# data[].attributes.body
In public schools Emotional Disturbance (ED) can be supported by the Individuals with Disabilities Education Act (IDEA). Also ED is one of the category that is served under Special Education (SPED). ED is a mental health illness that affects a students educational performance. The following are some conditional that follow under ED.

anxiety disorders

bipolar disorder

conduct disorders

eating disorders

obsessive-compulsive disorder (OCD)

psychotic disorders

Reference

Center for Parents information and Resources. (2017). Emotional disturbance. Retrieved from https://www.parentcenterhub.org/emotionaldisturbance/

# data[].attributes.attachment_link.readable_text
Links updated, November 2021
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional distubances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
Quick-Jump Menu
Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors-heredity, brain disorder, diet, stress, and family functioning-have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

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

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Recognizing and Addressing the Impact of COVID-19 | As young people return to in-person schooling in the 2021-2022 school year, they may bring with them the impact of the pandemic's trauma. This makes it essential that schools consider the possibility that many students will need to be re-evaluated to determine if they need additional services, especially behavioral support and mental health services, than they needed prior to COVID-19. Two resources of great relevance to reopening schools and returning students are the following:

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | https://adaa.org/

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | https://www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
https://www.conductdisorders.com/community/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
https://www.something-fishy.org

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

# data[].attributes.attachment_link.description
Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

# data[].attributes.body
Students with disabilities who are identify in Special Education are supported through Individualize Educational Program (IEP) goals.

Reference
Center for Parents Information and Resource. (2020). Supporting the parent centers who serve families of children with disabilities. Retrieved from https://www.parentcenterhub.org/

# data[].attributes.attachment_link.readable_text
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

# data[].attributes.attachment_link.title
Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.attachment_link.description
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

# data[].attributes.body
Psychotic disorders is were an individual feels severely confused and loses touch of reality. The following are different types of Psychotic Disorders.

Schizophrenia

Schizoaffective Disorder

Schizophreniform Disorder

Brief Psychotic Disorder

Delusional Disorder

the following website explains the different types of Psychotics Disorders. Also gives information on how an individual is diagnose and list different types of treatment.

Reference
An American Addiction Center Resource. (2020). Psychotic disorders: Psych Guides. https://www.psychguides.com/psychotic-disorders/

# data[].attributes.attachment_link.readable_text
What Are Psychotic Disorders?

Psychotic disorders are mental disorders in which a person's personality is severely confused and that person loses touch with reality. When a psychotic episode occurs, a person becomes unsure about what is real and what isn't real and usually experiences hallucinations, delusions, off-the-wall behavior, chaotic speech and incoherency. A person behaving in this manner is often referred to as being schizophrenic.

A hallucination is an internal sensory perception that isn't actually present and can be either visual or auditory. Smelling odors or having a funny taste in the mouth are other hallucinations that may occur. A delusion is defined as a false, inaccurate belief that a person holds on to. A grandiose delusion occurs when a person believes that their life is out of proportion as compared to what is really true. For example, a patient may believe that she is God or Jesus Christ. A persecutory delusion occurs when a person believes that there is a conspiracy amongst others to attack, punish or harass him. Although these hallucinations and delusions appear odd to others, they are very real to the person with the disorder.

What Are the Types of Psychotic Disorders?

Schizophrenia

The most common psychotic disorder is schizophrenia. Patients with this condition experience changes in behavior, delusions and hallucinations that last longer than six months. Those diagnosed with this type of disorder often show a decline in social function, school and work.

Schizoaffective Disorder

Patients with schizoaffective disorder have symptoms of both a mood disorder, such as depression and schizophrenia.

Schizophreniform Disorder

When a patient with schizophrenia has symptoms that last fewer than six months are diagnosed with schizophreniform disorder.

Brief Psychotic Disorder

When a patient has only short, sudden episodes of psychotic behavior, the condition is diagnosed as brief psychotic disorder. These episodes are typically a response to a stressful situation and usually last less than a month.

Delusional Disorder

Patients that have false, fixed beliefs involving real-life situations that could be true, such as having a disease or being conspired against, are diagnosed with delusional disorder. These delusions persist for at least one month.

Substance-Induced Psychotic Disorder

Sometimes, withdrawal from substances like methamphetamines and alcohol cause delusions and hallucinations. This is known as substance-induced psychotic disorder.

Psychotic Disorder Due to a Medical Condition

When psychotic disorder symptoms are a result of illnesses that affect the function of the brain, such as a brain tumor, the patient is diagnosed with psychotic disorder due to a medical condition.

Paraphrenia

Paraphrenia is schizophrenia in elderly patients.

Who Can Get a Psychotic Disorder?

Approximately 1 percent of the population suffers from a psychotic disorder. These conditions are most commonly found in people in their late teens to early thirties and effects men and women equally. Like many other mental disorders, psychotic disorders are often genetic. People who have a family member with this type of disorder are more likely to develop it than those who do not have a family history of it. It is also believed that these disorders are related to the hyper activity of chemicals in the brain that are vital to normal functioning. Additionally, those who experienced brain injury during fetal development or childhood are at a higher risk of developing the condition.

How Are Psychotic Disorders Diagnosed?

If the symptoms of a psychotic disorder appear in an individual, the doctor will conduct a physical exam as well as gather medical history. Once physical reasons for the abnormal behaviors are ruled out, the doctor will then refer the patient to a psychiatrist. Psychiatrists have a specific set of tools to properly diagnose a psychotic disorder.

How are Psychotic Disorders Treated?

The two main forms of treatment for psychotic disorders are medication and psychotherapy. The signature medications to treat psychotic disorders are antipsychotics. These medications aid in managing the symptoms of the disease like the hallucinations and delusions. Some examples of antipsychotics are pimozide, haloperidol, chlorpromazine and amisulpride. Depending on how each individual is affected by the medications, it may be necessary for the doctor to prescribe more than one consecutively until the proper medication is found that meets the required results.

Psychotherapy for psychotic disorders may include individual sessions, family sessions and support groups. While most patients are treated as outpatients, in severe cases, such as when the physical well-being is in danger, hospitalization may be necessary to stabilize the patient's condition.

In addition to medication and psychotherapy, self-help can also aid in successfully managing living with psychotic disorders. It is important that the patient learn how to cope when these episodes occur and learn how to find help on treating someone with psychosis. Studying and learning as much as possible about the specific disorder is vital to managing a healthy, happy, fulfilling life.

What Is the Prognosis for Those with Psychotic Disorders?

Many people who have been diagnosed with a psychotic disorder tend to lead productive lives and function normally with the proper treatment. The prognosis for those with psychotic disorders varies from person to person. For example, women tend to respond better to medication than men. Those with a family history of illness have a lower prognosis than those without. The number of negative symptoms also determines the individual prognosis as well as age; the older the patient, the more promising prognosis. Another important factor in determining prognosis is the individual's support system. Most will never fully recover from or be cured of psychotic disorders and will need to continue treatment for the duration of their lives. To maintain mental and physical stability with the condition, it is important for patients to strictly follow the treatment of psychotic disorders recommended by their healthcare providers.

For more on the topic of Psychotic Disorders, we've included the following expert consensus documents as reference materials:

Myndfulness App

Download Now For Free

# data[].attributes.attachment_link.description
What Are Psychotic Disorders? Psychotic disorders are mental disorders in which a person's personality is severely confused and that person loses touch with reality. When a psychotic episode occurs, a person becomes unsure about what is real and what isn't real and usually experiences hallucinations, delusions, off-the-wall behavior, chaotic speech and incoherency.

# data[].attributes.body
The website has resources to support the following topics of anxiety/depression, bipolar, etc.

Reference
Mood Network. (n.d.) Resources. (https://moodnetwork.org/resources

# data[].attributes.attachment_link.keywords[]
effective treatments for bipolar disorder

# data[].attributes.attachment_link.description
MoodNetwork, a project of Massachusetts General Hospital, is a nationwide effort to find the best treatments for depression and bipolar disorder. For the first time, patients, families, doctors, and researchers are working together as equal partners to change the direction of mood disorder research.

# data[].attributes.body
Below is a website that gives information on Bipolar Disorder of testing, symptoms, causes, treatment and living with the disorder.

Reference
Goldberg, I. (1993). Bipolar disorder test: Psych central https://moodnetwork.org/resources

# data[].attributes.attachment_link.keywords[]
effective treatments for bipolar disorder

# data[].attributes.attachment_link.description
MoodNetwork, a project of Massachusetts General Hospital, is a nationwide effort to find the best treatments for depression and bipolar disorder. For the first time, patients, families, doctors, and researchers are working together as equal partners to change the direction of mood disorder research.

# data[].attributes.body
Below is an attached video over General Anxiety Disorder.

Reference
National Institutes of Health. (2019).

Generalized anxiety disorder: join a study https://www.nimh.nih.gov/news/media/2019/generalized-anxiety-disorder-join-a-study.shtml

# data[].attributes.attachment_link.title
Generalized Anxiety Disorder - Join A Study

# data[].attributes.attachment_link.description
People with generalized anxiety disorder (GAD) display excessive anxiety or worry, most days for at least 6 months, about a number of things such as personal health, work, social interactions, and everyday routine life circumstances.

# data[].attributes.body
People with OCD may have symptoms of obsessions, compulsions, or both. The following website gives information about OCD of Signs, symptoms, risk factors, treatment, and therapies.

Reference
National Institutes of Health. (2019). Obsessive-compulsive disorder. https://www.nimh.nih.gov/health/topics/obsessive-compulsive-disorder-ocd/index.shtml#part_145348

# data[].attributes.attachment_link.readable_text
Overview

Obsessive-Compulsive Disorder (OCD) is a common, chronic, and long-lasting disorder in which a person has uncontrollable, reoccurring thoughts ( obsessions) and/or behaviors ( compulsions) that he or she feels the urge to repeat over and over.

Signs and Symptoms

Risk Factors

Treatments and Therapies

Join a Study

# data[].attributes.attachment_link.description
Obsessive-Compulsive Disorder (OCD) is a common, chronic, and long-lasting disorder in which a person has uncontrollable, reoccurring thoughts ( obsessions) and/or behaviors ( compulsions) that he or she feels the urge to repeat over and over. Signs and Symptoms Risk Factors Treatments and Therapies Join a Study

# data[].attributes.body
The following handout I'm So Stressed Out, identify the terms of stress verses anxiety and provides coping techniques.

Reference
U.S. Department of Health and Human Services, National Institutes of Health (n.p.). I'm so stressed out. National Institutes of Health. NIH Publication No. 19-MH-8109. Retrieved from https://www.nimh.nih.gov/health/publications/so-stressed-out-fact-sheet/index.shtml

# data[].attributes.body
The following is an eight page brochure over OCD relating to the unwanted thoughts or repetitive behavior takes over.

Reference
National Institutes of Health. (2019). Obsessive-compulsive disorder: When unwanted thoughts or repetitive behavior take over. https://www.nimh.nih.gov/health/publications/obsessive-compulsive-disorder-when-unwanted-thoughts-take-over/20-mh-4676-ocd_150041.pdf

# data[].attributes.body
The following website gives information on "crisis intervention strategies to law enforcement agencies and to encourage the development of mental health community-law enforcement partnership teams throughout the United States" (U.S. Department of Justice, 2012, Para 1).

Reference
U.S. Department of Justice, Office of Justice Program (2012). Justice and mental health collaboration program. https://bja.ojp.gov/program/justice-and-mental-health-collaboration-program-jmhcp/training

# data[].attributes.attachment_link.readable_text
Effective Community Responses to People in Mental Health Crises: A National Curriculum for Law Enforcement Based on Best Practices from CIT Programs Nationwide
This course was developed to expand the reach of effective crisis intervention strategies to law enforcement agencies and to encourage the development of mental health community-law enforcement partnership teams throughout the United States. The curriculum contains 25 modules on various behavioral health and law enforcement topics with the flexibility to customize with special topics and local information. It includes an instructor guide, participant guide, slide deck, pre-course survey, post-course evaluation, certificate, and planning matrix. Leadership support and a dedicated coordinator can ensure long-term success. It is available at no cost to police agencies and mental health authorities.

Special Topics and Information To Customize Training Programs
Pathways to Justice®: A National Curriculum for Criminal Justice Professionals on Intellectual and Developmental Disabilities
This comprehensive, community-based training program provides critical information about people with intellectual and developmental disabilities (I/DD) to three primary audiences: law enforcement, legal professionals, and victim service providers. Pathways gives law enforcement and supporting professionals the tools they need to effectively communicate with and serve people with I/DD. The curriculum contains six modules that cover: identification of disability, disability culture, effective communication, common interactions, accommodations and developing an action plan. Three of the modules are profession-specific and designed for Pathways' target audiences. The training is customizable based on unique issues criminal justice and disability professionals/advocates want to address in their communities. Pathways is available at no cost to law enforcement agencies and district attorneys' offices through the Pathways to Justice® website.

Academic Training to Inform Police Responses: A National Curriculum to Enhance Police Engagement with People with Behavioral Health Issues and Developmental Disabilities
Seeking to address the need for additional training and resources, researchers from the School of Criminal Justice at the University of Cincinnati, in collaboration with Policy Research Associates, The Arc of the United States' National Center on Criminal Justice and Disability, and the International Association of Chiefs of Police, are currently working on an academic training to inform police responses to people with behavioral health issues and/or developmental disabilities.

This resource provides an overview of the program, including project design and implementation.

Webinars

Risk-Need-Responsivity 101: A Primer for SCA and JMHCP Grant Recipients
This webinar provides foundational knowledge on Risk-Need-Responsivity principles as well as guidance on understanding and implementing risk assessment tools as a way to direct resources and support recidivism-reduction strategies for criminal justice and social service agencies, practitioners, and policymakers.

Voices from the Field: Lessons Learned from Law Enforcement Mental Health Partnerships
Presenters discuss the unique challenges that law enforcement and mental health service providers face on college campuses, strategies for engaging campus stakeholders (e.g., students, faculty, administration and community residents), and information sharing. The webinar highlights two particularly successful learning sites, The University of Florida Police Department and the Madison Police Department (Wisconsin).

Traumatic Brain Injury in the Criminal Justice Population
This webinar discusses the prevalence of traumatic brain injury (TBI) and its implications for the criminal justice system. It also addresses the causes, consequences, and signs of TBI, as well as the relationship between TBI and co-occurring behavioral health disorders. Presenters share management strategies to improve responses and support services.

Technical Assistance Provider

The Council of State Governments (CSG) Justice Center coordinates the training and technical assistance (TTA) for the Justice and Mental Health Collaboration Program (JMHCP)-a national effort to help local, state, and federal policymakers and criminal justice and mental health professionals improve responses to people with mental disorders involved in the criminal justice system. The CSG Justice Center provides TTA to facilitate planning, implementation, and expansion of collaborative initiatives. Both on- and off-site support is provided, including in-depth consultations with field experts and experienced practitioners, strategic planning assistance, and national training events and web-based seminars.

Resources available to grantees include: publications on a variety of topics across the criminal justice continuum, including law enforcement, courts, and community corrections; webinars; and the National Criminal Justice Initiatives map -an inventory of communities across the country that have received federal investments to support initiatives relating to reentry and recidivism reduction.

Please visit the CSG Justice Center's website for a number of resources, which include:

Mental Health Court and Law Enforcement Learning Sites
Since 2006, the CSG Justice Center has worked in partnership with BJA to identify and highlight agencies from across the country with comprehensive and successful criminal justice/mental health programs that are willing to share their expertise.

These " learning sites" serve as centers for peer-to-peer learning for other criminal justice and mental health agencies and organizations. To date, the CSG Justice Center and BJA have identified five mental health courts and six law enforcement agencies that use a range of effective responses to address the overrepresentation of people with mental disorders involved in their criminal justice systems. These sites have been chosen not only for their programmatic successes, but also for their ability to provide insight and guidance to other jurisdictions interested in starting or expanding a collaborative criminal justice/mental health effort. In 2015, the CSG Justice Center will identify a new group of mental health court programs to join the BJA mental health court learning site initiative.

Developing a Mental Health Court: An Interdisciplinary Curriculum
This free online multimedia curriculum is for individuals and teams seeking to start, maintain, or just learn about mental health courts. Developed by the CSG Justice Center with the support of BJA, it is the first single resource with the information teams need to translate current research on mental health courts into program design and operation.

National Technical Assistance Grant Training, Orientation, and Conference
All JMHCP grantees are required to attend an annual training and orientation event hosted by the CSG Justice Center. The goals of this conference are to:

Facilitate participants' ability to achieve the objectives of their collaborative criminal justice/mental health initiatives,

Introduce attendees to best practices associated with positive public safety and public health outcomes for persons with mental disorders who are involved in the criminal justice system,

Provide the opportunity for grantees to meet peers working in other jurisdictions and to create national networks of professionals working to address the overrepresentation of persons with mental disorders in the criminal justice system, and

Offer in-person TTA from experts in the field.

Prior conference agendas, video, presentations, handouts, and other conference materials can be found here.

National Reentry Resource Center
Since its inception in 2009, the National Reentry Resource Center (NRRC) has served as the primary source of information and guidance in reentry, advancing the use of evidence-based practices and policies and creating a network of practitioners, researchers, and policymakers invested in reducing recidivism. The NRRC-established by the Second Chance Act-is administered by BJA and operated by the CSG Justice Center in partnership with the Urban Institute, the Association of State Correctional Administrators, the American Probation and Parole Association, the National Association of Counties, and the Center for Juvenile Justice Reform at Georgetown University's McCourt School of Public Policy.

See the one pager about the NRRC to learn more.

What Works in Reentry Clearinghouse
The What Works in Reentry Clearinghouse is a "one-stop shop" for research on the effectiveness of a wide variety of reentry programs and practices across a number of focus areas, including mental health and substance use. It was developed for the NRRC by the CSG Justice Center and the Urban Institute, with funding provided by BJA through the Second Chance Act.

# data[].attributes.attachment_link.title
Justice and Mental Health Collaboration Program (JMHCP) | Training

# data[].attributes.attachment_link.description
Effective Community Responses to People in Mental Health Crises: A National Curriculum for Law Enforcement Based on Best Practices from CIT Programs Nationwide This course was developed to expand the reach of effective crisis intervention strategies to law enforcement agencies and to encourage the development of mental health community-law enforcement partnership teams throughout the United States.

# data[].attributes.body
The following is a website that has a screener that can help determines if it's time to seek professional help. Also, it provide a hot line number.

Reference
National Eating Disorder Association. (n.d.). Screening tool. https://www.nationaleatingdisorders.org/screening-tool

# data[].attributes.body
The Texas Administrative Code outlines the requirements for a certified professional school counselor.

Section 239.15 of Standards ll of Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs (19 Tex. Admin. Code §239.15).

Reference
19 Tex. Admin. Code §239.15

# data[].attributes.attachment_link.readable_text
(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

# data[].attributes.attachment_link.description
(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

# data[].attributes.body
The follow is a video about three types of eating disorders anorexia, bulimia, and binge.

Reference
Mental Health Minute. (2020, April 10) Eating disorders. [Video]. YouTube. https://www.youtube.com/watch?v=_yM7_hbpRXc

# data[].attributes.attachment_link.authors[].name
National Institute of Mental Health (NIMH)

# data[].attributes.body
A counselor must develop a framework for developing school policies to support mental health. The following is an outlay of the Multi- Tier Support System:
Social Support:

Group Counseling

Classroom Guidance Lessons and  Follow-up

Emotional Support:

Individual Counseling

Group Counseling

Community Mental Health:

Resource Referral

Behavioral Support:

Individualized Counseling

Behavior Plan

Mental Health Support:

School Counselor

Community Mental Health

Reference
U.S. Department of Justice, Office of Justice Program (2012). Justice and mental health collaboration program. https://bja.ojp.gov/program/justice-and-mental-health-collaboration-program-jmhcp/training

# data[].attributes.attachment_link.readable_text
Effective Community Responses to People in Mental Health Crises: A National Curriculum for Law Enforcement Based on Best Practices from CIT Programs Nationwide
This course was developed to expand the reach of effective crisis intervention strategies to law enforcement agencies and to encourage the development of mental health community-law enforcement partnership teams throughout the United States. The curriculum contains 25 modules on various behavioral health and law enforcement topics with the flexibility to customize with special topics and local information. It includes an instructor guide, participant guide, slide deck, pre-course survey, post-course evaluation, certificate, and planning matrix. Leadership support and a dedicated coordinator can ensure long-term success. It is available at no cost to police agencies and mental health authorities.

Special Topics and Information To Customize Training Programs
Pathways to Justice®: A National Curriculum for Criminal Justice Professionals on Intellectual and Developmental Disabilities
This comprehensive, community-based training program provides critical information about people with intellectual and developmental disabilities (I/DD) to three primary audiences: law enforcement, legal professionals, and victim service providers. Pathways gives law enforcement and supporting professionals the tools they need to effectively communicate with and serve people with I/DD. The curriculum contains six modules that cover: identification of disability, disability culture, effective communication, common interactions, accommodations and developing an action plan. Three of the modules are profession-specific and designed for Pathways' target audiences. The training is customizable based on unique issues criminal justice and disability professionals/advocates want to address in their communities. Pathways is available at no cost to law enforcement agencies and district attorneys' offices through the Pathways to Justice® website.

Academic Training to Inform Police Responses: A National Curriculum to Enhance Police Engagement with People with Behavioral Health Issues and Developmental Disabilities
Seeking to address the need for additional training and resources, researchers from the School of Criminal Justice at the University of Cincinnati, in collaboration with Policy Research Associates, The Arc of the United States' National Center on Criminal Justice and Disability, and the International Association of Chiefs of Police, are currently working on an academic training to inform police responses to people with behavioral health issues and/or developmental disabilities.

This resource provides an overview of the program, including project design and implementation.

Webinars

Risk-Need-Responsivity 101: A Primer for SCA and JMHCP Grant Recipients
This webinar provides foundational knowledge on Risk-Need-Responsivity principles as well as guidance on understanding and implementing risk assessment tools as a way to direct resources and support recidivism-reduction strategies for criminal justice and social service agencies, practitioners, and policymakers.

Voices from the Field: Lessons Learned from Law Enforcement Mental Health Partnerships
Presenters discuss the unique challenges that law enforcement and mental health service providers face on college campuses, strategies for engaging campus stakeholders (e.g., students, faculty, administration and community residents), and information sharing. The webinar highlights two particularly successful learning sites, The University of Florida Police Department and the Madison Police Department (Wisconsin).

Traumatic Brain Injury in the Criminal Justice Population
This webinar discusses the prevalence of traumatic brain injury (TBI) and its implications for the criminal justice system. It also addresses the causes, consequences, and signs of TBI, as well as the relationship between TBI and co-occurring behavioral health disorders. Presenters share management strategies to improve responses and support services.

Technical Assistance Provider

The Council of State Governments (CSG) Justice Center coordinates the training and technical assistance (TTA) for the Justice and Mental Health Collaboration Program (JMHCP)-a national effort to help local, state, and federal policymakers and criminal justice and mental health professionals improve responses to people with mental disorders involved in the criminal justice system. The CSG Justice Center provides TTA to facilitate planning, implementation, and expansion of collaborative initiatives. Both on- and off-site support is provided, including in-depth consultations with field experts and experienced practitioners, strategic planning assistance, and national training events and web-based seminars.

Resources available to grantees include: publications on a variety of topics across the criminal justice continuum, including law enforcement, courts, and community corrections; webinars; and the National Criminal Justice Initiatives map -an inventory of communities across the country that have received federal investments to support initiatives relating to reentry and recidivism reduction.

Please visit the CSG Justice Center's website for a number of resources, which include:

Mental Health Court and Law Enforcement Learning Sites
Since 2006, the CSG Justice Center has worked in partnership with BJA to identify and highlight agencies from across the country with comprehensive and successful criminal justice/mental health programs that are willing to share their expertise.

These " learning sites" serve as centers for peer-to-peer learning for other criminal justice and mental health agencies and organizations. To date, the CSG Justice Center and BJA have identified five mental health courts and six law enforcement agencies that use a range of effective responses to address the overrepresentation of people with mental disorders involved in their criminal justice systems. These sites have been chosen not only for their programmatic successes, but also for their ability to provide insight and guidance to other jurisdictions interested in starting or expanding a collaborative criminal justice/mental health effort. In 2015, the CSG Justice Center will identify a new group of mental health court programs to join the BJA mental health court learning site initiative.

Developing a Mental Health Court: An Interdisciplinary Curriculum
This free online multimedia curriculum is for individuals and teams seeking to start, maintain, or just learn about mental health courts. Developed by the CSG Justice Center with the support of BJA, it is the first single resource with the information teams need to translate current research on mental health courts into program design and operation.

National Technical Assistance Grant Training, Orientation, and Conference
All JMHCP grantees are required to attend an annual training and orientation event hosted by the CSG Justice Center. The goals of this conference are to:

Facilitate participants' ability to achieve the objectives of their collaborative criminal justice/mental health initiatives,

Introduce attendees to best practices associated with positive public safety and public health outcomes for persons with mental disorders who are involved in the criminal justice system,

Provide the opportunity for grantees to meet peers working in other jurisdictions and to create national networks of professionals working to address the overrepresentation of persons with mental disorders in the criminal justice system, and

Offer in-person TTA from experts in the field.

Prior conference agendas, video, presentations, handouts, and other conference materials can be found here.

National Reentry Resource Center
Since its inception in 2009, the National Reentry Resource Center (NRRC) has served as the primary source of information and guidance in reentry, advancing the use of evidence-based practices and policies and creating a network of practitioners, researchers, and policymakers invested in reducing recidivism. The NRRC-established by the Second Chance Act-is administered by BJA and operated by the CSG Justice Center in partnership with the Urban Institute, the Association of State Correctional Administrators, the American Probation and Parole Association, the National Association of Counties, and the Center for Juvenile Justice Reform at Georgetown University's McCourt School of Public Policy.

See the one pager about the NRRC to learn more.

What Works in Reentry Clearinghouse
The What Works in Reentry Clearinghouse is a "one-stop shop" for research on the effectiveness of a wide variety of reentry programs and practices across a number of focus areas, including mental health and substance use. It was developed for the NRRC by the CSG Justice Center and the Urban Institute, with funding provided by BJA through the Second Chance Act.

# data[].attributes.attachment_link.title
Justice and Mental Health Collaboration Program (JMHCP) | Training

# data[].attributes.attachment_link.description
Effective Community Responses to People in Mental Health Crises: A National Curriculum for Law Enforcement Based on Best Practices from CIT Programs Nationwide This course was developed to expand the reach of effective crisis intervention strategies to law enforcement agencies and to encourage the development of mental health community-law enforcement partnership teams throughout the United States.

# data[].attributes.body
Each school is different in their policy of conducting a referral process. the following is information for counselor of how to develop and conduct a referral.

Reference
Zeller, J. (2017) Bridging students to the community. New Jersey School Counselor Association. https://www.New Jersey School Counselor Association. https://www schoolcounselor.org/newsletters/october-2017/bridging-students-to-the-community?st=NJ

# data[].attributes.attachment_link.readable_text
By Jacqueline Zeller , Ph.D.

To address students' mental health needs, school counselors and other school-based student support staff can connect youth and their families to resources in the community. You can also take steps to help increase the likelihood referrals will be successful.

Developing Referral Lists
In developing a referral list of community-based mental health professionals, include a provider's capacity to treat clients with particular presenting problems, ability to work with multicultural populations and comfort with languages other than English. Note logistical factors, such as a provider's hours, location and accessibility by public transportation, affordability and accepted insurance plans.

Ideally, such lists are updated fairly often. You may want to visit agencies or speak with providers by phone to gain a sense of their approaches or take a field trip during a professional development day.

Serving as a Bridge
Even with a referral list of qualified and well-matched community practitioners, making a successful referral can still be challenging. To increase ties among students, families and community-based providers, invite local mental health providers to parent workshops, school-based family events and select classroom lessons focusing on mental-health-related topics.

For example, as part of a school's focus on wellness, community-based professionals could offer strategies to de-stress and discuss warning signs of when students may need more support. These more informal introductions help the school-based staff become a bridge connecting families and students to outside agencies. Community providers are often invested in such activities if it can increase their referrals and decrease their no-show rates.

School counselors can also help to connect students and families to services by addressing common barriers and concerns. Try to create an open dialogue that allows families to feel heard and engages them in a process of mutual problem solving, recognizing their strengths. Authors McKay and Gopalan and colleagues have written about many of the barriers and strategies highlighted here.

Provide students a developmentally appropriate explanation of the reasons a student might be referred to outside mental health services. Understanding the student's and family's feelings and concerns about accessing mental health services is important, as is assessing whether outside mental health services (as opposed to other supports) are the best match for the family.

Address common concerns and questions: Does the student have fears about being labeled "crazy" or being singled out? Does the family feel blamed by the school or a previous provider? What are the family's opinions about medication? What are the family and student hoping for in an outside practitioner? How does the parent or guardian view the child's functioning? Are there concerns about privacy? By listening to and addressing the family's unique needs, concerns and questions, you'll be more likely to provide a successful referral.

If parents want help addressing practical barriers, include the family and student, when appropriate, as much as possible in the process so they can more independently access resources in the future. For example, with the parents' permission, you might make the initial phone contact to an outside provider while the parents are in the room.

Following Up
Once you've made a referral, particularly with more severe cases, be sure to follow up. To share information with an outside provider, you'll need consent to exchange information. You can also connect directly with families or students to check on progress of referrals. If you have significant concerns about a student even after an outside referral, consider the nature of the outside services and whether other supports might be warranted. When students are transitioning back from an out-of-school mental health setting, it is particularly important that school counselors and/or related school staff connect with the student, family and outside providers to make a transition plan for the student's return to school. When students are receiving regular counseling both inside and outside of school, it is important that school staff and the provider connect.

Systems such as checklists and standardized approaches can assist the referral and follow-up processes. A school checklist of steps for referral processes, required documents (such as releases of information), strategies for record-keeping of contacts and most frequently asked questions can make the process more efficient for all involved. Checklists can also help teachers and school counselors efficiently share information about student progress with outside providers. Schools can invite outside mental health practitioners to key meetings (when permissions are in place) to maintain meaningful connections between providers. Other school staff may be able to help in the referral process: perhaps a student support team member can take the role of managing outside partnerships and connecting with providers about students' progress.

Connecting with the School-Based Team
When assisting families and students who have greater mental health needs, remember to work as a team with other school staff in connecting students and families to resources. School psychologists, school social workers, other school counselors and student support team members can help identify potential referral sources, connect students and families to resources, support follow-up and support one another's work with students. Nurturing your school-based connections with school-based colleagues is important for supporting both students and staff.

Jacqueline Zeller, Ph.D., is with the Harvard Graduate School of Education's Prevention Science and Practice/CAS in Counseling Program. She can be reached at zellerja@gse.harvard.edu. Contact the author for references for this article.

# data[].attributes.attachment_link.title
Bridging Students to the Community | American School Counselor Association (ASCA)

# data[].attributes.attachment_link.description
By Jacqueline Zeller , Ph.D. To address students' mental health needs, school counselors and other school-based student support staff can connect youth and their families to resources in the community. You can also take steps to help increase the likelihood referrals will be successful.

# data[].attributes.body
The following gives a summery report from World Health Organization (WHO) on prevention, intervention, and policy for mental disorders.
Reference
World Health Organization. (2004). Prevention of Mental Disorders: Effective intervention and policy options. Prevention Research Centre of the Universities of Nijmegen and Maastricht. https://www.who.int/mental_health/evidence/en/prevention_of_mental_disorders_sr.pdf