their involvement advances readiness to meet their unique needs in the event of a crisis and/or furthers their own preparedness or resiliency. However, there is also a need to be cautious about the potential psychological risks and other unintended consequences of directly involving children in live exercises and drills. These risks and consequences are especially a concern when children are deceived and led to believe there is an actual attack and not a drill and/or for high-intensity active shooter drills. High-intensity active shooter drills may involve the use of real weapons, gunfire or blanks, theatrical makeup to give a realistic image of blood or gunshot wounds, predatory and aggressive acting by the individual posing to be the shooter, or other means to simulate an actual attack, even when participants are aware that it is a drill. This policy statement outlines some of the considerations regarding the prevalent practice of live active shooter drills in schools, including the recommendations to eliminate children's involvement in high-intensity drills and exercises (with the possible exception of adolescent volunteers), prohibit deception in drills and exercises, and ensure appropriate accommodations during drills and exercises based on children's unique vulnerabilities.

    View details for DOI 10.1542/peds.2020-015503

    View details for Web of Science ID 000562996900041

    View details for PubMedID 32839245

  • Increasing Access to Mental Health Services Through Reduction of Stigma. Pediatrics Beers, N., Joshi, S. V. 2020

    View details for DOI 10.1542/peds.2020-0127

    View details for PubMedID 32434762

  • An Exploratory Survey of Career Choice, Training, and Practice Trends in Early Career Child and Adolescent Psychiatrists and Fellows. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Mann, A., Tarshis, T., Joshi, S. V. 2020

    Abstract

    A pilot survey was created to sample early career child and adolescent psychiatrists (CAPs) and fellows to identify factors contributing to recruitment, satisfaction, and general practice trends.A 44-item survey was developed based on a previous study of early career CAPs and discussion at an early career forum. Participants were recruited at a professional meeting and through emails sent to all 125 US training program directors.Only 184 out of 2209 responses were received. Approximately two-thirds were female and one-third had completed fellowship. Most decided to pursue a career in child psychiatry during medical school and expected full time salaries between $175,000 and $250,000 after fellowship. Forty-five percent owed more than $150,000 in educational debt. The top reasons for pursuing a career in child psychiatry included the following: working with children, working in an interesting field, and helping society. Males (x = 85.7, SD 22.9) compared with females (x = 77.5, SD 25.3) were more interested in pursuing full time work. A higher proportion of participants were confident in prescribing medications (x = 79.9, SD 17.1) compared with providing psychotherapy (X = 63.3, SD 23.9).The vast majority of early career CAPs were recruited during medical school, motivated by altruistic reasons, and rated high confidence in their career choice despite significant student loan debt. Training directors should consider increasing competency in psychotherapeutic skills. Early child psychiatry exposure and a means of addressing physician debt are needed to improve recruitment to this specialty.

    View details for DOI 10.1007/s40596-019-01167-y

    View details for PubMedID 31900876

  • Low-Resource Project-Based Interprofessional Development with Psychiatry Faculty. The Psychiatric clinics of North America Shoemaker, E. Z., Myint, M. T., Joshi, S. V., Hilty, D. M. 2019; 42 (3): 413–23

    Abstract

    Projects done in interprofessional groups can foster faculty development with minimal resources beyond what is already available at the university or medical center. Each project can yield multiple "wins" in individual faculty growth while meeting the needs of academic medical centers. These projects can build collaborative skills and a sense of community among faculty, trainees, and staff. The combination of low costs, high yields, and improvements in team skills make these approaches appealing and sustainable in resource-constrained medical centers. The authors describe 4 sample projects and their teams, needed resources, and outcomes.

    View details for DOI 10.1016/j.psc.2019.05.011

    View details for PubMedID 31358121

  • Improving Health and Safety at Camp PEDIATRICS Ambrose, M. J., Walton, E. A., Lerner, M., De Pinto, C., Baum, M., Beers, N., Bode, S., Gibson, E. J., Gorski, P., Kjolhede, C., O'Leary, S. C., Schumacher, H., Weiss-Harrison, A., Council Sch Hlth 2019; 144 (1)

    Abstract

    The American Academy of Pediatrics has created recommendations for health appraisal and preparation of young people before participation in day, resident, or family camps and to guide health and safety practices at camp. These recommendations are intended for parents and families, primary health care providers, and camp administration and health center staff. Although camps have diverse environments, there are general guidelines that apply to all situations and specific recommendations that are appropriate under special conditions. This policy statement has been reviewed and is supported by the American Camp Association and Association of Camp Nursing.

    View details for DOI 10.1542/peds.2019-1355

    View details for Web of Science ID 000479007500048

    View details for PubMedID 31209160

  • Teaching Well-Being: From Kindergarten to Child Psychiatry Fellowship Programs. Child and adolescent psychiatric clinics of North America Rettew, D. C., Satz, I., Joshi, S. V. 2019; 28 (2): 267–80

    Abstract

    Psychiatric training for medical students, residents, and fellows can integrate well-being principles to improve mental health. From preschool to college, principles of wellness and health promotion are increasingly prevalent and are showing promising results. Courses on happiness and well-being have been embraced at colleges and universities. Well-being is now a required component of child and adolescent psychiatry training. Training residents and fellows in emotional and behavioral well-being requires incorporation into clinical supervision and the overall culture and infrastructure of the training program.

    View details for PubMedID 30832957

  • The Use of Technology by Youth: Implications for Psychiatric Educators ACADEMIC PSYCHIATRY Joshi, S. V., Stubbe, D., Li, S. T., Hilty, D. M. 2019; 43 (1): 101–9
  • The Link Between School Attendance and Good Health PEDIATRICS Allison, M. A., Attisha, E., Lerner, M., De Pinto, C., Beers, N., Gibson, E. J., Gorski, P., Kjolhede, C., O'Leary, S. C., Schumacher, H., Weiss-Harrison, A., Allison, M., Ancona, R., Holmes, B., Okamoto, J., Young, T., Chang, H., Seeley, K., Adkins, S., Combe, L., Johnson, V., Joshi, S., Fekaris, N., Grant, L., Kataoka, S., Leonard, S., Guinn-Jones, M., Domain, S., Council Sch Hlth 2019; 143 (2)

    Abstract

    More than 6.5 million children in the United States, approximately 13% of all students, miss 15 or more days of school each year. The rates of chronic absenteeism vary between states, communities, and schools, with significant disparities based on income, race, and ethnicity. Chronic school absenteeism, starting as early as preschool and kindergarten, puts students at risk for poor school performance and school dropout, which in turn, put them at risk for unhealthy behaviors as adolescents and young adults as well as poor long-term health outcomes. Pediatricians and their colleagues caring for children in the medical setting have opportunities at the individual patient and/or family, practice, and population levels to promote school attendance and reduce chronic absenteeism and resulting health disparities. Although this policy statement is primarily focused on absenteeism related to students' physical and mental health, pediatricians may play a role in addressing absenteeism attributable to a wide range of factors through individual interactions with patients and their parents and through community-, state-, and federal-level advocacy.

    View details for DOI 10.1542/peds.2018-3648

    View details for Web of Science ID 000457458700053

    View details for PubMedID 30835245

  • Developmental approaches to professional development. Psychiatric Clinics of North America Teshima, J., Seritan, A., Joshi, S. V., Hilty, D. 2019; 42 (3): 375-387
  • School-Based Interventions for Pediatric-Onset Mood Disorders CLINICAL HANDBOOK FOR THE DIAGNOSIS AND TREATMENT OF PEDIATRIC MOOD DISORDERS Joshi, S. V., Jassim, N., Singh, M. K. 2019: 457–83
  • Guest Editors' Introduction to Special Issue on Advancing our Understanding of Suicide among Asian Americans Asian American Journal of Psychology Leong, F. T., Chu, J., Joshi, S. V. 2019; 9 (4): 247-251
  • Summer support in SBHC’s for students with mental health need needs over the summer AAP Council on School Health News Joshi, S. V., Ladegard, K. 2019
  • Youth Depression in School Settings: Assessment, Interventions, and Prevention. Child and adolescent psychiatric clinics of North America Joshi, S. V., Jassim, N. n., Mani, N. n. 2019; 28 (3): 349–62

    Abstract

    In this article, the authors make a compelling case that all clinicians who treat youth with depressive disorders should embrace strategies to engage with school staff to best serve their patients in the classroom. Because these disorders have a high incidence in the school population (13% of US teens experienced at least 1 major depressive episode in 2016), this can affect learning, social interactions, and classroom engagement. Several approaches are highlighted for assessment of depressive symptoms, intervention and treatment in school settings, and prevention strategies, including depression education curricula and programs promoting subjective well-being, such as positive psychology and mindfulness.

    View details for PubMedID 31076113

  • Hidden Suicidal Ideation or Intent Among Asian American Pacific Islanders: A Cultural Phenomenon Associated With Greater Suicide Severity ASIAN AMERICAN JOURNAL OF PSYCHOLOGY Chu, J., Lin, M., Akutsu, P. D., Joshi, S. V., Yang, L. H. 2018; 9 (4): 262–69

    View details for DOI 10.1037/aap0000134

    View details for Web of Science ID 000453232100003

  • Recognizing and Referring Children with Posttraumatic Stress Disorder: Guidelines for Pediatric Providers. Pediatrics in review Wilson, H. W., Joshi, S. V. 2018; 39 (2): 68–77

    View details for PubMedID 29437126

  • Social media/networking as part of e-behavioral health and psychiatric education: competencies, teaching methods, and implications. J Technology in Behav Sci Hilty, D. M., Zalpuri, I., Snowdy, C. E., Shoemaker, E. Z., Joshi, S. V., Mint, M. T., Liu, H. 2018
  • Statement Regarding the National Resident Matching Program Child and Adolescent Psychiatry Match: A Call to Uphold the Gentlepersons' Agreement ACADEMIC PSYCHIATRY Joshi, S. V., Stock, S., Adams, A., Gleason, M. M., Varley, C. K. 2016; 40 (3): 552-554

    View details for DOI 10.1007/s40596-015-0484-9

    View details for Web of Science ID 000376248800036

    View details for PubMedID 27020935

  • School-based Suicide Prevention: Content, Process, and the Role of Trusted Adults and Peers Child and Adolescent Psychiatric Clinics of North America Joshi, S. V., Hartley, S. N., Kessler, M., Barstead, M. 2015; 24 (2): 353-370
  • Does Early Mentorship in Child and Adolescent Psychiatry Make Difference? The Klingenstein Third-Generation Foundation Medical Student Fellowship Program ACADEMIC PSYCHIATRY Stein, J. A., Althoff, R., Anders, T., Davison, Y., Edwards, S., Frosch, E., Horst, R., Hudziak, J. J., Hunt, J., Josh, S. V., Kitts, R. L., Larson, J., Leckman, J., O'Brien, J., Lowenhaupt, E., Pruitt, D., Malloy, E., Martin, A., Partner, A., Sarles, R., Sikich, L., Wells, L., Kolevzon, A. 2013; 37 (5): 321-324

    Abstract

    OBJECTIVE There is a critical shortage of child and adolescent psychiatrists in the United States. Increased exposure, through mentorship, clinical experiences, and research opportunities, may increase the number of medical students selecting child and adolescent psychiatry (CAP) as a career choice. METHOD Between 2008 and 2011, 241 first-year participants of a program to increase exposure to CAP, funded by the Klingenstein Third-Generation Foundation (KTGF) at 10 medical schools completed baseline surveys assessing their opinions of and experiences in CAP, and 115 second-year participants completed follow-up surveys to reflect 1 year of experience in the KTGF Program. RESULTS Students reported significantly increased positive perception of mentorship for career and research guidance, along with perceived increased knowledge and understanding of CAP. CONCLUSIONS Results suggest that the KTGF Program positively influenced participating medical students, although future studies are needed to determine whether these changes will translate into more medical students entering the field of CAP.

    View details for Web of Science ID 000323916200007

    View details for PubMedID 24026370

  • Ethical issues in child & adolescent psychiatry Focus: The Journal of Lifelong Learning in Psychiatry Goldsmith MD, Joshi SV 2012; X (3): 315-320
  • Culture and Development in Children and Youth Child & Adolescent Psychiatric Clinics of North America Pumariega AJ, Joshi SV 2010; 19 (4): 661-680
  • Cultural issues in pediatric mental health (Collected volume of papers) Child & Adolescent Psychiatric Clinics of North America Joshi SV, Pumariega AJ (eds.) 2010; 19 (4; October)
  • Culturally adapted pharmacotherapy and the integrative formulation Child & Adolescent Psychiatric Clinics of North America Malik M, Lake J, Lawson W, Joshi SV 2010; 19 (4): 791-814
  • The supporting alliance in child and adolescent treatment: enhancing collaboration among therapists, parents, and teachers. American journal of psychotherapy Feinstein, N. R., Fielding, K., Udvari-Solner, A., Joshi, S. V. 2009; 63 (4): 319-344

    Abstract

    Research indicates that the therapeutic alliance between therapist and pediatric patient is most effective in the context of a productive supporting alliance--an alliance encompassing the network of relationships among therapists, parents and teachers. In this essay, we develop a model of the supporting alliance, arguing that the child's primary relationships with various parties (therapists, teachers, and parents) imply a set of secondary relationships among those parties (parent-therapist, therapist-teacher, parent-teacher). We review the literature on these secondary relationships, focusing on their nature and discussing the benefits of and obstacles to establishing productive collaborations in each case. We also describe three sorts of pathology that can afflict the supporting alliance as a whole, and discuss the importance of patient autonomy and therapist-patient confidentiality relative to the supporting alliance. Finally, we identify directions for future research and highlight implications for practice.

    View details for PubMedID 20131741

  • Subtypes of pediatric delirium: A treatment algorithm PSYCHOSOMATICS Karnik, N. S., Joshi, S. V., Paterno, C., Shaw, R. 2007; 48 (3): 253-257

    Abstract

    Delirium in adult populations of hospitalized patients has been well characterized into hyperactive, hypoactive, and mixed subtypes. The degree to which these subtypes apply to pediatric populations has yet to be fully demonstrated. In this case report, the authors present two cases of delirium that serve as examples of the hyperactive and hypoactive/mixed types and then discuss treatment. They find marked differences in the response of different delirium subtypes to haloperidol and risperidone and theorize as to the neurochemical pathways by which these pharmacological agents might work. This framework provides an algorithm for the treatment of pediatric delirium.

    View details for Web of Science ID 000246210400010

    View details for PubMedID 17478595

  • Teaching evidence-based psychotherapies CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA Thienemann, M., Joshi, S. V. 2007; 16 (1): 183-?

    Abstract

    Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.

    View details for DOI 10.1016/j.chc.2006.09.004

    View details for Web of Science ID 000243016300012

    View details for PubMedID 17141124

  • Psychiatric Medications for the Treatment of Pruritus Psychosomatic Medicine Shaw, R. J., Dayal, S., Good, J., Bruckner, A. L., Joshi, S. V. 2007; 69 (9)
  • Teamwork: The therapeutic alliance in pediatric pharmacotherapy CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA Joshi, S. V. 2006; 15 (1): 239-?

    Abstract

    All child psychiatrists' interactions with patients and families have important potential meanings, and the act of prescribing medication is no exception. As psychopharmacologic practice has increased in child psychiatry, facility with psychotherapeutic skills, such as establishing an alliance, identifying and treating symptoms, and promoting adherence must follow to enhance clinical outcomes. This article addresses the role of the therapeutic alliance in pediatric work, the psychologic implications of administering medications, developmental issues altering psychopharmacologic efforts, the role of the dual alliance (allying both patients and parents), and recommendations for clinical practice and further research.

    View details for DOI 10.1016/j.chc.2005.08.004

    View details for Web of Science ID 000234522400013

    View details for PubMedID 16321733

  • ADHD: Assessment and Treatment across the Lifespan American Society of Clinical Psychopharmacology (ASCPP) Model Psychopharmacology Curriculum, 4th ed., Glick I (ed.) Joshi SV 2006: 504.1-504.22
  • School Consultation and Intervention Handbook of Mental Health Interventions in Children and Adolescents: An Integrated Developmental Approach, Joshi SV 2004: 885-916
  • Psychostimulants, atomoxetine, and alpha-agonists in the treatment of ADHD Handbook of Mental Health Interventions in Children and Adolescents: An Integrated Developmental Approach, Joshi SV 2004: 258-287
  • Psychological aspects of pediatric medication management Handbook of Mental Health Interventions in Children and Adolescents: An Integrated Developmental Approach Joshi SV, Khanzode LA , Steiner H 2004: 465-481
  • Characteristics and perceived. needs of mothers with serious mental illness PSYCHIATRIC SERVICES Joseph, J. G., Joshi, S. V., Lewin, A. B., Abrams, M. 1999; 50 (10): 1357-1359

    Abstract

    This cross-sectional survey determined the prevalence of motherhood among severely mentally ill women hospitalized in an inner-city facility and examined the demographic characteristics and perceived needs of the 32 mothers who were identified. Slightly less than one-quarter of these mothers had seen their children within the last week, and only about 20 percent maintained full custody of their children. However, none of the respondents reported feeling that it was unimportant whether they continued mothering their children. Approximately half described needing help in dealing with their sadness about their children. The pilot data presented in this paper suggest that motherhood is common among severely mentally ill and hospitalized women and that issues relevant to mothering remain important to them.

    View details for Web of Science ID 000082941600017

    View details for PubMedID 10506308

  • Clinical Update for the Role of Child & Adolescent Psychiatrists in Schools Kataoka, S., Joshi, S. V., in press, A., et al American Acad of Child & Adol Psychiatry. Wash DC. 2022
  • MEETING CHILDREN "WHERE THEY ARE AT": MODELS FOR THE 21ST CENTURY SCHOOL-BASED MENTAL HEALTH CLINIC Alleyne, S., Biel, M. G., Joshi, S. V. ELSEVIER SCIENCE INC. 2019: S31
  • Children’s Participation in Live Crisis Drills and Exercises. Pediatrics Pediatrics Lerner, M., Committee on School Health, T. 2019; in press
  • School-based Health Centers and Pediatric Practice. Pediatrics Lerner and the Committee on School Health, M., et al 2019; in press
  • ADHD and Other Disorders of Attention Regulation Steiner H (ed.), Handbook of Developmental Psychiatry Steiner H, Stemmle P, Joshi SV, Patel P 2011: 271-315
  • America's New Kids Preface CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA Joshi, S. V., Pumariega, A. J. 2010; 19 (4): XV-XVII

    View details for DOI 10.1016/j.chc.2010.08.001

    View details for Web of Science ID 000284507200002

    View details for PubMedID 21056339

  • Medical assessment and laboratory testing in child and adolescent psychiatry Poustka F, Lehmkuhl D, Steiner H , eds: Lehrbuch der Kinder - und Jugendpsychiatrie. Traver D, Joshi SV 2008
  • Teaching about School Psychiatry American Academy of Child & Adolescent Psychiatry News Bostic JQ, Joshi SV 2007; February
  • The Resident as Teacher and Learner: Utilizing Principles of Adult Learning Theory American Academy of Child & Adolescent Psychiatry News Joshi SV, Hunt J 2007; December
  • Attention Deficit Hyperactivity Disorder Ferri's Clinical Advisor: Instant Diagnosis and Treatment Misakian AM, Louie A, McBurnett K, Joshi SV 2006
  • ADHD, growth deficits, and relationships to psychostimulant use. Pediatrics in review Joshi, S. V. 2002; 23 (2): 67-68

    View details for PubMedID 11826259

  • Fever and Acute Foot Pain in an 8-year Old Boy Emergency and Office Pediatrics Joshi SV 1996; 9: 92-94
  • The Berman Award Lecture: Cultural Considerations in School Mental Health-Lessons Learned From Diverse Settings American Academy of Child & Adolescent Psychiatry Annual Meeting 2016 Joshi, S. V. 2016