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BIPOLAR DISORDER: Signs & Symptoms in Children & Teens

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Treating OCD in Children & Adolescents: Signs of OCD

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Basic Description

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

What It Does

Provides individualized special education and related services to meet a child's unique needs.

Provides services and changes to the learning environment to enable students to learn alongside their peers.

As with an IEP, a 504 plan is provided at no cost to families.

These services are provided at no cost to families.

What Law Applies

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

This is a federal civil rights law to stop discrimination against people with disabilities.

This is a federal special education law for children with disabilities.

Who's Eligible

To get an IEP, there are two requirements:

To get a 504 plan, there are two requirements:

1. A child has any disability. Section 504 covers a wide range of different struggles in school.

2. The disability must interfere with the child's ability to learn in a general education classroom.

Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

1. A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others.

2. The disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

Independent Educational Evaluation

Families can ask the school district to pay for an independent educational evaluation (IEE) by an outside expert. The district doesn't have to agree.

Doesn't allow families to ask for an IEE. As with an IEP evaluation, families can always pay for an outside evaluation themselves.

Families can always pay for an outside evaluation themselves, but the district may not give it much weight.

Who Creates It

There are strict legal requirements about who participates. An IEP is created by an IEP team that must include:

The rules about who's on the 504 team are less specific than they are for an IEP.

A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

The child's parent or caregiver

General and special education teachers

The school principal

The child's parent or caregiver

At least one of the child's general education teachers

At least one special education teacher

School psychologist or other specialist who can interpret evaluation results

A district representative with authority over special education services

With a few exceptions, the entire team must be present for IEP meetings.

What's in It

The IEP sets learning goals and describes the services the school will provide. It's a written document.

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document.

A 504 plan generally includes the following:

Specific accommodations, supports, or services for the child

Names of who will provide each service

Name of the person responsible for ensuring the plan is implemented

Here are some of the most important things the IEP must include:

The child's present levels of academic and functional performance-how the child is currently doing in school

Annual education goals for the child and how the school will track progress

The services the child will get-this may include special education, related, supplementary, and extended school year services

The timing of services-when they start, how often they occur, and how long they last

Any accommodations-changes to the child's learning environment

Any modifications-changes to what the child is expected to learn or know

How the child will participate in standardized tests

How the child will be included in general education classes and school activities

Notice

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

Consent

A parent or caregiver must consent in writing for the school to evaluate a child. They must also consent in writing before the school can provide the services in an IEP.

A parent or caregiver's consent is required for the school district to evaluate a child.

How Often It's Reviewed and Revised

The IEP team must review the IEP at least once a year.

The rules vary by state. Generally, a 504 plan is reviewed each year and a reevaluation is done every three years or when needed.

The child must be reevaluated every three years to determine whether services are still needed.

How to Resolve Disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

Mediation

Alternative dispute resolution

Impartial hearing

Complaint to the Office for Civil Rights (OCR)

Lawsuit

Funding/Costs

Students receive these services at no charge.

Students receive these services at no charge.

States do not receive extra funding for students with 504 plans. But the federal government can take funding away from programs (including schools) that don't meet their legal duty to serve kids with disabilities.

IDEA funds can't be used to serve students with 504 plans.

States receive additional funding for students with IEPs.

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IEP vs. 504 Plan: What's the Difference?

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Basic Description A blueprint or plan for a child's special education experience at school. A blueprint or plan for how the school will provide support and remove barriers for a student with a disability. What It Does Provides individualized special education and related services to meet a child's unique needs.

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(Missouri Professional School Counselors and Counselor Educators, 2015)

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Children who have obsessive-compulsive disorder (OCD) are plagued with unwanted thoughts, images or impulses that are difficult to suppress, causing them great stress and worry. These are called obsessions. To alleviate the anxiety caused by their obsessive thoughts, they perform repetitive, ritualized actions called compulsions. A child with OCD might need to line things up, touch things in a certain order when leaving the room or wash his hands repeatedly.

Obsessions Common in Kids With OCD

Contamination: Kids with this obsession are sometimes called "germaphobes." In schools, this plays out with kids worrying about other kids sneezing and coughing, touching things that might be dirty or getting sick in many different ways. This is the most common obsession seen in children.

Magical thinking: This is a kind of superstition, like "step on a crack, break your mother's back," taken to extremes. For example, kids might worry that their thoughts can cause someone to get hurt, or get sick. A child might think, "Unless my things are lined up in a certain way, mom will get in a car accident."

Catastrophizing: Some kids easily jump to the conclusion that something terrible has happened. For example, if her parents are five minutes late picking her up, a girl who is catastrophizing might tell herself that they've decided to abandon her.

Scrupulosity: This is when kids have obsessive worries about offending God or being blasphemous in some way.

What ifs: Kids may be plagued by a lot of different kinds of thoughts about bad things they could do. "What if I hurt someone? What if I stab someone? What if I kill someone?"

The "just right feeling": When OCD first develops, from about 6 to 9 years of age, kids may not know why they are doing something, but just that they need to do it until they get what we call the "just right feeling." So: "I'll line these things up until it just kind of feels right, and then I'll stop." And then over time - in the 9- to 12-year-old range - it evolves into magical thinking and becomes more superstitious in nature.

Behaviors You Might See in Students With OCD

Frequent requests to go to the bathroom: This could be to wash hands, if someone near the child was coughing or sneezing, or if she touched something that she perceives as contaminated. She could be washing items-pens, pencils, backpacks, books. It could also be an excuse to get out the classroom and just be away from everyone, and have some respite.

Constant reassurance-seeking: This takes the form of repetitive questions. "Are you sure that's the answer? Could you tell me again? Did you hear what I said?" Checking doors, windows, lockers, desks. Over and over and over again.

Getting stuck on tasks: Sometimes kids with OCD will need to finish something to completion, or understand it to completion, before they're able to move on. So if a child is working out what he did wrong on a math test, and the teacher says, "Now let's open the textbook and start a new chapter," he's not going to be able to shift gears.

Retracing: If a child leaves the classroom and worries that she left a pencil behind, she'll go back into the classroom and go to her desk and check. If she had a bad thought as she went through the doorway, she might have to "fix it" by going back through the doorway again saying a good word. If she had a bad thought when she went down a flight of stairs on the way to class, she might need to go back up that same stairway at the end of the period, even if it means being late to her next class.

Obsessive erasing: A child could be erasing a lot because the letters have to look perfect. Or he could have used a word that disturbs him. For example, if he has a fear of vomiting and he's written the word vomit, he might not be able to stand seeing that word, so he erases it. Kids start having erasers worn down to the metal. Teachers start to see holes in the paper. Words will be drawn over on the back of the page. A lot of different areas of writing become problematic.

Behaviors Often Confused With Another Disorder

Some behaviors associated with OCD are easy to confuse with ADHD, learning problems or being oppositional.

Distraction: If a child is busy thinking that if she doesn't turn the pen cap and count to four the right way then her mom is going to get sick, she's not going to be paying attention in class. And if her teacher calls on her to answer a question, her distraction might look like ADHD, but it isn't.

Slowness on exams, papers and tasks: Sometimes when kids take a long time, they're struggling with the perfectionism of needing to do things the right way. This could look like learning problems, or inattention, but it isn't.

Avoidance: Teachers might see a child who doesn't want to sit on the floor, or pick things up that touched the floor, or get his hands dirty in art class. He may avoid a lot of playground activities - kids with germ fears will view the playground the way some adults view the subway: it's gross. Why touch anything there?

Tapping and touching symmetrically: If a child sits down at her desk and she accidentally kicks the chair of the kid next to her with her right foot, she's going to have to then kick it with her left foot. That might look like somebody who's being oppositional, or somebody who's got too much energy, but actually it's OCD.

Complaints of anxiety and fatigue: There's one interesting theory that kids with OCD are smarter than other kids. And if you consider how much thinking they're doing, they're really using their brain more frequently than a lot of other kids are. But when that's coupled with a lot of anxiety, you can have a lot of fatigue. So it's common for kids with OCD to want to come home and take a nap after school.

How to Help Students With OCD

For children struggling with OCD, functioning in school can be complicated and very difficult. Here are some things you can do to help them, and the class as a whole, focus on learning:

Seating arrangement: If the school has noisy hallways, you might not want to have a child with OCD sit by the door. You might have her sit in the front, where she's less able to hear the noise and can stay more focused on her work. On the other hand, a child who has very observable symptoms, and doesn't want other kids to see her fidgeting with her hands, rocking or getting up a lot, might be better off closer to the door, toward the back of the room.

Extended time for tests and papers: If writing is a problem for a child who needs to find the perfect way to say something, he's going to need more time to finish those essay questions or papers.

Laptops for writing: If writing and rewriting/erasing is really problematic for a child, consider letting her use a laptop for taking notes, and having all assignments be typed instead of handwritten.

Private testing rooms: Research is quite clear that kids with OCD do better, are less overwhelmed and are more in control of their thoughts and their reactions if they're in a quiet place away from the other kids.

Skip reading out loud: Kids 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. So reading becomes a very laborious task, and reading in front of the class can become a nightmare. So if we know doing this is a problem for children, we can spare them.

Books on tape: If kids get so hung up reading that it takes forever, listening to the books can be a solution.

Break homework into chunks: If looking at a whole page of math makes kids feel overwhelmed and anxious - think of the potential for mistakes! - the problems can be broken up over four pages. It helps kids stay focused on doing the problems instead of worrying.

How to Minimize Behavioral Problems

Plan an escape route: Try working out a communication system so that if the student feels symptoms coming on, she can signal to you and leave the classroom, or go to a protected place in the classroom, without interrupting the class. It can prevent an embarrassing and disruptive blowup of symptoms in the classroom, and the other kids picking on or bullying her about it.

Be aware of triggering events: It's very important for teachers to know what kind of things might trigger the symptoms. Fatigue is a huge piece of OCD, and it can be exacerbated by medication. So it's important to know that if a child is drowsy in class, and maybe he's putting his head down, it's not because he's being oppositional or disrespectful, but because he's overwhelmed with fatigue.

Advance notice: Irritability and frustration are two of the longer-lasting things that kids with OCD are feeling on a daily basis. Changes in schedule can be very disruptive for a child with OCD, so it can be helpful for teachers to give advance notice of things. Kids who know what to expect are less likely to be thrown by the change.

Children with OCD are often teased and bullied because of their symptoms. Kids feel very uncomfortable about their rituals, knowing that they're being watched. It can be helpful to educate the whole class about what's going on, especially if a child is going to be in the same school for a number of years, and it can inspire a surprising amount of support from other children.

Peer understanding program: A peer understanding program includes a presentation in the classroom that explains (with the child participating) what OCD is. The child might say, "Listen, I have OCD. It's an anxiety disorder. It makes me think that my hands are dirty and I have to wash my hands a lot, so if you see me getting up and going to the sink to wash my hands, that's why." Psychologists can role-play with the teacher and child ahead of time, to anticipate questions his classmates might ask, and how to answer them.

A buddy system: 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. It can be great for the buddy, to foster a sense of confidence and pride and to be able to help someone in need, and great for fostering friendship.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. Children who have obsessive-compulsive disorder (OCD) are plagued with unwanted thoughts, images or impulses that are difficult to suppress, causing them great stress and worry.

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14 Strategies to Help Children with ADHD (Classroom or Home)

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Overview

Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities. It affects how your teenager thinks, feels and behaves, and it can cause emotional, functional and physical problems. Although depression can occur at any time in life, symptoms may be different between teens and adults.

Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for teens. But for some teens, the lows are more than just temporary feelings - they're a symptom of depression.

Teen depression isn't a weakness or something that can be overcome with willpower - it can have serious consequences and requires long-term treatment. For most teens, depression symptoms ease with treatment such as medication and psychological counseling.

Symptoms

Teen depression signs and symptoms include a change from the teenager's previous attitude and behavior that can cause significant distress and problems at school or home, in social activities, or in other areas of life.

Depression symptoms can vary in severity, but changes in your teen's emotions and behavior may include the examples below.

Emotional changes

Be alert for emotional changes, such as:

Feelings of sadness, which can include crying spells for no apparent reason

Frustration or feelings of anger, even over small matters

Feeling hopeless or empty

Irritable or annoyed mood

Loss of interest or pleasure in usual activities

Loss of interest in, or conflict with, family and friends

Low self-esteem

Feelings of worthlessness or guilt

Fixation on past failures or exaggerated self-blame or self-criticism

Extreme sensitivity to rejection or failure, and the need for excessive reassurance

Trouble thinking, concentrating, making decisions and remembering things

Ongoing sense that life and the future are grim and bleak

Frequent thoughts of death, dying or suicide

Behavioral changes

Watch for changes in behavior, such as:

Tiredness and loss of energy

Insomnia or sleeping too much

Changes in appetite - decreased appetite and weight loss, or increased cravings for food and weight gain

Use of alcohol or drugs

Agitation or restlessness - for example, pacing, hand-wringing or an inability to sit still

Slowed thinking, speaking or body movements

Frequent complaints of unexplained body aches and headaches, which may include frequent visits to the school nurse

Social isolation

Poor school performance or frequent absences from school

Less attention to personal hygiene or appearance

Angry outbursts, disruptive or risky behavior, or other acting-out behaviors

Self-harm - for example, cutting or burning

Making a suicide plan or a suicide attempt

What's normal and what's not

It can be difficult to tell the difference between ups and downs that are just part of being a teenager and teen depression. Talk with your teen. Try to determine whether he or she seems capable of managing challenging feelings, or if life seems overwhelming.

When to see a doctor

If depression signs and symptoms continue, begin to interfere in your teen's life, or cause you to have concerns about suicide or your teen's safety, talk to a doctor or a mental health professional trained to work with adolescents. Your teen's family doctor or pediatrician is a good place to start. Or your teen's school may recommend someone.

Depression symptoms likely won't get better on their own - and they may get worse or lead to other problems if untreated. Depressed teenagers may be at risk of suicide, even if signs and symptoms don't appear to be severe.

If you're a teen and you think you may be depressed - or you have a friend who may be depressed - don't wait to get help. Talk to a health care provider such as your doctor or school nurse. Share your concerns with a parent, a close friend, a spiritual leader, a teacher or someone else you trust.

Symptoms

Suicide is often associated with depression. If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your mental health professional.

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. The Spanish language phone line is 1-888-628-9454 (toll-free). Services are free and confidential.

Or contact a crisis service for teenagers in the U.S. called TXT 4 HELP: Text the word "safe" and your current location to 4HELP (44357) for immediate help, with the option for interactive texting.

Seek help from your primary care doctor or other health care provider.

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If a loved one or friend is in danger of attempting suicide or has made an attempt:

Make sure someone stays with that person.

Call 911 or your local emergency number immediately.

Or, if you can do so safely, take the person to the nearest hospital emergency room.

Never ignore comments or concerns about suicide. Always take action to get help.

Causes

It's not known exactly what causes depression, but a variety of issues may be involved. These include:

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that carry signals to other parts of your brain and body. When these chemicals are abnormal or impaired, the function of nerve receptors and nerve systems changes, leading to depression.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression.

Inherited traits. Depression is more common in people whose blood relatives - such as a parent or grandparent - also have the condition.

Early childhood trauma. Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that increase the risk of depression.

Learned patterns of negative thinking. Teen depression may be linked to learning to feel helpless - rather than learning to feel capable of finding solutions for life's challenges.

Risk factors

Many factors increase the risk of developing or triggering teen depression, including:

Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems

Having been the victim or witness of violence, such as physical or sexual abuse

Having other mental health conditions, such as bipolar disorder, an anxiety disorder, a personality disorder, anorexia or bulimia

Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)

Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma

Having certain personality traits, such as low self-esteem or being overly dependent, self-critical or pessimistic

Abusing alcohol, nicotine or other drugs

Being gay, lesbian, bisexual or transgender in an unsupportive environment

Family history and issues with family or others may also increase your teenager's risk of depression, such as:

Having a parent, grandparent or other blood relative with depression, bipolar disorder or alcohol use problems

Having a family member who died by suicide

Having a family with major communication and relationship problems

Having experienced recent stressful life events, such as parental divorce, parental military service or the death of a loved one

Complications

Untreated depression can result in emotional, behavioral and health problems that affect every area of your teenager's life. Complications related to teen depression may include, for example:

Alcohol and drug misuse

Academic problems

Family conflicts and relationship difficulties

Suicide attempts or suicide

Prevention

There's no sure way to prevent depression. However, these strategies may help. Encourage your teenager to:

Take steps to control stress, increase resilience and boost self-esteem to help handle issues when they arise

Practice self-care, for example by creating a healthy sleep routine and using electronics responsibly and in moderation

Reach out for friendship and social support, especially in times of crisis

Get treatment at the earliest sign of a problem to help prevent depression from worsening

Maintain ongoing treatment, if recommended, even after symptoms let up, to help prevent a relapse of depression symptoms

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This serious mental health problem affects how your teenager thinks, feels and behaves, and can cause emotional, functional and physical problems.

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Anxiety is a very general term used to describe a feeling of extreme worry or unease. Feeling anxious is natural after something upsetting happens. But when a child feels anxiety that lasts a long time and prevents them from doing things like going to school or seeing friends, then it becomes an anxiety disorder. Children can be diagnosed with several different anxiety disorders. The specific disorder depends on what the child is struggling with most, but many of the symptoms overlap.

What are the symptoms of anxiety in children?

Anxiety has many symptoms and can look very different from child to child. Here are some common signs that a child might have an anxiety disorder:

Trouble sleeping

Complaining about stomachaches or other physical problems

Avoiding certain situations

Being clingy around parents or caregivers

Trouble concentrating in class or being very fidgety

Tantrums

Being very self-conscious

Children can be diagnosed with different kinds of anxiety depending on what they are most worried about.

What kinds of anxiety disorders can children experience?

Separation anxiety disorder: Children feel extremely upset when they have to be away from parents or caregivers. This anxiety goes beyond what other kids their age normally feel.

Symptoms of separation anxiety include:

Children with separation anxiety disorder show symptoms for at least four weeks.

Social anxiety disorder: Children with social anxiety disorder feel extremely self-conscious around other people. They are so afraid of being embarrassed that they avoid social situations and even speaking in class.

Symptoms of social anxiety disorder in children include:

Avoiding most social situations or feeling terrible when they have to participate in them

Physical symptoms like shaking, sweating or trouble breathing in social situations

In young children, tantrums and crying in social situations

Fear of others seeing their anxiety and judging them for it

For a child to be diagnosed with social anxiety disorder, their worry must be so extreme that it interferes with daily life.

Selective mutism: Children with selective mutism have a hard time speaking in some situations, like at school. These kids aren't just shy. Their anxiety is so bad that they feel frozen and are not able to speak.

To get a diagnosis of selective mutism, the child must:

Be able to speak in some situations but not others

Have had the problem for at least a month

Have problems with school and social activities as a result

Children are not diagnosed with selective mutism if their trouble speaking is caused by a communication disorder or language barrier.

Generalized anxiety disorder: Children with generalized anxiety disorder worry about a lot of everyday things. Their worry is not caused by anything specific and it is bad enough to get in the way of daily life.

Symptoms of generalized anxiety disorder in children include:

Restlessness

Feeling on edge

Feeling tired much of the time

Problems concentrating

Feeling angry

Trouble sleeping

To be diagnosed with generalized anxiety disorder, children must experience symptoms most days for at least six months.

Panic disorder: Children with panic disorder have frequent, unexpected panic attacks. Panic attacks cause physical feelings that can make kids think they are dying or having a heart attack.Children are diagnosed with panic disorder when they experience at least one panic attack and show other signs including:

Constant fear of more panic attacks

A big change from normal behavior after the panic attacks, like avoiding places that remind them of an attack

When diagnosing a child with panic disorder, a professional also rules out medical causes and other disorders like PTSD.

Obsessive-compulsive disorder (OCD): Children with OCD have thoughts and worries that make them very anxious. They develop rules for themselves that they feel they must follow to control the anxiety.

Obsessions are the unwanted thoughts that make kids feel upset and anxious.

Compulsions are the rules kids feel they have to follow to get rid of their anxiety.

Children can be diagnosed with OCD when they have obsessions, compulsions or both.

Specific phobia: Kids with specific phobias are very afraid of one or more specific things. This fear is of something that isn't normally considered dangerous. Phobias disrupt kids' lives when they go out of their way to avoid the things they're afraid of.

Common phobias in children include:

Anxiety is a very general term used to describe a feeling of extreme worry or unease. Feeling anxious is natural after something upsetting happens. But when a child feels anxiety that lasts a long time and prevents them from doing things like going to school or seeing friends, then it becomes an anxiety disorder. Children can be diagnosed with several different anxiety disorders. The specific disorder depends on what the child is struggling with most, but many of the symptoms overlap.

What are the symptoms of anxiety in children?

Anxiety has many symptoms and can look very different from child to child. Here are some common signs that a child might have an anxiety disorder:

Trouble sleeping

Complaining about stomachaches or other physical problems

Avoiding certain situations

Being clingy around parents or caregivers

Trouble concentrating in class or being very fidgety

Tantrums

Being very self-conscious

Children can be diagnosed with different kinds of anxiety depending on what they are most worried about.

What kinds of anxiety disorders can children experience?

Separation anxiety disorder: Children feel extremely upset when they have to be away from parents or caregivers. This anxiety goes beyond what other kids their age normally feel.

Symptoms of separation anxiety include:

Children with separation anxiety disorder show symptoms for at least four weeks.

Social anxiety disorder: Children with social anxiety disorder feel extremely self-conscious around other people. They are so afraid of being embarrassed that they avoid social situations and even speaking in class.

Symptoms of social anxiety disorder in children include:

Avoiding most social situations or feeling terrible when they have to participate in them

Physical symptoms like shaking, sweating or trouble breathing in social situations

In young children, tantrums and crying in social situations

Fear of others seeing their anxiety and judging them for it

For a child to be diagnosed with social anxiety disorder, their worry must be so extreme that it interferes with daily life.

Selective mutism: Children with selective mutism have a hard time speaking in some situations, like at school. These kids aren't just shy. Their anxiety is so bad that they feel frozen and are not able to speak.

To get a diagnosis of selective mutism, the child must:

Be able to speak in some situations but not others

Have had the problem for at least a month

Have problems with school and social activities as a result

Children are not diagnosed with selective mutism if their trouble speaking is caused by a communication disorder or language barrier.

Generalized anxiety disorder: Children with generalized anxiety disorder worry about a lot of everyday things. Their worry is not caused by anything specific and it is bad enough to get in the way of daily life.

Symptoms of generalized anxiety disorder in children include:

Restlessness

Feeling on edge

Feeling tired much of the time

Problems concentrating

Feeling angry

Trouble sleeping

To be diagnosed with generalized anxiety disorder, children must experience symptoms most days for at least six months.

Panic disorder: Children with panic disorder have frequent, unexpected panic attacks. Panic attacks cause physical feelings that can make kids think they are dying or having a heart attack.Children are diagnosed with panic disorder when they experience at least one panic attack and show other signs including:

Constant fear of more panic attacks

A big change from normal behavior after the panic attacks, like avoiding places that remind them of an attack

When diagnosing a child with panic disorder, a professional also rules out medical causes and other disorders like PTSD.

Obsessive-compulsive disorder (OCD): Children with OCD have thoughts and worries that make them very anxious. They develop rules for themselves that they feel they must follow to control the anxiety.

Obsessions are the unwanted thoughts that make kids feel upset and anxious.

Compulsions are the rules kids feel they have to follow to get rid of their anxiety.

Children can be diagnosed with OCD when they have obsessions, compulsions or both.

Specific phobia: Kids with specific phobias are very afraid of one or more specific things. This fear is of something that isn't normally considered dangerous. Phobias disrupt kids' lives when they go out of their way to avoid the things they're afraid of.

Common phobias in children include:

Almost all types of anxiety are best treated with cognitive behavioral therapy (CBT). CBT is based on the idea that how we think and act both affect how we feel. By learning to change negative thoughts and unhealthy actions, kids can change their bad feelings.

An important part of CBT in treatment for anxiety is called exposure and response prevention. In exposure and response prevention, the therapist helps the child face the thing they're afraid of a little at a time. By dealing with their fear in small amounts in a safe space, kids learn to deal with the big feelings that come up.

For some children, taking medication for anxiety in addition to going through therapy makes treatment more effective.

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Quick Guide to Anxiety in Children - Child Mind Institute

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Download our free guide to different kinds of anxiety in children. Anxiety causes an extreme feeling of unease in kids. While some anxiety in stressful situations is normal, it becomes a disorder if it lasts a long time or gets in the way of daily life.

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(Ybanez-Llorente, 2014)

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Oppositional Defiant Disorder: A Guide for Families

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Oppositional Defiant Disorder: A Guide for Families

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(American Academy of Child and Adolescent Psychiatry, 2009)

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The School Counselor's Role in Addressing Eating Disorders

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The School Counselor's Role in Addressing Eating Disorders

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(Buser, 2012)

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What is schizophrenia in children?

Schizophrenia is a serious mental illness. It is a long-lasting and disabling problem of the brain. A child with this disorder has unusual behavior and strange feelings. He or she may suddenly start to have psychotic symptoms. Psychotic means having strange ideas, thoughts, or feelings that are not based in reality.

Schizophrenia is not often found in children younger than age 12. It's also hard to spot in the early stages. Often, the psychotic symptoms start in the middle to late teen years. Slightly more boys develop it in childhood. But by the teen years it affects both boys and girls equally.

What causes schizophrenia in a child?

Schizophrenia has no single cause. A combination of genes from both parents plays a role. So do unknown environmental factors. Experts believe that a child has to inherit a chemical imbalance in the brain to develop it.

Which children are at risk for schizophrenia?

Schizophrenia tends to run in families. A child who has a family member with the disorder has a greater chance of developing it.

What are the symptoms of schizophrenia in a child?

Behavior changes may occur slowly, over time. Or they may start suddenly. The child may slowly become more shy and withdrawn. He or she may start to talk about odd ideas or fears and start to cling more to parents.

Each child's symptoms may vary. Early warning signs are:

Trouble telling dreams from reality (distorted view of reality)

Confused thinking, such as confusing TV with reality

Detailed and bizarre thoughts and ideas

Fear or belief that someone or something is going to harm him or her

Seeing, hearing, or feeling things that are not real, such as hearing voices (hallucinations)

Ideas that seem real but are not based in reality (delusions)

Extreme moodiness

Lots of anxiety or fear

Lack of emotional expression when speaking

Trouble doing schoolwork or a drop in levels of school success

Social withdrawal, such as having problems making and keeping friends

Sudden agitation and confusion

Disorganized behavior, such as doing private things in public. Or catatonic behavior, such as sitting and staring, as if the child can't move.

Odd behaviors, such as an older child acting like he or she is much younger

Children with schizophrenia have the same symptoms as adults with the condition. But more children hear voices. Children also don't tend to have delusions or formal thought problems until they are in their teens or older.

These symptoms may look like other health problems. Make sure your child sees his or her healthcare provider for a diagnosis.

How is schizophrenia diagnosed in a child?

A child with symptoms of schizophrenia needs a thorough medical and mental health evaluation. Talk with your child's healthcare provider if you are concerned about symptoms your child is having. A child psychiatrist or other qualified mental health expert can diagnose schizophrenia in children and teens. He or she does a mental health evaluation to figure out how best to treat the child.

How is schizophrenia treated in a child?

Treatment will depend on your child's symptoms, age, and general health. It will also depend on how severe the condition is.

Schizophrenia is a major mental illness. Treatment is complex. A child often needs a combination of therapies to meet the specific needs. Treatment is aimed at easing symptoms. It may include the following.

Medicines

The doses and types of medicines may need to be adjusted from time to time so they can keep working well. Your child may be given:

Medicines to help reduce delusions and hallucinations (antipsychotics). This special class of medicines can reduce symptoms or reduce how severe the symptoms are. But they don't cure schizophrenia.

Mood stabilizing medicines. Examples are lithium and valproic acid, especially in the early stages of the illness.

Other treatment

Individual and family therapy. This may include supportive, thinking, and behavioral therapy.

Specialized educational or structured activity programs. These may include social skills training, vocational training, and speech and language therapy.

Self-help and support groups. These can help the child learn ways to cope with the disorder and also work on social skills.

How can I help prevent schizophrenia in my child?

Experts don't know how to prevent schizophrenia. But early diagnosis and treatment can improve a child's quality of life. Treatment works best when early symptoms are dealt with quickly.

How can I help my child live with schizophrenia?

Schizophrenia is a serious mental illness that will require your support, patience, and attention. You are your child's best advocate. Here are things you can do to help:

When should I call my child's healthcare provider?

Call your healthcare provider right away if your child:

Feels extreme depression, fear, anxiety, or anger toward him or herself or others

Feels out of control

Hears voices that others don't hear

Sees things that others don't see

Can't sleep or eat for 3 days in a row

Has new symptoms or if current symptoms get worse

Shows side effects of medicines

Shows behavior that concerns friends, family, or teachers, and others express concern about this behavior and ask you to seek help

Schizophrenia may increase a child's risk for suicidal thinking.

Call 911 if your child has suicidal thoughts, a suicide plan, and the means to carry out the plan.

Key points about schizophrenia in children

Schizophrenia is a serious mental illness.

A child with this disorder has unusual behavior and strange feelings. He or she may have delusions or hallucinations.

Symptoms can develop slowly over time or start quickly.

A mental health expert can diagnose schizophrenia. Ask for a referral to a psychiatrist with experience evaluating and treating children with schizophrenia.

Treatment can include a combination of medicine, therapy, and special programs.

The American with Disabilities Act (ADA) and Section 504 of the Civil Rights Act provide legal protections for your child in a public school setting.

Schizophrenia is a difficult disease. Talk with your child's healthcare provider about a support group for caregivers of children with schizophrenia or seek counseling.

Next steps

Tips to help you get the most from a visit to your child's healthcare provider:

Know the reason for the visit and what you want to happen.

Before your visit, write down questions you want answered.

At the visit, write down the name of a new diagnosis, and any new medicines, treatments, or tests. Also write down any new instructions your provider gives you for your child.

Know why a new medicine or treatment is prescribed and how it will help your child. Also know what the side effects are.

Ask if your child's condition can be treated in other ways.

Know why a test or procedure is recommended and what the results could mean.

Know what to expect if your child does not take the medicine or have the test or procedure.

If your child has a follow-up appointment, write down the date, time, and purpose for that visit.

Know how you can contact your child's provider after office hours. This is important if your child becomes ill and you have questions or need advice.

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Schizophrenia is a serious mental illness. It is a long-lasting and disabling problem of the brain. A child with this disorder has unusual behavior and strange feelings. He or she may suddenly start to have psychotic symptoms. Psychotic means having strange ideas, thoughts, or feelings that are not based in reality.

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Children's Books Portraying People with Disabilities

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Children's Books Portraying People with Disabilities

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Children's Books: Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S.