Misdiagnosed bipolar disorder in adolescents in a special educational school and treatment program

Background: Twelve adolescents found to be the most problematic, crisis prone, and treatment resistant were comprehensively reevaluated in the special educational day school and treatment program they were attending. This reevaluation took place over a 6-month period and was done to arrive upon a more comprehensive diagnostic understanding so that more relevant and effective treatment manures could be instituted. Method: The author conducted semistructured interviews with the adolescents on multiple occasions as the clinical situations warranted. All information available, recorded or otherwise, was comprehensively reviewed and reevaluated