Any of a group of mood disorders in which symptoms of mania and depression alternate. In the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM–5) the group includes primarily the following subtypes: bipolar I disorder, in which the individual fluctuates between episodes of mania or hypomania and major depressive episodes or experiences a mix of these: bipolar II disorder, in which the individual fluctuates between major depressive and hypomanic episodes; and cyclothymic disorder. (American Psychological Association online dictionary). Many early psychosis intervention programs, including EASA programs in Oregon, accept individuals who meet clinical criteria for Bipolar I Disorder with Psychotic Features.

A set of symptoms that contain possible risk factors for developing first episode psychosis. An individual must meet criteria for one of the three progressive Psychosis Risk Syndromes based on SIPS (Structured Interview for Psychosis Risk Syndrome) assessment by trained and certified SIPS interviewer (Woods et al, 2009).

A recovery-oriented treatment program for individuals with first episode psychosis (FEP) that utilizes a team approach and shared decision-making processes to assist individuals in reaching their goals. CSC-FEP includes therapy, medication management, family education and support, case management, education and/or work support, and family education and support based on the needs and preferences of the individual. CSC may include additional disciplines, including peer support, nursing, occupational therapy and others. The individual, their family members/supports, and the early psychosis intervention team works together to make treatment decisions (Azrin, 2019; Heinssen, 2014).

Recognizing and acknowledging one’s own implicit biases, a commitment to lifelong learning and reflection, awareness and responsiveness to cultural, racial, ethnic, and spiritual identities of young people and their family members and supports, and attempts to reduce power dynamics between provider and individual/family members/ supports (Tervalon & Murray-Garcia, 1998).

Tasks related to social, emotional, physical, and mental development occurring gradually that adolescents and young adults pass through in their transition to adulthood (Simpson, 2018).

Delay between onset of psychotic symptoms and entry into first episode psychosis (FEP) treatment or other effective treatment. Early identification, rapid referral, and engagement in FEP reduces duration of untreated psychosis and improves functional outcomes in individuals experiencing psychosis (Azrin, 2019).

Intervention to provide effective care to individuals as early as possible during the onset of symptoms. Early psychosis intervention is based on research showing positive correlation between duration of untreated psychosis and outcome; that it is possible to identify a proportion of those at high risk of developing psychosis; and that it may be possible to reduce the transition rate to illness through early intervention (McGorry & Killackey, 2002).

Practices and treatments supported by research, typically involving multiple randomized controlled trials.

“The way in which a person understands his or her illness experience, how psychological distress is experienced, labeled, caused, and cured all form part of this explanation. Although an explanatory model can reflect individual differences, it is heavily influenced by one’s sociocultural environment. Therefore, it may be internally consistent within an ethnic group. Benish et al.’s (2011) study highlights the importance of eliciting a group’s explanatory model and adapting treatment in accordance with it. In fact, understanding the client’s interpretation of symptoms—invariably influenced by the prevailing cultural interpretation—and providing treatment congruent with their explanatory model appears to be the “active ingredient” in culturally adapted treatment. (Patel & Hinton, 2017; Benish et al., 2011).

The early period (up to 5 years) after onset of symptoms of psychosis (Substance Abuse and Mental Health Services Administration, 2019).

Psychoeducation provides information about symptoms, illness, and treatment. Psychoeducation includes education about coping strategies and teaches problem-solving skills. Family psychoeducation in the form of single or multi-family groups can ease conflict and tension and help individuals recover (National Alliance on Mental Illness, 2020).

Personal knowledge gained through direct, first-hand involvement.

Services are based on the individual’s experience, strengths, goals, needs and culture as they understand them to be, and that the individual themselves is fully competent and capable of bringing about change in their life (Ackerman, 2019).

A condition that affects the brain's ability to organize, process, and express information. Symptoms of psychosis include: hallucinations (seeing, hearing, tasting, feeling, or smelling things that others do not), delusions (holding false personal beliefs that do not go away despite evidence or proof to the contrary), showing a loss of interest in activities, confused thinking, and/or disorganized speech (Substance Abuse and Mental Health Services Administration, 2019).

A process by which people who have a mental illness are able to work, learn, and participate fully in their communities (New Freedom Commission on Mental Health).

An uninterrupted illness featuring at some time a major depressive episode, manic episode, or mixed episode concurrently with characteristic symptoms of schizophrenia (e.g., delusions, hallucinations, disorganized speech, catatonic behavior) and, in the same period, delusions or hallucinations for at least 2 weeks in the absence of prominent mood symptoms. DSM–5 identifies the mood episodes only as either major depressive or manic and emphasizes that mood disturbances must be present for a majority of the time. Also called schizoaffective psychosis; schizoaffective schizophrenia (American Psychological Association, 2013).

The specific DSM-5 criteria for schizophrenia are as follows: The presence of 2 (or more) of the following, each present for a significant portion of time during a 1-month period (or less if successfully treated), with at least 1 of them being (1), (2), or (3): (1) delusions, (2) hallucinations, (3) disorganized speech, (4) grossly disorganized or catatonic behavior, and (5) negative symptoms. For a significant portion of the time since the onset of the disturbance, level of functioning in 1 or more major areas (eg, work, interpersonal relations, or self-care) is markedly below the level achieved before onset; when the onset is in childhood or adolescence, the expected level of interpersonal, academic or occupational functioning is not achieved. Continuous signs of the disturbance persist for a period of at least 6 months, which must include at least 1 month of symptoms (or less if successfully treated); prodromal symptoms often precede the active phase, and residual symptoms may follow it, characterized by mild or subthreshold forms of hallucinations or delusions (American Psychiatric Association, 2013).

Spectrum of disorders that includes schizophrenia, schizoaffective disorder, delusional disorder, schizotypal personality disorder, schizophreniform disorder, brief psychotic disorder, and psychosis associated with substance use or medical conditions (Bhati, 2013).

The process of involving young people (and if they wish, their support system) in making decisions about treatment options. Shared decision making requires Informed Consent. Shared decision making affirms youth autonomy and reinforces their self- determination.

Belief that each person does well with the right supports and opportunities. Utilization of approaches that reinforce and build on each individual and family’s unique strengths, beliefs, perspectives, worldviews, and culture (Sage, 2019).

All team members share ideas and collaborate to create integrated and comprehensive treatment goals and interventions for individuals in the program.

The process or a period of changing from one state or condition to another. In an early intervention for psychosis program, this is the period of time when the family, participants and supports prepare for the end of their time in the program. Transition planning in early psychosis intervention begins approximately 4-6 months prior to the end of participant’s time in the program.

There is not a common definition of Trauma-Informed Care despite the fact that there has been work in this field for years. A consensus definition combines several definitions from experts in the field: “Trauma-informed care is a strengths-based framework that is grounded in an understanding of and responsiveness to the impact of trauma, that emphasizes physical, psychological, and emotional safety for both providers and survivors, and that creates opportunities for survivors to rebuild a sense of control and empowerment.” (Hopper, Bassuk, & Olivet, 2010)