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Centers for Disease Control and Prevention

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Many children have fears and worries, and may feel sad and hopeless from time to time. Strong fears may appear at different times during development. For example, toddlers are often very distressed about being away from their parents, even if they are safe and cared for. Although fears and worries are typical in children, persistent or extreme forms of fear and sadness could be due to anxiety or depression. Because the symptoms primarily involve thoughts and feelings, they are called internalizing disorders.

Anxiety

When children do not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play activities, the child may be diagnosed with an anxiety disorder. Examples of different types of anxiety disorders include

Being very afraid when away from parents (separation anxiety)

Having extreme fear about a specific thing or situation, such as dogs, insects, or going to the doctor (phobias)

Being very afraid of school and other places where there are people (social anxiety)

Being very worried about the future and about bad things happening (general anxiety)

Having repeated episodes of sudden, unexpected, intense fear that come with symptoms like heart pounding, having trouble breathing, or feeling dizzy, shaky, or sweaty (panic disorder)

Anxiety may present as fear or worry, but can also make children irritable and angry. Anxiety symptoms can also include trouble sleeping, as well as physical symptoms like fatigue, headaches, or stomachaches. Some anxious children keep their worries to themselves and, thus, the symptoms can be missed.

Related conditions include Obsessive-Compulsive Disorder and Post Traumatic Stress Disorder.
Learn more about anxiety in childrenexternal icon
Depression

Occasionally being sad or feeling hopeless is a part of every child's life. However, some children feel sad or uninterested in things that they used to enjoy, or feel helpless or hopeless in situations they are able to change. When children feel persistent sadness and hopelessness, they may be diagnosed with depression.

Examples of behaviors often seen in children with depression include

Feeling sad, hopeless, or irritable a lot of the time

Not wanting to do or enjoy doing fun things

Showing changes in eating patterns - eating a lot more or a lot less than usual

Showing changes in sleep patterns - sleeping a lot more or a lot less than normal

Showing changes in energy - being tired and sluggish or tense and restless a lot of the time

Having a hard time paying attention

Feeling worthless, useless, or guilty

Showing self-injury and self-destructive behavior

Extreme depression can lead a child to think about suicide or plan for suicide. For youth ages 10-24 years, suicide is among the leading causes of death. Read about youth suicide prevention.external icon

Some children may not talk about their helpless and hopeless thoughts, and may not appear sad. Depression might also cause a child to make trouble or act unmotivated, causing others not to notice that the child is depressed or to incorrectly label the child as a trouble-maker or lazy.
Learn more about depression in childrenexternal icon
Treatment for anxiety and depression

The first step to treatment is to talk with a healthcare provider such as your child's primary care provider, or a mental health specialist, about getting an evaluation. The American Academy of Child and Adolescent Psychiatry (AACAP) recommends that healthcare providers routinely screen children for behavioral and mental health concerns. pdf icon [217 KB, 13 pages] external icon Some of the signs and symptoms of anxiety or depression in children could be caused by other conditions, such as trauma. Specific symptoms like having a hard time focusing could be a sign of attention-deficit/hyperactivity disorder (ADHD). It is important to get a careful evaluation to get the best diagnosis and treatment. Consultation with a health provider can help determine if medication should be part of the treatment. A mental health professional can develop a therapy plan that works best for the child and family. Behavior therapy includes child therapy, family therapy, or a combination of both. The school can also be included in the treatment plan. For very young children, involving parents in treatment is key. Cognitive-behavioral therapy is one form of therapy that is used to treat anxiety or depression, particularly in older children. It helps the child change negative thoughts into more positive, effective ways of thinking, leading to more effective behavior. Behavior therapy for anxiety may involve helping children cope with and manage anxiety symptoms while gradually exposing them to their fears so as to help them learn that bad things do not occur.

Treatments can also include a variety of ways to help the child feel less stressed and be healthier like nutritious food, physical activity, sufficient sleep, predictable routines, and social support.

Get help finding treatment

Here are tools to find a healthcare provider familiar with treatment options:

Managing Symptoms: Staying Healthy

Being healthy is important for all children and can be especially important for children with depression or anxiety. In addition to getting the right treatment, leading a healthy lifestyle can play a role in managing symptoms of depression or anxiety. Here are some healthy behaviors that may help:

Prevention of anxiety and depression

It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience trauma or stress, when they are maltreated, when they are bullied or rejected by other children, or when their own parents have anxiety or depression.

Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

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Anxiety and Depression in Children | CDC

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Many children have fears and worries, and may feel sad and hopeless from time to time. Strong fears may appear at different times during development. For example, toddlers are often very distressed about being away from their parents, even if they are safe and cared for.

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From Dr. Tamar Chansky Creator of Worrywisekids.org

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Depression & Mood Disorders - Child Mind Institute

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Resources on depression and mood disorders including indentifying signs of depression in children or teenagers and getting them help.

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National Institute of Mental Health (NIMH)

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Overview

There is a commonly held misconception that eating disorders are a lifestyle choice. Eating disorders are actually serious and often fatal illnesses that are associated with severe disturbances in people's eating behaviors and related thoughts and emotions. Preoccupation with food, body weight, and shape may also signal an eating disorder. Common eating disorders include anorexia nervosa, bulimia nervosa, and binge-eating disorder.

Signs and symptoms

Risk factors

Treatments and therapies

Join a study

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Learn about eating disorders, including types (e.g., anorexia nervosa, bulimia nervosa), signs and symptoms, risk factors, and treatments and therapies.

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By Mental Health First Aid USA on February 26, 2020

For up to 30 million people in the United States, thoughts and emotions related to body image are distorted and can interfere with a person's daily life as an eating disorder. And among those with eating disorders, less than a third received treatment for a mental health problem in the past 12 months.

But you can help. According to the MHFA curriculum, research has shown that the sooner treatment is started, the more likely the person is to recover from an eating disorder. As a Mental Health First Aider, you can use the knowledge and skills you've learned to recognize the signs and symptoms of an eating disorder and help those around you get the support they need as soon as possible.
How to Know if It's an Eating Disorder
Eating disorders can sometimes be difficult to recognize. A person with an eating disorder might be underweight, overweight or even normal weight. That's why it's important to know the signs and symptoms that may indicate someone is struggling:
How to Help Someone With an Eating Disorder
If you suspect someone is struggling with an eating disorder, Mental Health First Aid can help.

Mental Health First Aid teaches you to recognize the signs and symptoms of an eating disorder and how to respond using the ALGEE Action Plan:

1. ASSESS for risk of suicide or harm: Before you approach the person, learn as much as you can about eating disorders by reading books and articles or gathering information from a reliable source, like an eating disorder support organization or health professional who specializes in nutrition. Approach the person in a private, quiet and comfortable space and discuss your concerns in an open and honest way. Try to use "I" statements that are not accusing, such as "I am worried about you."
If the person is experiencing an extreme level of crisis, suicidal thoughts or non-suicidal self-injury, call 911.

2. LISTEN nonjudgmentally: Listen to the person's concerns, as there might be issues in their life that need to be identified. Depression and anxiety may also be present.

3. GIVE reassurance and information: Try to provide support so that the person feels safe and secure enough to seek treatment or talk to someone else he or she trusts. Reassure them that people with eating disorders can get better and that just because previous attempts to get well may have failed, it doesn't mean they cannot get better this time. Encourage them to be proud of any positive steps.

4. ENCOURAGE appropriate professional help: Eating disorders are complex mental disorders, and people experiencing them often benefit from professional help. Offer to help the person get the help they need.
Keep in mind that if the person is very underweight, they may not be able to take responsibility for getting professional help, as an eating disorder can affect the person's ability to think clearly. If you have concerns the person has serious physical health consequences from an eating disorder, you should call emergency medical help and let the medical staff know that you suspect the person has an eating disorder.

5. ENCOURAGE self-help and other support strategies: You can suggest that the person surround themselves with supportive people and organizations that provide support. Self-help books based on cognitive behavioral therapy (CBT) can also work for bulimia and binge eating disorders. It is best to work through these books under the guidance of a therapist, but there is also benefit in using the books as self-help.

To learn more about how to help someone who is struggling with an eating disorder, take a Mental Health First Aid course. The course will teach you how to identify, understand and respond to signs and symptoms of an eating disorder. With the right information and resources, we can support each other and #BeTheDifference in times of need.

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How to Help Someone with an Eating Disorder

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For up to 30 million people in the United States, thoughts and emotions related to body image are distorted and can interfere with a person's daily life as an eating disorder. And among those with eating disorders, less than a

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Overview

Bipolar disorder, formerly called manic depression, is a mental health condition that causes extreme mood swings that include emotional highs (mania or hypomania) and lows (depression).

When you become depressed, you may feel sad or hopeless and lose interest or pleasure in most activities. When your mood shifts to mania or hypomania (less extreme than mania), you may feel euphoric, full of energy or unusually irritable. These mood swings can affect sleep, energy, activity, judgment, behavior and the ability to think clearly.

Episodes of mood swings may occur rarely or multiple times a year. While most people will experience some emotional symptoms between episodes, some may not experience any.

Although bipolar disorder is a lifelong condition, you can manage your mood swings and other symptoms by following a treatment plan. In most cases, bipolar disorder is treated with medications and psychological counseling (psychotherapy).
Bipolar disorder care at Mayo Clinic
Symptoms

There are several types of bipolar and related disorders. They may include mania or hypomania and depression. Symptoms can cause unpredictable changes in mood and behavior, resulting in significant distress and difficulty in life.

Bipolar I disorder. You've had at least one manic episode that may be preceded or followed by hypomanic or major depressive episodes. In some cases, mania may trigger a break from reality (psychosis).

Bipolar II disorder. You've had at least one major depressive episode and at least one hypomanic episode, but you've never had a manic episode.

Cyclothymic disorder. You've had at least two years - or one year in children and teenagers - of many periods of hypomania symptoms and periods of depressive symptoms (though less severe than major depression).

Other types. These include, for example, bipolar and related disorders induced by certain drugs or alcohol or due to a medical condition, such as Cushing's disease, multiple sclerosis or stroke.

Bipolar II disorder is not a milder form of bipolar I disorder, but a separate diagnosis. While the manic episodes of bipolar I disorder can be severe and dangerous, individuals with bipolar II disorder can be depressed for longer periods, which can cause significant impairment.

Although bipolar disorder can occur at any age, typically it's diagnosed in the teenage years or early 20s. Symptoms can vary from person to person, and symptoms may vary over time.

Mania and hypomania

Mania and hypomania are two distinct types of episodes, but they have the same symptoms. Mania is more severe than hypomania and causes more noticeable problems at work, school and social activities, as well as relationship difficulties. Mania may also trigger a break from reality (psychosis) and require hospitalization.

Both a manic and a hypomanic episode include three or more of these symptoms:

Abnormally upbeat, jumpy or wired

Increased activity, energy or agitation

Exaggerated sense of well-being and self-confidence (euphoria)

Decreased need for sleep

Unusual talkativeness

Racing thoughts

Distractibility

Poor decision-making - for example, going on buying sprees, taking sexual risks or making foolish investments

Major depressive episode

A major depressive episode includes symptoms that are severe enough to cause noticeable difficulty in day-to-day activities, such as work, school, social activities or relationships. An episode includes five or more of these symptoms:

Depressed mood, such as feeling sad, empty, hopeless or tearful (in children and teens, depressed mood can appear as irritability)

Marked loss of interest or feeling no pleasure in all - or almost all - activities

Significant weight loss when not dieting, weight gain, or decrease or increase in appetite (in children, failure to gain weight as expected can be a sign of depression)

Either insomnia or sleeping too much

Either restlessness or slowed behavior

Fatigue or loss of energy

Feelings of worthlessness or excessive or inappropriate guilt

Decreased ability to think or concentrate, or indecisiveness

Thinking about, planning or attempting suicide

Other features of bipolar disorder

Signs and symptoms of bipolar I and bipolar II disorders may include other features, such as anxious distress, melancholy, psychosis or others. The timing of symptoms may include diagnostic labels such as mixed or rapid cycling. In addition, bipolar symptoms may occur during pregnancy or change with the seasons.

Symptoms in children and teens

Symptoms of bipolar disorder can be difficult to identify in children and teens. It's often hard to tell whether these are normal ups and downs, the results of stress or trauma, or signs of a mental health problem other than bipolar disorder.

Children and teens may have distinct major depressive or manic or hypomanic episodes, but the pattern can vary from that of adults with bipolar disorder. And moods can rapidly shift during episodes. Some children may have periods without mood symptoms between episodes.

The most prominent signs of bipolar disorder in children and teenagers may include severe mood swings that are different from their usual mood swings.

When to see a doctor

Despite the mood extremes, people with bipolar disorder often don't recognize how much their emotional instability disrupts their lives and the lives of their loved ones and don't get the treatment they need.

And if you're like some people with bipolar disorder, you may enjoy the feelings of euphoria and cycles of being more productive. However, this euphoria is always followed by an emotional crash that can leave you depressed, worn out - and perhaps in financial, legal or relationship trouble.

If you have any symptoms of depression or mania, see your doctor or mental health professional. Bipolar disorder doesn't get better on its own. Getting treatment from a mental health professional with experience in bipolar disorder can help you get your symptoms under control.

When to get emergency help

Suicidal thoughts and behavior are common among people with bipolar disorder. If you have thoughts of hurting yourself, call 911 or your local emergency number immediately, go to an emergency room, or confide in a trusted relative or friend. Or contact a suicide hotline. In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. Services are free and confidential.

If you have a loved one who is in danger of suicide or has made a suicide attempt, make sure someone stays with that person. Call 911 or your local emergency number immediately. Or, if you think you can do so safely, take the person to the nearest hospital emergency room.

Causes

The exact cause of bipolar disorder is unknown, but several factors may be involved, such as:

Biological differences. People with bipolar disorder appear to have physical changes in their brains. The significance of these changes is still uncertain but may eventually help pinpoint causes.

Genetics. Bipolar disorder is more common in people who have a first-degree relative, such as a sibling or parent, with the condition. Researchers are trying to find genes that may be involved in causing bipolar disorder.

Risk factors

Factors that may increase the risk of developing bipolar disorder or act as a trigger for the first episode include:

Having a first-degree relative, such as a parent or sibling, with bipolar disorder

Periods of high stress, such as the death of a loved one or other traumatic event

Drug or alcohol abuse

Complications

Left untreated, bipolar disorder can result in serious problems that affect every area of your life, such as:

Problems related to drug and alcohol use

Suicide or suicide attempts

Legal or financial problems

Damaged relationships

Poor work or school performance

Co-occurring conditions

If you have bipolar disorder, you may also have another health condition that needs to be treated along with bipolar disorder. Some conditions can worsen bipolar disorder symptoms or make treatment less successful. Examples include:

Anxiety disorders

Eating disorders

Attention-deficit/hyperactivity disorder (ADHD)

Alcohol or drug problems

Physical health problems, such as heart disease, thyroid problems, headaches or obesity

Prevention

There's no sure way to prevent bipolar disorder. However, getting treatment at the earliest sign of a mental health disorder can help prevent bipolar disorder or other mental health conditions from worsening.

If you've been diagnosed with bipolar disorder, some strategies can help prevent minor symptoms from becoming full-blown episodes of mania or depression:

Pay attention to warning signs. Addressing symptoms early on can prevent episodes from getting worse. You may have identified a pattern to your bipolar episodes and what triggers them. Call your doctor if you feel you're falling into an episode of depression or mania. Involve family members or friends in watching for warning signs.

Avoid drugs and alcohol. Using alcohol or recreational drugs can worsen your symptoms and make them more likely to come back.

Take your medications exactly as directed. You may be tempted to stop treatment - but don't. Stopping your medication or reducing your dose on your own may cause withdrawal effects or your symptoms may worsen or return.

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Bipolar disorder causes extreme mood swings that include emotional highs (mania or hypomania) and lows (depression).

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National Institute of Mental Health (NIMH)

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Overview

Bipolar disorder (formerly called manic-depressive illness or manic depression) is a mental illness that causes unusual shifts in a person's mood, energy, activity levels, and concentration. These shifts can make it difficult to carry out day-to-day tasks.

There are three types of bipolar disorder. All three types involve clear changes in mood, energy, and activity levels. These moods range from periods of extremely "up," elated, irritable, or energized behavior (known as manic episodes) to very "down," sad, indifferent, or hopeless periods (known as depressive episodes). Less severe manic periods are known as hypomanic episodes.

Bipolar I disorder is defined by manic episodes that last for at least 7 days (nearly every day for most of the day) or by manic symptoms that are so severe that the person needs immediate medical care. Usually, depressive episodes occur as well, typically lasting at least 2 weeks. Episodes of depression with mixed features (having depressive symptoms and manic symptoms at the same time) are also possible. Experiencing four or more episodes of mania or depression within 1 year is called "rapid cycling."

Bipolar II disorder is defined by a pattern of depressive episodes and hypomanic episodes. The hypomanic episodes are less severe than the manic episodes in bipolar I disorder.

Cyclothymic disorder (also called cyclothymia) is defined by recurring hypomanic and depressive symptoms that are not intense enough or do not last long enough to qualify as hypomanic or depressive episodes.

Sometimes a person might experience symptoms of bipolar disorder that do not match the three categories listed above, and this is referred to as "other specified and unspecified bipolar and related disorders."

Bipolar disorder is often diagnosed during late adolescence (teen years) or early adulthood. Sometimes, bipolar symptoms can appear in children. Although the symptoms may vary over time, bipolar disorder usually requires lifelong treatment. Following a prescribed treatment plan can help people manage their symptoms and improve their quality of life.

Signs and symptoms

Risk factors

Treatments and therapies

Join a study

Unless otherwise specified, the information on our website and in our publications is in the public domain and may be reused or copied without permission. However, you may not reuse or copy the images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

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Learn about bipolar disorder, including signs and symptoms, types, risk factors, how it is diagnosed, and potential treatments and therapies.

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Home - ADDA - Attention Deficit Disorder Association

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Empowering adults with adhd to live their best lives A Different Brain Requires a Different Approach Whether you're newly diagnosed, wondering if you have ADHD, or simply ready to take charge of your life - we're here to help. Have ...

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Strategies for Learning and Teaching | National Council for Special Education - CPD and In-School Support

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Strategies for Learning and Teaching | National Council for Special Education - CPD and In-School Support

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Working to deliver a better special education service

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Conduct Disorder: Diagnosis and Treatment in Primary Care 

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Conduct Disorder: Diagnosis and Treatment in Primary Care 

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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Obsessive-compulsive disorder (OCD) and related disorders involve both intense thoughts or worries and repetitive behaviors to alleviate them.

Some children realize that their obsessive beliefs are not realistic, and some are convinced that they are true.

OCD is very treatable with behavioral therapy and sometimes medication.

OCD Basics

Quick Guide to Obsessive-Compulsive Disorder (OCD)

Complete Guide to OCD

OCD: It’s Like a Bully in Your Brain

Mental Compulsions and “Pure O” OCD

Video: OCD and Internal Compulsions

The Pain of Hiding OCD

OCD in School

Teacher’s Guide to OCD

What Does OCD Look Like in the Classroom?

What Teachers Should Know About OCD

How Teachers Can Help Kids With OCD

Explore Popular Topics

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OCD & Related Disorders - Child Mind Institute

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Obsessive-compulsive disorder (OCD) and related disorders involve both intense thoughts or worries and repetitive behaviors to alleviate them.

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Eating & Eating Disorders - Child Mind Institute

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Resources on eating disorders and other eating challenges, including anorexia, bulimia, binge eating and picky eating.

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Behavior Problems - Child Mind Institute

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Resources on children’s behavior problems, from causes to common patterns to strategies for improving behavior.

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Resources on ADHD and attention problems in children and how to help kids with ADHD thrive, at school and at home, at different ages.

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School and Community Programs - Child Mind Institute

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The School and Community Programs team brings evidence-based mental health care to high-need school communities.

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UNSTUCK: an OCD kids movie Official Trailer

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Kids, teens and adults with Obsessive Compulsive Disorder (OCD) are looking for help. They need help handling the symptoms, harmful obsessions, intrusive thoughts and constant rituals.

To uncover what OCD is, and what it isn’t UNSTUCK: an OCD kids movie focuses on a different group of OCD experts: kids. 

By documenting six unique stories, UNSTUCK shows the complexity of this mental health disorder that affects 1 in 200 kids. Most importantly, it allows these resilient kids and teenagers to share how they faced their fears and regained control over their lives. 

Watch instanstly: http://ocdkidsmovie.com/familypurchase
Educational Purchase: https://www.newday.com/film/unstuck-ocd-kids-movie

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Counseling Movies: Films that Illustrate Mental Health - Unseen Footprints

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Are you a counselor or studying to be one? Here are some counseling movies to check out that illustrate issues in mental health and how counselors are perceived in our society!

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Credit: Julius-Maximilians-Universität Würzburg, JMU

An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection.

Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body. They are trapped in a vicious circle, as the fear of new contamination returns quickly after washing. Sufferers see no way out. They are even incapable of changing their behaviour when the excessive washing has led to skin irritation or damage.

Around two percent of the general population suffer from some kind of obsessive-compulsive disorder (OCD) at least once in their life. The disorder is characterised by persistent intrusive thoughts which the sufferers try to compensate for by repetitive ritualized behaviour.

Like depression, eating disorders and other mental diseases, OCD is treated with antidepressants. However, the drugs are non-specific, that is they are not tailored to the respective disease. Therefore, scientists have been looking for new and better targeted therapies that have fewer side effects.
Missing protein triggers urge to wash
Professor Kai Schuh from the Institute of Physiology at the Julius-Maximilians-Universität (JMU) Würzburg (Germany) and his team explore the underlying causes of obsessive-compulsive disorder in collaboration with the JMU's Departments of Psychiatry and Neurology.

"We were able to show in mouse models that the absence of the protein SPRED2 alone can trigger an excessive grooming behaviour," Schuh says. He believes that this finding is crucial as no clear trigger for this type of disorder has been identified until now. Previous research pointed to multiple factors being responsible for developing OCD.

Occurring in all cells of the body, the protein SPRED2 is found in particularly high concentrations in regions of the brain, namely in the basal ganglia and the amygdala. Normally, the protein inhibits an important signal pathway of the cell, the so-called Ras/ERK-MAP kinase cascade. When it is missing, this signal pathway is more active than usual.
Hyperactive signal cascade in the brain
"It is primarily the brain-specific initiator of the signal pathway, the receptor tyrosine kinase TrkB, that is excessively active and causes the overshooting reaction of the downstream components", biologist Dr. Melanie Ullrich explains.

Administering an inhibitor to attenuate the overactive signal cascade in the animal model improves the obsessive-compulsive symptoms. Moreover, the JMU research team was able to treat the OCD with an antidepressant, similarly to standard therapy in humans. Their detailed results have been published in the journal Molecular Psychiatry.
New targets for therapies pinpointed
"Our study delivers a valuable new model that allows the disease mechanisms to be investigated and new therapy options for obsessive-compulsive disorders to be tested," Professor Schuh says.

The recently discovered link between OCDs and the Ras/ERK-MAP kinase cascade also opens up new targets for therapy. Drugs that inhibit this cascade are already available and some of them are approved for human treatment.

According to Melanie Ullrich, these are cancer drugs, as overactivation of the Ras/ERK-MAP kinase cascade is also a frequent trigger of cancer: "So we are wondering whether such drugs could also be effective in the treatment of obsessive-compulsive disorders and whether they are beneficial in terms of side effects."

More information: M Ullrich et al. OCD-like behavior is caused by dysfunction of thalamo-amygdala circuits and upregulated TrkB/ERK-MAPK signaling as a result of SPRED2 deficiency, Molecular Psychiatry (2017). DOI: 10.1038/mp.2016.232

Provided by Julius-Maximilians-Universität Würzburg

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An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection. Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body.

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Obsessive Compulsive Disorder · Profile

What is it?

OCD is a type of anxiety disorder. With OCD, obsessions and worries preoccupy thoughts. Someone with OCD feels strong urges to do certain things repeatedly - called rituals or compulsions - in order to eradicate thoughts and return their world to normal. Children use rituals to alleviate anxiety.

What causes it?

It is currently believed that OCD is linked to blocked serotonin levels in the brain. This sends out false danger messages which the brain cannot filter out causing the person to feel unrealistic fear. OCD can run in families.

Incidence

Approximately 1 in 200 students have a diagnosis of OCD yet others will display tendencies.

Medical Considerations

Adolescents with OCD commonly have obsessions including germs, neatness, numbers and fear of harm. Compulsions include hand washing, cleaning, double-checking, ordering or arranging objects. Possible signs of OCD can include:

raw, chapped hands from constant washing

holes erased through test papers and homework

a persistent fear of illness

OCD is common in students with Tourette Syndrome and Asperger's Syndrome.

Treatment should be sought if the rituals take up more than an hour each day, causes distress and interferes with daily activities.

Characteristics

The anxiety or worry is so strong that a child feels like he or she must perform the task or dwell on the thought to the point where it interferes with everyday life. Repetition is "required" by the student to neutralize the uncomfortable feeling. While this may work in the short term, the rituals may actually worsen the severity of the OCD long-term.

OCD can become an ordeal for the child and their families and can be very time-consuming. OCD can create feelings of shame, embarrassment and low self-esteem. Students might have difficulties with attention or concentration because of the intrusive thoughts. OCD is common in students with Tourette Syndrome, Asperger's Syndrome, ADHD and depression.

Support

Obsessive-compulsive behavior is not something that a child can stop by trying harder. OCD is a disorder and is not something kids can control or have caused themselves.

Further Information

It is important to support a student undergoing treatment by being patient and recognising that the OCD is the problem and NOT the child.

Obsessive Compulsive Disorder · Educational

Lesson Preparation & Materials

Give the child a choice of projects.

Teaching Strategies

Break homework into chunks to help students with perfectionist tendencies to avoid feeling overwhelmed.

Access Books on tape so that students can get meaning without obsessing over every word.

If rewriting/erasing is really problematic for a child, assignments can be typed instead of handwritten.

Avoid reading out aloud as students who feel they need to read perfectly may have to go back and reread sentences or whole paragraphs over and over to make sure they've got them right.

Feedback & Assessment

If the student is taking medication during the school day, discuss with the parents possible side effects.

Do not assume a student's difficulties or frustrations in school are due entirely to OCD. If the student still has academic difficulty or is reluctant to attend school, consider an assessment for other learning issues.

Adjust the homework load to prevent the child from becoming overwhelmed. Academic stressors, along with other stresses, aggravate symptoms. Suggest that the student change the sequence of homework problems (for example, if fears related to odd-numbers, start with even-numbered problems ) Allow the child to tape record homework if the child cannot touch writing materials.

Students with OCD do better, be less overwhelmed, more in control of their thoughts and of their reactions under separate supervision. Extend time for tests and papers if perfectionist writing traits are a problem.

Provide extra time for transitions and for completing assignments. Starting school work and finishing work in the appropriate time frame may be difficult. Waive or extend time limits and make a quiet location available for test-taking, if needed.

Keep in mind that persistent, repetitive thoughts may interfere with the student's ability to concentrate, which may affect many school activities, from following directions and completing assignments to paying attention in class.

Obsessive Compulsive Disorder · Pastoral

Classroom Management

If the school is noisy you might have them sit in the front, where they're less able to hear the noise.

Negotiate reasonable expectations for transitions. When a child with OCD refuses to follow directions it anxiety rather than intentional oppositionality.

If the student insists on certain OCD rituals at school, work with him or her to identify less intrusive rituals (e.g., tapping one desk rather than tapping every desk).

Be aware of triggering events. Fatigue is a huge piece of OCD, and it can be exacerbated by medication. Therefore, if a child is drowsy in class, it may not be because they're being oppositional or disrespectful, but may be overwhelmed with fatigue.

Plan an escape route: Develop plan between child and teacher without interrupting the class.

Accommodate late arrival due to symptoms at home.

Plan for transitions between grade levels and different schools. Find out about the student's strengths, interests and needs, symptoms and successful strategies.

Watch for signs of social isolation or withdrawal. Work with other school staff to identify difficult or stressful situations for the student. Collaboratively develop strategies to reduce the student's stress. Enlisting the student in this task will foster the student's ability to solve problems.

Learn as much as you can about how OCD may affect learning and social and emotional well-being. Reading, asking questions and talking to qualified professionals will build your understanding and help you make decisions to support the student's success at school.

Anticipate school avoidance if there are unresolved social and/or academic problems.

Check in on arrival to see if the child can succeed in certain classes that day.

With permission, it may help to explain in non-judgmental terms what and OCD is and feels like.

A buddy is like a peer coach who sits next to the child and prompts him to keep up with note-taking and staying on task. This is great for fostering friendship.

Assist with peer interactions in order to alleviate concerns for both the child and peers.

Irritability and frustration are two things that students with OCD feel daily. Prepare students for transitions.

Peers & SLSOs

Seat student away from peers if ritualised behaviours may be distracting or embarrassing.

The student's unusual behaviours may be distressing to peers. Misunderstandings may lead to clashes between peers. Help peers respond to unusual behaviours.

Checklist

Have I...

Considered alternative marking scales which are non-numerical?

Discussed successful strategies with the Learning Support Team?

Included suggested time limits for sections of activities?

Developed subtle signals between student and teacher?

Arranged for special provisions in assessment tasks - separate supervision?

Create a Personalised Planning Checklist Get Started

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Obsessive Compulsive Disorder - Teaching for Inclusion

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OCD is a type of anxiety disorder. With OCD, obsessions and worries preoccupy thoughts. Someone with OCD feels strong urges to do certain things repeatedly - called rituals or compulsions - in order to eradicate thoughts and return their world to normal. Children use rituals to alleviate anxiety.

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More than just naughty kids: Getting to know Conduct Disorder

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MENTAL HEALTH for KIDS | Miss Ellis 💜 #mentalhealthforkids

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Definition

Students with emotional disorders are a very heterogeneous group with a wide range of issues that are unique to each individual. However, there are some key characteristics that are used to define this disability category, mostly relating to issues of personal identity and emotional well-being. An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. Students with emotional disorders typically have a very difficult time maintaining personal relationships with others, and these personal problems lead to physical symptoms in time. If the student has difficulty learning, but there is no intellectual or sensory cause of this difficulty, then an emotional disorder may be to blame. This disability category does include some mental illnesses such as schizophrenia.

It should be noted that one or more of the previously mentioned characteristics has to be present for an extended period of time, and must have a negative impact on the student's academic performance before being considered an emotional disorder. Signs of an emotional disorder need to be taken seriously, as they can lead to physical aggression and self-injurious behavior. However, care must also be taken to recognize the difference between emotional disturbance and general teenage angst. There are as many causes of emotional disturbance in children as there are children in this category, but they can generally be divided into either biological causes, environmental causes, or a combination of the two.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 7.7%, or 461,055 students, received special education services based on a classification of emotional disturbance. However, within this group of 461,055 students, there was a definite disproportionally between gender, race and socioeconomic background. African-American students were far more likely to be diagnosed as emotionally disturbed than white students, reflecting possible race bias in this category. Research has pointed to a direct correlation between low income status and emotional disorders, but the exact reasons for this correlation are unknown.

Characteristics

Each student with an emotional disturbance will have characteristics that are unique to that individual. However, these students will all share deficits in three specific areas, namely emotional development, behavioral development, and cognitive development.

These students may have specific emotional characteristics/conditions such as anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, and schizophrenia. Not addressing any one of these disorders with the appropriate support system could have potentially tragic results. Behavioral characteristics of an emotional disorder include externalizing behavior and conversely internalizing behavior. The former can result in problem behavior and physical aggression while the latter results in depression and anxiety. Finally, students with emotional disorders have a number of academic issues as well, and each year half of the students in this category drop out of school entirely.

One intriguing possible contributing factor to emotional disturbance can be found in deficits in communication. An estimated 71% of students with emotional disorders also have expressive and receptive language disorders that impact their ability to understand and communicate with peers and adults.

Impact on Learning

Students with emotional disorders can be found at every level of cognitive functioning, but the majority of these students tend to have low average intelligence. Most achieve below grade level in academic achievement, with the greatest deficits in both math and spelling. Many have a coexisting learning disability of some type. Students that exhibit externalizing behaviors are at the greatest risk for continued deficits in academic functioning. Students with emotional disorders are less likely to attend post-secondary school than students in many other disability categories. An effective educational program for students with emotional disorders will provide emotional and behavioral supports that foster the replacement of problem behaviors with more appropriate behaviors. Positive behavior support systems are one especially effective strategy to achieve this goal, as are the implementation of wraparound services.

Teaching Strategies

Wraparound planning is a collaborative process that has shown great promise in supporting students with emotional disorders, both in research and in more practical application. This planning process brings all of the involved service providers (i.e., adult rehabilitation services, mental health services, guidance counselor) and individuals together to create a natural support system that is founded on the strengths of the individual student and the community in which that student lives. The family is an integral part of this process, and the overall goal is to devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention.

Generally, academic achievement and problem behaviors often go hand-in-hand for students with emotional disorders. To put this another way, the more difficulty they have with a classroom task, the more likely that maladaptive behavior will result. Supporting the academic performance of these students will thus have the added benefit of decreasing externalizing and internalizing behaviors. Best practices for students with emotional disorders are often best practices for all students. A strategy such as allowing students to choose between classroom tasks, for example, is an effective way to decrease problem behaviors in general. Consistent and specific praise is also a great technique to utilize with all students in the classroom, but can be particularly effective with students with emotional disorders.

It is very important to not make assumptions about any family of a child with an emotional disorder. Many emotional disorders have an organic cause, and the parents of the child may well be loving and supportive in every way. However, some of these students have indeed been abused in some fashion in their young lives, and this too can be a cause of emotional or behavioral issues. Trust can be a very large issue for these children. Forming a relationship with these students that is built on empathy, trust, and mutual respect can often be the solution to many problem behaviors, and can have a lasting impact of the emotional development of the child.

Assistive Technology

Some modification in instruction will be necessary to allow a student with an emotional disorder to demonstrate mastery in a number of academic areas, and most especially in the area of writing. Word processing software can be an excellent supplementary aid for these students, allowing them to edit and revise their work as they produce it. These programs can strengthen spelling skills and writing cohesion simply by making the writing process easier overall. Of particular benefit are word processing programs that read the text as it is typed, providing an additional audio cue for the student.

Organizations

There are a number of excellent organizations that can help support classroom instruction for students with emotional and behavioral disabilities. The information presented in this module is intended as just a very brief description of emotional disorder and its impact on learning. Much more in-depth information and instructional strategies can be accessed through the following organizations:

American Academy of Child and Adolescent Psychiatry

The AACAP (American Academy of Child and Adolescent Psychiatry) is the leading national professional medical association dedicated to treating and improving the quality of life for children, adolescents, and families affected by these disorders. Composed of over 7,500 child and adolescent psychiatrists and other interested physicians, its members actively research, evaluate, diagnose, and treat psychiatric disorders and pride themselves on giving direction to and responding quickly to new developments in addressing the health care needs of children and their families.

Public Information Office
3615 Wisconsin Ave., NW
Washington, DC 20016-3007

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

5262 University of Oregon
Eugene, OR 97403-5262

Email: pbis@oregon.uregon.edu
Web: www.pbis.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Federation of Families for Children's Mental Health

This organization is dedicated exclusively to helping children with mental health needs and their families achieve a better quality of life. They provide leadership to develop and sustain a nationwide network of family-run organizations; focus the passion and cultural diversity of our membership to be a potent force for changing how systems respond to children with mental health needs and their families; help policy-makers, agencies, and providers become more effective in delivering services and supports that foster healthy emotional development for all children.

1101 King Street, Suite 420
Alexandria, VA 22314

Email: ffcmh@ffcmh.org
Web: www.ffcmh.org

National Alliance for the Mentally Ill (NAMI)

NAMI is the National Alliance on Mental Illness, the nation's largest grassroots organization for people with mental illness and their families. NAMI is dedicated to the eradication of mental illnesses and to the improvement of the quality of life for persons of all ages who are affected by mental illnesses. NAMI members and friends work to fulfill our mission by providing support, education, and advocacy.

Colonial Place Three
2107 Wilson Boulevard, Suite 300
Arlington, VA 22203-3754

Web: www.nami.org

Mental Health America

Mental Health America is dedicated to helping ALL people live mentally healthier lives. They work to fulfill this mission by education the public about ways to preserve and strengthen mental health; advocating for access to effective care; fostering innovation in research, practice, services and policy; and providing support to individuals and families.

2001 N. Beauregard Street, 12th Floor
Alexandria, VA 22311

Web: www.nmha.org

National Mental Health Information Center

The National Mental Health Information Center was developed for users of mental health services and their families, the general public, policy makers, providers, and the media. They provide free information about mental health via a toll-free number, their website, and more than 600 publications.

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

National Dissemination Center for Children with Disabilities (2004). Fact Sheet 5. Retrieved February 1, 2008 from www.nichcy.org/pubs/factshe/fs5txt.htm.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Students with emotional disorders typically have a hard time maintaining relationships, and these personal problems may lead to physical symptoms in time.

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Overview

Schizophrenia is a serious mental disorder in which people interpret reality abnormally. Schizophrenia may result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior that impairs daily functioning, and can be disabling.

People with schizophrenia require lifelong treatment. Early treatment may help get symptoms under control before serious complications develop and may help improve the long-term outlook.

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Symptoms

Schizophrenia involves a range of problems with thinking (cognition), behavior and emotions. Signs and symptoms may vary, but usually involve delusions, hallucinations or disorganized speech, and reflect an impaired ability to function. Symptoms may include:

Delusions. These are false beliefs that are not based in reality. For example, you think that you're being harmed or harassed; certain gestures or comments are directed at you; you have exceptional ability or fame; another person is in love with you; or a major catastrophe is about to occur. Delusions occur in most people with schizophrenia.

Hallucinations. These usually involve seeing or hearing things that don't exist. Yet for the person with schizophrenia, they have the full force and impact of a normal experience. Hallucinations can be in any of the senses, but hearing voices is the most common hallucination.

Disorganized thinking (speech). Disorganized thinking is inferred from disorganized speech. Effective communication can be impaired, and answers to questions may be partially or completely unrelated. Rarely, speech may include putting together meaningless words that can't be understood, sometimes known as word salad.

Extremely disorganized or abnormal motor behavior. This may show in a number of ways, from childlike silliness to unpredictable agitation. Behavior isn't focused on a goal, so it's hard to do tasks. Behavior can include resistance to instructions, inappropriate or bizarre posture, a complete lack of response, or useless and excessive movement.

Negative symptoms. This refers to reduced or lack of ability to function normally. For example, the person may neglect personal hygiene or appear to lack emotion (doesn't make eye contact, doesn't change facial expressions or speaks in a monotone). Also, the person may lose interest in everyday activities, socially withdraw or lack the ability to experience pleasure.

Symptoms can vary in type and severity over time, with periods of worsening and remission of symptoms. Some symptoms may always be present.

In men, schizophrenia symptoms typically start in the early to mid-20s. In women, symptoms typically begin in the late 20s. It's uncommon for children to be diagnosed with schizophrenia and rare for those older than age 45.

Symptoms in teenagers

Schizophrenia symptoms in teenagers are similar to those in adults, but the condition may be more difficult to recognize. This may be in part because some of the early symptoms of schizophrenia in teenagers are common for typical development during teen years, such as:

Withdrawal from friends and family

A drop in performance at school

Trouble sleeping

Irritability or depressed mood

Lack of motivation

Also, recreational substance use, such as marijuana, methamphetamines or LSD, can sometimes cause similar signs and symptoms.

Compared with schizophrenia symptoms in adults, teens may be:

Less likely to have delusions

More likely to have visual hallucinations

When to see a doctor

People with schizophrenia often lack awareness that their difficulties stem from a mental disorder that requires medical attention. So it often falls to family or friends to get them help.

Helping someone who may have schizophrenia

If you think someone you know may have symptoms of schizophrenia, talk to him or her about your concerns. Although you can't force someone to seek professional help, you can offer encouragement and support and help your loved one find a qualified doctor or mental health professional.

If your loved one poses a danger to self or others or can't provide his or her own food, clothing, or shelter, you may need to call 911 or other emergency responders for help so that your loved one can be evaluated by a mental health professional.

In some cases, emergency hospitalization may be needed. Laws on involuntary commitment for mental health treatment vary by state. You can contact community mental health agencies or police departments in your area for details.

Suicidal thoughts and behavior

Suicidal thoughts and behavior are common among people with schizophrenia. If you have a loved one who is in danger of attempting suicide or has made a suicide attempt, make sure someone stays with that person. Call 911 or your local emergency number immediately. Or, if you think you can do so safely, take the person to the nearest hospital emergency room.

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Causes

It's not known what causes schizophrenia, but researchers believe that a combination of genetics, brain chemistry and environment contributes to development of the disorder.

Problems with certain naturally occurring brain chemicals, including neurotransmitters called dopamine and glutamate, may contribute to schizophrenia. Neuroimaging studies show differences in the brain structure and central nervous system of people with schizophrenia. While researchers aren't certain about the significance of these changes, they indicate that schizophrenia is a brain disease.

Risk factors

Although the precise cause of schizophrenia isn't known, certain factors seem to increase the risk of developing or triggering schizophrenia, including:

Having a family history of schizophrenia

Some pregnancy and birth complications, such as malnutrition or exposure to toxins or viruses that may impact brain development

Taking mind-altering (psychoactive or psychotropic) drugs during teen years and young adulthood

Complications

Left untreated, schizophrenia can result in severe problems that affect every area of life. Complications that schizophrenia may cause or be associated with include:

Suicide, suicide attempts and thoughts of suicide

Anxiety disorders and obsessive-compulsive disorder (OCD)

Depression

Abuse of alcohol or other drugs, including nicotine

Inability to work or attend school

Financial problems and homelessness

Social isolation

Health and medical problems

Being victimized

Aggressive behavior, although it's uncommon

Prevention

There's no sure way to prevent schizophrenia, but sticking with the treatment plan can help prevent relapses or worsening of symptoms. In addition, researchers hope that learning more about risk factors for schizophrenia may lead to earlier diagnosis and treatment.

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Schizophrenia is a serious mental disorder in which people interpret reality abnormally. Schizophrenia may result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior that impairs daily functioning, and can be disabling. People with schizophrenia require lifelong treatment.

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Videos6

In 1967, Susanna Kaysen had a headache and chased a bottle of aspirin with a bottle of vodka. This landed her in the mental institution, Claymoore. Here she is diagnosed, by Dr. Melvin Potts, with borderline personality disorder. When she arrives at Claymoore, she is greeted by Nurse Valerie Owens and shown round the woman's ward. Here she meets Georgina Tuskin, a pathological liar who is fixated with The Wizard of Oz; Polly Clark, a childlike schizophrenic; Janet Webber, a sardonic anorexic patient; Daisy Randone, a girl who won't let anyone in her room, and only eats her father's chicken; and Lisa Rowe, a sociopath who controls the other patients, and makes lives hard for the nurses at Claymoore. Through the movie, Lisa gains and loses control over Susanna and we see how bad she really can be. The movie's ending shows Susanna being released from Claymoore after an 18-month stay. How does Susanna take back her control? This movie battles subjects such as mental heath, abuse, self-harm and suicide.

What is the streaming release date of Girl, Interrupted (1999) in Japan?

Answer

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Videos6 In 1967, Susanna Kaysen had a headache and chased a bottle of aspirin with a bottle of vodka. This landed her in the mental institution, Claymoore. Here she is diagnosed, by Dr. Melvin Potts, with borderline personality disorder. When she arrives at Claymoore, she is greeted by Nurse Valerie Owens and shown round the woman's ward.

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Growing up can be a bumpy road, and it's no exception for Riley, who is uprooted from her Midwest life when her father starts a new job in San Francisco. Like all of us, Riley is guided by her emotions - Joy, Fear, Anger, Disgust and Sadness. The emotions live in Headquarters, the control center inside Riley's mind, where they help advise her through everyday life. As Riley and her emotions struggle to adjust to a new life in San Francisco, turmoil ensues in Headquarters. Although Joy, Riley's main and most important emotion, tries to keep things positive, the emotions conflict on how best to navigate a new city, house and school.

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Inside Out: Directed by Pete Docter, Ronnie Del Carmen. With Amy Poehler, Phyllis Smith, Richard Kind, Bill Hader. After young Riley is uprooted from her Midwest life and moved to San Francisco, her emotions - Joy, Fear, Anger, Disgust and Sadness - conflict on how best to navigate a new city, house, and school.

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If you're someone who has (or suspects you have) an eating disorder, then I would certainly recommend that you give "Thin" a serious view.

This documentary certainly does open one's eye to how really critical this problem is in the USA, alone. It's estimated that eating disorders affect millions (especially teen-aged girls) all across the American nation, and beyond.

The one thing that I found to be on the somewhat ironic side of "Thin" was that a number of the employees (both men and women) who worked at the Renfrew Center (where a good portion of this documentary was filmed) were, indeed, grossly overweight. This, in turn, showed yet another form of eating disorder and greatly contrasted the super-thin look of the patients who were in residence there.

All-in-all - I found a good part of this documentary to be on the depressing side, and so, in the long run, I wasn't able to fully appreciate the grave message that it was trying to deliver.

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If you're someone who has (or suspects you have) an eating disorder, then I would certainly recommend that you give "Thin" a serious view. This documentary certainly does open one's eye to how really critical this problem is in the USA, alone.

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After a stint in a mental institution, former teacher Pat Solitano moves back in with his parents and tries to reconcile with his ex-wife. Things get more challenging when Pat meets Tiffany,... Read all After a stint in a mental institution, former teacher Pat Solitano moves back in with his parents and tries to reconcile with his ex-wife. Things get more challenging when Pat meets Tiffany, a mysterious girl with problems of her own. After a stint in a mental institution, former teacher Pat Solitano moves back in with his parents and tries to reconcile with his ex-wife. Things get more challenging when Pat meets Tiffany, a mysterious girl with problems of her own.

Videos7

Jennifer Lawrence Through the Years

People are saying that it's "offensive" and "too happy" to be real, and that surprises me. As someone who lives with mental illness (severe major depression with severe psychotic features), and was in psych ward for quite a while, I didn't find it offensive. I found it to be remarkably accurate in portraying some of my own struggles, with mind-dulling medications, unwanted outbursts, deep paranoia, odd tics, etc. that I have had for over ten years. As for the "overly happy" stuff? Too many movies and TV shows focus on being "dark" and "edgy", so I found it refreshing to see someone going through struggles being positive about it. I won't pretend to have had the most difficult life, but it hasn't been easy. I saw this movie a few months after I was released from psych ward (2016), and I can honestly say it gave me a bit of hope to find my own silver lining. The world needs more positivity.

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Silver Linings Playbook: Directed by David O. Russell. With Bradley Cooper, Jennifer Lawrence, Robert De Niro, Jacki Weaver. After a stint in a mental institution, former teacher Pat Solitano moves back in with his parents and tries to reconcile with his ex-wife. Things get more challenging when Pat meets Tiffany, a mysterious girl with problems of her own.

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Storyline

A clown fish named Marlin lives in the Great Barrier Reef and loses his son, Nemo, after he ventures into the open sea, despite his father's constant warnings about many of the ocean's dangers. Nemo is abducted by a boat and netted up and sent to a dentist's office in Sydney. While Marlin ventures off to try to retrieve Nemo, Marlin meets a fish named Dory, a blue tang suffering from short-term memory loss. The companions travel a great distance, encountering various dangerous sea creatures such as sharks, anglerfish and jellyfish, in order to rescue Nemo from the dentist's office, which is situated by Sydney Harbour. While the two are searching the ocean far and wide, Nemo and the other sea animals in the dentist's fish tank plot a way to return to the sea to live their lives free again. Written by David Morris

Details

Release Date:

30 May 2003 (USA)

Also Known As:

Finding Nemo 3D

Box Office

Budget:

$94,000,000 (estimated)

Opening Weekend USA:

$70,251,710, 1 June 2003

Cumulative Worldwide Gross:

$940,343,261

Company Credits

Technical Specs

See full technical specs "

Did You Know?

Trivia

The first Pixar film to not have bloopers since their first film, Toy Story (1995). See more "

Goofs

Bloat (Long Spined Porcupinefish/Diodon holacanthus) and Jacques (Cleaner Shrimp/Lysmata amboinensis) shouldn't be in the same tank because invertebrates are the Diodon holacanthus' main food. See more "

Quotes

Crazy Credits

During the end credits, Mike Wazowski (the one-eyed character from Monsters, Inc. (2001)) can be seen swimming across the screen while wearing scuba-diving equipment. See more "

Alternate Versions

In the 3D re-release the old Disney logo is replaced with the new Disney logo and the Pixar logo that was used in the 3D version of Up. These changes were also made in the 3D Blu-ray release (The regular Pixar logo is used in the 2012 DVD & 2D Blu-ray version). See more "

Soundtracks

User Reviews

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Directed by Andrew Stanton, Lee Unkrich. With Albert Brooks, Ellen DeGeneres, Alexander Gould, Willem Dafoe. After his son is captured in the Great Barrier Reef and taken to Sydney, a timid clownfish sets out on a journey to bring him home.

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7.3

Big

10/10

As Good as Romantic Comedies Get

"As Good As It Gets" boasts a splendid, delightful combination of wonderful, zesty acting and a remarkably bright and effective screenplay. Jack Nicholson is pitch-perfect as the obsessive-compulsive curmudgeon Melvin Udall, who possesses some of the strangest and most curious tendencies ever concocted by screenwriters; his Udall is so human, so heartfelt, so genuine, and so whimsical and Nicholson perfects him to such a degree that not a moment of his screen time is unwanted or uninteresting: in my valid opinion, this is Nicholson's best performance of his career, and one of the most reverent performances in film history. What an engaging, enthralling story: an troubled, insecure man helps a troubled, insecure waitress (troubled and insecure in different respects), and the two form an unlikely relationship from being distant acquaintances (Hunt even exclaims that Nicholson is crazy in their most uncomfortable moment in the film) to practical soul mates (Nicholson to Hunt: "I feel that I'm the only person that knows that you are the greatest woman alive"), through a series of misfortunes, self-explorations, and mutual bondings. Kinnear's character Simon has the distinct purpose in being both the bridge and the divider of Nicholson and Hunt's relationship, and he identifies with his character with compassion and understanding, as he has frequently been wronged throughout his existence. The most curious aspect to a story such as this, involving such unduly, diverse characters: a miserable recluse, a zesty, yet insecure waitress, and a sensitive and insightful, yet wronged homosexual, is that in their distinct differences, they share many of the same problems, and these problems eventually bring them all together, although hardly in a civilized manner. I appreciated practically every element in this wonderful, delightful masterpiece of exemplary romantic comedy, in its indelible acting (Oscars well deserved), its whimsical, touching screenplay (This was neons above "Good Will Hunting"'s quality) and its comforting morale, that despite all of the great odds in life which prevent us from being happy, we can perhaps find it within ourselves to take that one important step in reversing our fortunes, in "stopping with taking pills" and to allow our lives, and our desires to shine and be realized, as this story depicts life. The best romantic comedy, certainly the best film of 1997, and one of the greatest films of all time, "As Good As It Gets" succeeds in practically every entertaining and endearing cinematic respect. **** out of ****

CurtMan@LVCM.com

Oct 18, 2004

FAQ5

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What is the Hindi language plot outline for As Good as It Gets (1997)?

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As Good as It Gets: Directed by James L. Brooks. With Jack Nicholson, Helen Hunt, Greg Kinnear, Cuba Gooding Jr.. A single mother and waitress, a misanthropic author, and a gay artist form an unlikely friendship after the artist is assaulted in a robbery.