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The Benefits of Social-Emotional Learning

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The Benefits of Social-Emotional Learning

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How Social-Emotional Learning Benefits Everyone | Caige Jambor | TEDxBemidji

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Understanding Disruptive and Conduct Disorders

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Understanding Disruptive and Conduct Disorders

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Coronavirus SEL content for Middle School | Part 1

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Social Emotional Brick Buidling Activities

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Circle for Change - Restorative Practice

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A technique for proactively building the skills and relationships students will need when challenges arise.

Our students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can better handle their situations and be more present in class.

Restorative circles are a useful practice to do just that. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills students need to support one another and collectively address the challenges they face.

Restorative circles are most effective when they're an integral part of school culture. After all, you can't "restore" a community that you haven't built or sustained.

7 Steps for Facilitating Meaningful Circles

1. Cocreate a safe, supportive space: Circles work best if teachers invest time up front to build relationships, skills, and practices to draw on throughout the school year-especially if the going gets tough.

Early in the process, teachers and students together explore values-like empathy, patience, kindness, courage, and open-mindedness-that need to be respected for people to be willing to share openly and honestly in circle. They also determine best ways of working together (circle practices). These include honoring the talking piece, which goes around the circle as an invitation to share while everyone else listens (participants may pass if they don't wish to talk). People are encouraged to speak and listen from the heart. And what is shared in circle, stays in circle, though educators should let students know at the outset that we are mandated by law to report when a student threatens to harm themselves or others, or when students divulge abuse.

2. Be prepared: Make sure that you, the facilitator, are well rested, calm, and focused.

To hold the circle space effectively, it's important to be fully present and able to sit with other people's stories and feelings as well as your own. Center yourself. If you're exploring sensitive issues that may require follow up, consider alerting support staff.

3. Plan ahead: Decide together on a topic or theme that sustains students' interest.

Find a relevant opening ceremony to open the circle space, such as a poem, quote, or piece of music. A mindfulness activity can also be used to bring students into the space after a particularly stressful class or noisy hallway experience.

Look for information to ground the conversation, and develop questions and prompts to invite student perspectives into the circle.

Keep in mind that the bigger the circle, the more time you'll need for the talking piece to go around. Think about how things might unfold and be ready to adapt to what comes up.

Make sure to leave time for a closing ceremony, giving students a chance to transition into spaces that may be less conducive to being vulnerable. A closing ceremony can be a commitment to safeguarding the stories shared in circle, or a breathing exercise in which we provide students with prompts and time to put themselves back together again.

4. Invite student experiences into the space: Encourage students to connect with the circle content by sharing stories from their own lives.

Include storytelling rounds by asking students to talk about "a person in your life who..." or "a time when...." Share authentically of yourself. This gives others permission to do the same. Model good listening as the talking piece goes around the circle. Be fully present as others speak. Remind everyone that listening is the key ingredient in circles. True listening can create the kind of welcoming space that encourages even the quietest voices to speak.

5. Acknowledge, paraphrase, summarize, and practice empathy: Listen closely to what students share so that you can build on their experiences.

When the talking piece comes back to you, touch on what you felt, noticed, or heard. If you sense that there's more than surfaced in the first round, send the talking piece around a second or third time, asking students for their connections, reflections, or additions.

If challenging or painful issues come up, model agreed-upon circle practices for students to follow. Listening mindfully and being present with other people's ordeals and hardships can create supportive, healing experiences that strengthen community connections and build empathy.

If needed, let students know you're available to check in with them later in the day or week. You might also have them consider speaking with other supportive adults or students to find solace if they're troubled.

6. Explore what it means to be an effective ally: Beyond creating a supportive listening environment, ask what else, if anything, students need from you and from each other.

Explore how to be better allies in circle so that students know they don't need to face their challenges alone. Invite them to talk about a person in their lives who is a good friend or ally, or a person they'd like to be a better friend or ally. Discuss the qualities these people have (or lack) and how they make us feel. Invite students to talk about a time they've been a good friend or ally themselves, and what gets in the way of being our best selves with one another.

7. Zoom out to promote understanding on the systems level: Explore whether there are larger systemic forces that underlie the challenges students have touched on (such as racism, sexism, or lack of access to resources). Introduce information, stories, and voices that might shed light on how these systems operate. Look for examples of people who took action to interrupt these and other oppressive systems.

Invite students to connect to this information by sharing their thoughts, feelings, and related experiences.

Studying larger, systemic forces in society can help students better understand their situation, and can be a useful starting point for students to become more active themselves. Action and activism can inspire hope, connection, and healing.

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Building Community With Restorative Circles

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A technique for proactively building the skills and relationships students will need when challenges arise.

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Restorative Discipline Practices in Texas

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Restorative Discipline Practices (RDP) in Texas began in the Fall of 2015. The Texas Education Agency partnered with the Institute for Restorative Justice and Restorative Dialogue at The University of Texas at Austin School of Social Work to participate in a statewide roll out.

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Overview

Experiencing occasional anxiety is a normal part of life. However, people with anxiety disorders frequently have intense, excessive and persistent worry and fear about everyday situations. Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks).

These feelings of anxiety and panic interfere with daily activities, are difficult to control, are out of proportion to the actual danger and can last a long time. You may avoid places or situations to prevent these feelings. Symptoms may start during childhood or the teen years and continue into adulthood.

Examples of anxiety disorders include generalized anxiety disorder, social anxiety disorder (social phobia), specific phobias and separation anxiety disorder. You can have more than one anxiety disorder. Sometimes anxiety results from a medical condition that needs treatment.

Whatever form of anxiety you have, treatment can help.

Symptoms

Common anxiety signs and symptoms include:

Feeling nervous, restless or tense

Having a sense of impending danger, panic or doom

Having an increased heart rate

Breathing rapidly (hyperventilation)

Sweating

Trembling

Feeling weak or tired

Trouble concentrating or thinking about anything other than the present worry

Having trouble sleeping

Experiencing gastrointestinal (GI) problems

Having difficulty controlling worry

Having the urge to avoid things that trigger anxiety

Several types of anxiety disorders exist:

Agoraphobia (ag-uh-ruh-FOE-be-uh) is a type of anxiety disorder in which you fear and often avoid places or situations that might cause you to panic and make you feel trapped, helpless or embarrassed.

Anxiety disorder due to a medical condition includes symptoms of intense anxiety or panic that are directly caused by a physical health problem.

Generalized anxiety disorder includes persistent and excessive anxiety and worry about activities or events - even ordinary, routine issues. The worry is out of proportion to the actual circumstance, is difficult to control and affects how you feel physically. It often occurs along with other anxiety disorders or depression.

Panic disorder involves repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). You may have feelings of impending doom, shortness of breath, chest pain, or a rapid, fluttering or pounding heart (heart palpitations). These panic attacks may lead to worrying about them happening again or avoiding situations in which they've occurred.

Selective mutism is a consistent failure of children to speak in certain situations, such as school, even when they can speak in other situations, such as at home with close family members. This can interfere with school, work and social functioning.

Separation anxiety disorder is a childhood disorder characterized by anxiety that's excessive for the child's developmental level and related to separation from parents or others who have parental roles.

Social anxiety disorder (social phobia) involves high levels of anxiety, fear and avoidance of social situations due to feelings of embarrassment, self-consciousness and concern about being judged or viewed negatively by others.

Specific phobias are characterized by major anxiety when you're exposed to a specific object or situation and a desire to avoid it. Phobias provoke panic attacks in some people.

Substance-induced anxiety disorder is characterized by symptoms of intense anxiety or panic that are a direct result of misusing drugs, taking medications, being exposed to a toxic substance or withdrawal from drugs.

Other specified anxiety disorder and unspecified anxiety disorder are terms for anxiety or phobias that don't meet the exact criteria for any other anxiety disorders but are significant enough to be distressing and disruptive.

When to see a doctor

See your doctor if:

You feel like you're worrying too much and it's interfering with your work, relationships or other parts of your life

Your fear, worry or anxiety is upsetting to you and difficult to control

You feel depressed, have trouble with alcohol or drug use, or have other mental health concerns along with anxiety

You think your anxiety could be linked to a physical health problem

You have suicidal thoughts or behaviors - if this is the case, seek emergency treatment immediately

Your worries may not go away on their own, and they may get worse over time if you don't seek help. See your doctor or a mental health provider before your anxiety gets worse. It's easier to treat if you get help early.

Causes

The causes of anxiety disorders aren't fully understood. Life experiences such as traumatic events appear to trigger anxiety disorders in people who are already prone to anxiety. Inherited traits also can be a factor.

Medical causes

For some people, anxiety may be linked to an underlying health issue. In some cases, anxiety signs and symptoms are the first indicators of a medical illness. If your doctor suspects your anxiety may have a medical cause, he or she may order tests to look for signs of a problem.

Examples of medical problems that can be linked to anxiety include:

Heart disease

Diabetes

Thyroid problems, such as hyperthyroidism

Respiratory disorders, such as chronic obstructive pulmonary disease (COPD) and asthma

Drug misuse or withdrawal

Withdrawal from alcohol, anti-anxiety medications (benzodiazepines) or other medications

Chronic pain or irritable bowel syndrome

Rare tumors that produce certain fight-or-flight hormones

Sometimes anxiety can be a side effect of certain medications.

It's possible that your anxiety may be due to an underlying medical condition if:

You don't have any blood relatives (such as a parent or sibling) with an anxiety disorder

You didn't have an anxiety disorder as a child

You don't avoid certain things or situations because of anxiety

You have a sudden occurrence of anxiety that seems unrelated to life events and you didn't have a previous history of anxiety

Risk factors

These factors may increase your risk of developing an anxiety disorder:

Trauma. Children who endured abuse or trauma or witnessed traumatic events are at higher risk of developing an anxiety disorder at some point in life. Adults who experience a traumatic event also can develop anxiety disorders.

Stress due to an illness. Having a health condition or serious illness can cause significant worry about issues such as your treatment and your future.

Stress buildup. A big event or a buildup of smaller stressful life situations may trigger excessive anxiety - for example, a death in the family, work stress or ongoing worry about finances.

Personality. People with certain personality types are more prone to anxiety disorders than others are.

Other mental health disorders. People with other mental health disorders, such as depression, often also have an anxiety disorder.

Having blood relatives with an anxiety disorder. Anxiety disorders can run in families.

Drugs or alcohol. Drug or alcohol use or misuse or withdrawal can cause or worsen anxiety.

Complications

Having an anxiety disorder does more than make you worry. It can also lead to, or worsen, other mental and physical conditions, such as:

Depression (which often occurs with an anxiety disorder) or other mental health disorders

Substance misuse

Trouble sleeping (insomnia)

Digestive or bowel problems

Headaches and chronic pain

Social isolation

Problems functioning at school or work

Poor quality of life

Suicide

Prevention

There's no way to predict for certain what will cause someone to develop an anxiety disorder, but you can take steps to reduce the impact of symptoms if you're anxious:

Get help early. Anxiety, like many other mental health conditions, can be harder to treat if you wait.

Stay active. Participate in activities that you enjoy and that make you feel good about yourself. Enjoy social interaction and caring relationships, which can lessen your worries.

Avoid alcohol or drug use. Alcohol and drug use can cause or worsen anxiety. If you're addicted to any of these substances, quitting can make you anxious. If you can't quit on your own, see your doctor or find a support group to help you.

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Learn the symptoms of this mental health condition, and ways to manage worry and fear that interfere with your daily activities.

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Restorative circles are strategies you can use in your classrooms to develop relationships, build communities, and respond to conflicts and problems that arise. With restorative circles, you give everyone an equal opportunity to speak, and be listened to.

When you're building your restorative circles, the basic structure is easy to learn. Gather everyone around in a circle, and follow the guidelines of whatever circle type you're using!

You always keep two things the same across restorative circle types.

One, only let your participants speak one at a time. Don't allow interruptions while others are talking. By doing this, you encourage everyone to listen while giving each of them an equal chance to respond.

Two, don't pass judgement, but seek to understand problems. Your circle's goal isn't to pass judgement and define punishment. Instead, challenge those involved to understand why the conflict happened, and how it affected others.

Here are three types of restorative circles you can use in your classroom

Sequential Restorative Circles

Real Justice Conference

Fishbowl Restorative Conference

1. Sequential Restorative Circles:

Sequential Restorative Circles

In sequential restorative circles, one person speaks at a time. The chance to speak moves around your circle in one direction.

Structure your sequential restorative circles around topics or questions raised by your circle facilitator. This format gives quite or reserved voices, who often get pressured by loud or assertive voices, a chance to speak freely. By using topics and questions, you also help guide your circle, and give your participants a more structured way of voicing their concerns.

When using a restorative circle, you'll often rely on the help of a circle facilitator. Your job as a circle facilitator is to help guide your circle, but not lead it. You don't determine who is right or wrong. Instead, you keep everyone on track, making sure they all have an equal chance to speak.

You don't need a leader to run a successful restorative circle though. Often you can simply trust your participants to go around, as many times as you need, keeping order yourselves.

2. Real Justice Circles:

Real Justice Circle

Another type of restorative circles you can use is known as a Real Justice Circles. When using real justice conferences, your order of speaking is different and more structured.

Your participants still sit in a circle, and discussion is still lead by a circle facilitator. However, your order of speaking is not sequential. Instead, follow a specific speaking order that's defined by your conference script. The general format most people use goes: offender, victim, victim's supporter, and offender's supporter. As a circle facilitator, ask each person a set of restorative questions and listen to their response.

Once everyone has responded to the restorative questions, transition into a more open model of discussion. During this time, you can discuss what the victim needs and how those needs can be met. Once you're at this point, the previous order is broken down. Everyone is allowed to talk in a non-ordered discussion, while still following the original guidelines.

3. Fishbowl Restorative Circles:

Fishbowl Restorative Circle

An additional restorative circle format you can use is the fishbowl. Fishbowl circles are drastically different than other restorative circles.
First, create an inner circle of active participants using either a sequential approach or a non-sequential activity. Outside the inner circle place your observers, each arranged in as many concentric circles as are needed to accommodate the group.

You can use fishbowl circles when you might have a large number of active participants but it would be impractical to have them all involved. Observers watch the circle activity and occasionally comment on it, but aren't active members of the circle.

To create a slight variation on this, place an empty chair in the middle of the room. Have your outside observers sit in the chair, one at a time, say something, and then return to the outer circle. This helps you maintain a limited amount of participation by observers.

Restorative Circles are valuable tools for developing relationships and building classroom communities because they give each participant an equal opportunity to speak and be heard. Unlike traditional discipline models, they also allow individuals to understand how their actions impacted others. By not responding with just punishment, and instead listening to the stories, experiences, feelings, and thoughts of others, you get a deeper understanding of why something might have happened.

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3 Types of Restorative Circles * Region 13's Blog

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Restorative circles are strategies you can use in your classrooms to develop relationships, build communities, and respond to conflicts and problems that arise. With restorative circles, you give everyone an equal opportunity to speak, and be listened to. When you're building your restorative circles, the basic structure is easy to learn.

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In Colorado, our zero tolerance law was really in response to Columbine. And we were scared. We were all heartbroken. We were terrified, and we wanted to make sure kids were safe.

And so we thought, well, let's do this. Let's make sure - let's make clear that this is non-negotiable. And that's really where the intention around zero tolerance came from. Unfortunately, the way it played out was, was - was in more negative educational outcomes.

You can't learn if you're not there. And they also - there's studies linking suspension to incarcerations. And it's much more likely that if a kid is suspended, or repeatedly suspended, that they will end up in jail, and it's much more likely that if they're suspended even once in ninth grade, they're more likely to drop out.

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To curb conflict, a Colorado high school replaces punishment with conversation

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In Colorado, our zero tolerance law was really in response to Columbine. And we were scared. We were all heartbroken. We were terrified, and we wanted to make sure kids were safe. And so we thought, well, let's do this. Let's make sure - let's make clear that this is non-negotiable.

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What does being nice have to do with child abuse prevention?: Lesley Taylor  at TEDxDarwin 2012

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When and How to Report Child Abuse and Neglect

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When and How to Report Child Abuse and Neglect

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More Abuse Information

A Silent Cry for Help

Some children can't or won't cry or ask for help when they need it - even if their lives may be in danger. Thousands of children who suffer abuse and neglect are too young, terrified, or simply confused to tell anyone about it. Their suffering may go unnoticed for years, permanently damaging their health and development - or worse.

You can spot symptoms of abuse and neglect if you know what to look for. A parent's, caregiver's, or child's appearance and behavior may be a sign. If you think someone is hurting or mistreating a child, you must act. Report your suspicions to the people who are responsible for investigating reports of abuse and neglect. Call 1-800-252-5400.

According to the Law

Texas has both civil and criminal laws to protect children from abuse and neglect. If you suspect that a child is being abused or neglected, the law requires that you report it. [Texas Family Code Section 261.101 (a)]

The Texas Department of Family and Protective Services (DFPS) is the agency to call if the suspected abuse or neglect involves a person responsible for the care, custody, or welfare of the child or someone who lives in the home with the child. Child Protective Services (CPS), a division of DFPS, is responsible for conducting civil investigations of alleged abuse or neglect by caregivers or household members. You may also report suspected abuse or neglect to any local or state law enforcement agency. Law enforcement agencies are responsible for criminal investigations, which focuses on figuring out who committed a crime. The CPS investigation is a civil court matter that focuses on the welfare of the child and family.

You are protected by law from liability when you make a report or provide information in good faith during a CPS investigation. However, you are not protected from civil or criminal liability if you report your own abuse or neglect of a child or intentionally file a false report against someone else. (Texas Family Code, Section 261.106).

Failure to report suspected child abuse and neglect is a criminal offense (Texas Family Code, Section 261.109).

To report to DFPS, call the 24-hour, toll-free abuse hotline at 1-800-252-5400 from anywhere in the United States to report abuse or neglect that happened in Texas. The important thing is to call and report what you suspect. You will be given a call ID number to prove that you made the call. You can call back and use the call ID number to give additional information about the same case. Anonymous callers are welcome, but they will not be given a call ID number. The identity of the reporter is confidential and is not revealed to anyone but law enforcement, unless disclosure is ordered by a court (Texas Family Code Section 261.201).

Too Many Child Victims

In 2011, CPS completed 175,421 investigations of suspected child abuse and neglect. These investigations confirmed the abuse or neglect of 65,948 children in Texas. In 2011, there were:

12,547 victims of physical abuse

6,094 victims of sexual abuse

510 victims of emotional abuse

156 victims of abandonment

1,780 victims of medical neglect

5,261 victims of physical neglect

49,978 victims of neglectful supervision

569 victims of refusal to accept parental responsibility

Statistics show children who are 3 years old and younger are the most vulnerable to abuse and neglect. In fact, more than half of child victims are no older than 6 years of age. See the latest DFPS Annual Report and Data Book for more information and statistics.

Report Child Abuse - It's the Law

Texas law requires that any person suspecting that a child has been abused or neglected must immediately make a report. If there is an emergency, call 911 and then call the DFPS Texas Abuse Hotline at 1-800-252-5400. You can also make a report online.

Professionals must make a report no later than the 48th hour after first suspecting a child has been abused or neglected or is a victim of an offense under Section 21.11, Penal Code. A professional may not delegate to or rely on another person to make the report (Texas Family Code, Section 261.101). Professionals are not required to follow up their oral reports with a written report as they were in the past. Professionals include teachers, nurses, doctors, day-care employees and others who are either licensed by the state or work in a facility licensed or operated by the state and who have direct contact with children in the course of their job (Texas Family Code, Section 261.101).

It is important to make the report as soon as possible. The more time that passes between the incident and your report, the more difficult it is for CPS to conduct an appropriate and thorough investigation and to gather the information needed to protect the child. Over time, bruises can heal; physical evidence may disappear or be obscured; memories may fade; and children, parents and other individuals may change their minds about what to say to CPS.

In some situations, you may be aware of a family's ongoing problems over a period of time before you begin to suspect that the situation has worsened into abuse or neglect. DFPS encourages you to report if you think that a child has been abused or neglected. You are not expected to prove that abuse or neglect has definitely occurred. Delaying your report to check the situation or to gather more information can result in more serious harm to the child.

Helping Locate a Child

To investigate a report, CPS must be able to locate the child or family. Please provide the worker taking your report with names of the children, parents, caregivers or others involved. At a minimum, please provide a description of the child and the home address, day-care center or the school the child attends.

Professionals calling should try to have the child's record accessible to provide names, dates of birth, addresses, emergency contacts, health issues and information on siblings or others in the home.

Report What You Know About the Child

When you make a report, give as much information as you can about the child's age and condition. Give the child's date of birth if possible; if you don't know it, then tell the child's age or approximate age. CPS investigators also need information about the child's condition, such as injuries, medical problems, physical disabilities, intellectual development, and emotional or behavioral problems. Describe the injuries and location of the injuries as much as possible. If there is no visible injury, describe pain, tenderness, or the child's description or feelings about the situation. The child's age and current condition are important factors in determining the level of danger involved.

Report What You Know About the Event

When you make a report, tell who, what, where, when and how. Give as much information as you can about the child's condition and well-being. There may be times when the person reporting has little information because an incident that appeared to be abuse or neglect was witnessed in a public place, such as a parking lot, store, restaurant or school. Please help CPS identify who the victim and alleged abusers are by giving a description, including the approximate age and description of the victim and alleged abuser, a license plate number and any other people present who may have additional information.

Report Even When in Doubt

If you are not sure whether to report, DFPS encourages you to call immediately and ask. The worker discusses the situation and explains what constitutes abuse, neglect and risk. The worker taking the report will ask questions. If you do not know the answers to all the questions, it is okay. The worker needs to gather as much information as possible.

What you have to say is important and DFPS welcomes your call. If your information is not assigned for investigation, your call is still logged in our computer. Call again if another incident of abuse or neglect occurs. Sometimes the child you are calling about already has a caseworker because someone else called in previously. If DFPS does not write up a new report, the information is sent to the caseworker handling the case if the case is still open.

Client information must be safeguarded and is restricted from disclosure to callers.

Note: DFPS workers need specific information to make good decisions about whether to investigate a report. General statements of concern about a child's welfare are seldom sufficient to require an investigation. If the report does not appear to meet the legal definitions of abuse or neglect, DFPS will tell you.

Legally, What Child Abuse and Neglect Are

In Texas, the definitions of child abuse and neglect include specific acts or omissions by a person responsible for a child's care, custody or welfare. Here are important legal definitions from Section 261.001 of the Texas Family Code.
"Abuse" includes the following acts or omissions by a person:

Mental or emotional injury to a child that results in an observable and material impairment in the child's growth, development, or psychological functioning.

Causing or permitting the child to be in a situation in which the child sustains a mental or emotional injury that results in an observable and material impairment in the child's growth, development, or psychological functioning.

Physical injury that results in substantial harm to the child, or the genuine threat of substantial harm from physical injury to the child, including an injury that is at variance with the history or explanation given and excluding an accident or reasonable discipline by a parent, guardian, or managing or possessory conservator that does not expose the child to a substantial risk of harm.

Failure to make a reasonable effort to prevent an action by another person that results in physical injury that results in substantial harm to the child.

Sexual conduct harmful to a child's mental, emotional, or physical welfare including conduct that constitutes the offense of indecency with a child under Section 21.11, Penal Code, sexual assault under Section 22.011, Penal Code, or aggravated sexual assault under Section 22.021, Penal Code.

Failure to make a reasonable effort to prevent sexual conduct harmful to a child.

Compelling or encouraging the child to engage in sexual conduct as defined by Section 43.01, Penal Code.

Causing, permitting, encouraging, engaging in, or allowing the photographing, filming, or depicting of the child if the person knew or should have known that the resulting photograph, film, or depiction of the child is obscene as defined by Section 43.21, Penal Code, or pornographic.

Causing, permitting, encouraging, engaging in, or allowing a sexual performance by a child as defined by Section 43.25, Penal Code.

The current use by a person of a controlled substance as defined by Chapter 481, Health and Safety Code, in a manner or to the extent that the use results in physical, mental, or emotional injury to a child.

Causing, expressly permitting, or encouraging a child to use a controlled substance as defined by Chapter 481, Health and Safety Code.

"Neglect" includes:

Leaving of a child in a situation where the child would be exposed to a substantial risk of physical or mental harm, without arranging for necessary care for the child, and the demonstration of an intent not to return by a parent, guardian, or managing or possessory conservator of the child.

The following acts or omissions by a person:

Placing a child in or failing to remove a child from a situation that a reasonable person would realize requires judgment or actions beyond the child's level of maturity, physical condition, or mental abilities and that result in bodily injury or a substantial risk of immediate harm to the child.

Failing to seek, obtain, or follow through with medical care for a child, with the failure resulting in or presenting a substantial risk of death, disfigurement, or bodily injury or with the failure resulting in an observable and material impairment to the growth, development, or functioning of the child.

The failure to provide a child with food, clothing, or shelter necessary to sustain the life or health of the child, excluding failure caused primarily by financial inability unless relief services had been offered and refused.

Placing a child in or failing to remove the child from a situation in which the child would be exposed to a substantial risk of sexual conduct harmful to the child.

The failure by the person responsible for a child's care, custody, or welfare to permit the child to return to the child's home without arranging for the necessary care for the child after the child has been absent from the home for any reason, including having been in residential placement or having run away.

"Person responsible for a child's care, custody, or welfare" means a person who traditionally is responsible for a child's care, custody, or welfare, including:

A parent, guardian, managing or possessory conservator, or foster parent of the child.

A member of the child's family or household as defined by Chapter 71.

A person with whom the child's parent cohabit.

School personnel or a volunteer at the child's school.

Personnel or a volunteer at a public or private child-care facility that provides services for the child or at a public or private residential institution or facility where the child resides.

Reporting Abuse or Neglect Outside the Home

Reports of child abuse or neglect occurring outside the child's family or home are generally investigated by agencies other than CPS. However, CPS usually investigates reports of abuse or neglect by school personnel or volunteers.

The Child Care Licensing division of DFPS investigates alleged child abuse or neglect in day-care facilities or residential facilities licensed by DFPS. The Adult Protective Services division of DFPS investigates alleged child abuse or neglect in MHMR facilities and community centers. Reports of child abuse or neglect in facilities that are operated, licensed, certified or registered by other state agencies are investigated by those agencies.

The law allows you to report a case directly to the responsible agency, and if you make the report to DFPS, it will be referred to the appropriate state agency. If you prefer, you may report to a law enforcement agency.

Family Violence

Also known as "domestic violence," family violence is an act by a member of a family or household against another member of the family or household that is intended to cause physical or emotional harm. It is against the law in Texas.

The first step in stopping domestic violence is to recognize it when it happens. It's hard to accept that you may be battered by someone you love. Still, you may be a victim of family violence if:

you are being pushed, shoved, slapped, bruised, kicked, strangled or threatened with a weapon.

you are verbally attacked or accused.

your possessions are intentionally damaged.

you are not allowed to come and go as you wish.

you are being followed, harassed, or spied upon.

you are forced to have sex or perform a degrading sexual act.

you are kept in isolation.

In families where battering occurs, the rate of child abuse or neglect is 15 times higher than the national average. Children may be hurt indirectly when their parent is abused. They may be injured trying to protect their parent.

In the year 2000, law enforcement reported more than 175,282 incidents of family violence in Texas, with 104 women killed by their intimate male partners.

No one deserves to be abused. If something about your relationship frightens you, or if you or someone you know is suffering abuse in a relationship, please cal the National Domestic Violence Hotline at:

They provide callers with crisis intervention and referrals to their local family violence service providers and other resources. The CPS caseworker providing you with this brochure may also have information on additional community resources.

TexCare Partnership: Children's Health Insurance To Fit Your Budget

What is TexCare Partnership?

TexCare Partnership is a new children's health insurance campaign developed especially for Texas families. Its purpose is to provide health insurance for children at a price that fits the budgets of Texas families. Most families will pay no more than $18.00 per month to insure all of their children. Rates are flexible, based on the number of people in your family and your family's income and expenses.

Who qualifies?

Children, newborn through age 18, qualify for coverage. All children can apply! Application to TexCare Partnership will not affect your immigration status.

Parents can apply over the phone by calling 1-800-647-6558, Monday through Friday, 9 a.m. to 9 p.m. (central time) and 9 a.m. to 3 p.m. on Saturday, except federal holidays. You may also call and ask that an application be mailed to you.

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Texas Department of Family and Protective Services (DFPS)

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More Abuse Information Some children can't or won't cry or ask for help when they need it - even if their lives may be in danger. Thousands of children who suffer abuse and neglect are too young, terrified, or simply confused to tell anyone about it.

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More Abuse Information

There are four major types of child maltreatment: physical abuse, neglect, sexual abuse, and emotional abuse.

Physical Abuse

Physical Abuse is physical injury that results in substantial harm to the child, or the genuine threat of substantial harm from physical injury to the child. The physical injury (ranging from minor bruises to severe fractures or death) can result from punching, beating, shaking, kicking, biting, throwing, stabbing, hitting, burning, choking, or otherwise harming a child. Such injury is considered abuse regardless of whether the caretaker intended to hurt the child.
Suspect Physical Abuse When You See:

Frequent injuries such as bruises, cuts, black eyes, or burns without adequate explanations

Frequent complaints of pain without obvious injury

Burns or bruises in unusual patterns that may indicate the use of an instrument or human bite; cigarette burns on any part of the body

Lack of reaction to pain

Aggressive, disruptive, and destructive behavior

Passive, withdrawn, and emotionless behavior

Fear of going home or seeing parents

Injuries that appear after a child has not been seen for several days

Unreasonable clothing that may hide injuries to arms or legs

Neglect

Neglect is failure to provide for a child's basic needs necessary to sustain the life or health of the child, excluding failure caused primarily by financial inability unless relief services have been offered and refused.
Suspect Neglect When You See:

Obvious malnourishment

Lack of personal cleanliness

Torn or dirty clothing

Stealing or begging for food

Child unattended for long periods of time

Need for glasses, dental care, or other medical attention

Frequent tardiness or absence from school

Sexual Abuse

Sexual Abuse includes fondling a child's genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or producing pornographic materials.
Suspect Sexual Abuse When You See:

Physical signs of sexually transmitted diseases

Evidence of injury to the genital area

Pregnancy in a young girl

Difficulty in sitting or walking

Extreme fear of being alone with adults of a certain sex

Sexual comments, behaviors or play

Knowledge of sexual relations beyond what is expected for a child's age

Sexual victimization of other children

Emotional Abuse

Emotional Abuse is mental or emotional injury that results in an observable and material impairment in a child's growth, development, or psychological functioning. It includes extreme forms of punishment such as confining a child in a dark closet, habitual scapegoating, belittling, and rejecting treatment for a child.
Suspect Emotional Abuse When You See:

Over compliance

Low self-esteem

Severe depression, anxiety, or aggression

Difficulty making friends or doing things with other children

Lagging in physical, emotional, and intellectual development

Caregiver who belittles the child, withholds love, and seems unconcerned about the child's problems

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Texas Department of Family and Protective Services (DFPS)

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More Abuse Information There are four major types of child maltreatment: physical abuse, neglect, sexual abuse, and emotional abuse. Physical Abuse is physical injury that results in substantial harm to the child, or the genuine threat of substantial harm from physical injury to the child.

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Amid the pandemic, reports to the child abuse hotline have dropped significantly. Students are spending more time at home and less time with teachers, coaches, and other adults who most often report concerns of abuse or neglect. Educators are mandatory reporters and are required to report suspicions of child abuse and neglect, including the trafficking of a child (Texas Family Code § 261.101). As districts prepare for a new school year that may include both remote and in-person learning environments, it is critical for teachers and school staff to remain vigilant in their identification and reporting of these concerns.

The Texas Education Agency partnered with the Children's Advocacy Center's (CAC) of Texas to develop a toolkit for educators addressing child abuse identification and reporting responsibilities in-person and remotely. Below is a digital version of the toolkit.

LEAs are encouraged to partner with their local CAC to obtain hardcopies of the toolkit and learn more about the training and prevention resources offered. Visit the CAC Find a Local Center Webpage to learn more about your local children's advocacy centers.

Key Tips and Reminders Remote Learning

Texas School Employee's Guide to Reporting Suspected Child Abuse & Neglect

Guidance for Texas School Administrators on Addressing Child Abuse, Neglect & Trafficking

No, Go, Tell Poster

TEC § 38.0041; TAC § 61.1051
All campuses are required to:
- Post the Child abuse hotline on 11X17 poster in English and Spanish.

- Post in at least one high-traffic area (hallway, above a water fountain, gym, locker room, counselor's office, etc.) in both English and Spanish.

- Posted at student eye-level.

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Prevention and Awareness of Child Abuse, Neglect, including Trafficking of a Child Toolkit and Resources

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Amid the pandemic, reports to the child abuse hotline have dropped significantly. Students are spending more time at home and less time with teachers, coaches, and other adults who most often report concerns of abuse or neglect. Educators are mandatory reporters and are required to report suspicions of child abuse and neglect, including the trafficking of a child (Texas Family Code § 261.101).

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SMH ToolKit Referral Pathways (09-15 NITT-TA)

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Campbell Co. WY S.D. SSHS Release of Info Form (2009)

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Campbell Co. WY S.D. SSHS Referral Form (2009)

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Kevin Hines, Jumped off Golden Gate Bridge and Survived INT

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Skip to main content

We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

988

¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!
Haga clic aquí para obtener información sobre cómo acceder a todos los servicios en español.

Conocer más

Stock photo by iStock.

The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

About The Lifeline

Anyone could be struggling with suicide. Find more specific resources below.

I'm Struggling With Individuals with Neurodivergence

We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
read stories of hope & recovery

First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

We'll play you a little music while we connect you to a skilled, trained crisis worker.

A trained crisis worker at your local center will answer the phone.

This person will listen to you, understand how your problem is affecting you, provide support, and get you the help you need.

988 Lifeline Center calls are free and confidential, and we're available 24/7.

Show What Happens When You Call The Lifeline

Everyone Plays A Role In Suicide Prevention

Get in touch

Call the Lifeline

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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Esta página también está disponible en español.

If You Know Someone in Crisis

Call the National Suicide Prevention Lifeline (Lifeline) at 1-800-273-TALK (8255), or text the Crisis Text Line ( text HELLO to 741741). Both services are free and available 24 hours a day, seven days a week. The deaf and hard of hearing can contact the Lifeline via TTY at 1-800-799-4889. All calls are confidential. Contact social media outlets directly if you are concerned about a friend's social media updates or dial 911 in an emergency. Learn more on the Lifeline's website or the Crisis Text Line's website.

The Veterans Crisis Line connects Service members and Veterans in crisis, as well as their family members and friends, with qualified, caring Department of Veteran's Affairs (VA) responders through a confidential toll-free hotline, online chat, or text messaging service. Dial 1-800-273-8255 and Press 1 to talk to someone or send a text message to 838255 to connect with a VA responder. You can also start a confidential online chat session at veteranscrisisline.net/get-help/chat.

Introduction

Suicide is a major public health concern. Over 48,000 people died by suicide in the United States in 2018; it is the 10th leading cause of death overall. Suicide is complicated and tragic, but it is often preventable. Knowing the warning signs for suicide and how to get help can help save lives.

Signs and Symptoms

Risk Factors

Treatments and Therapies

Ongoing Research

Latest News
More

Learn More

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Esta página también está disponible en español . Call the National Suicide Prevention Lifeline (Lifeline) at 1-800-273-TALK (8255), or text the Crisis Text Line ( text HELLO to 741741). Both services are free and available 24 hours a day, seven days a week. The deaf and hard of hearing can contact the Lifeline via TTY at 1-800-799-4889.

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The Texas Suicide Prevention Collaborative relies on generous contributions from community members like you to support our work. The fact is that persons who are impacted by mental illness or who need support for suicide prevention, suicide loss, or a previous attempt rarely come into contact with the public mental health system. Many go without treatment or support at all.

To help communities, we must build and support locally available resources for those who may be at risk of suicide-and that's the essential work of the Texas Suicide Prevention Collaborative. Given the size of Texas, this task is challenging, but with your support, we can accomplish it-together.

We now accept crypto donations along with traditional monetary donations. Please support those who need help in your community today.

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Texas Suicide Prevention | Know the Signs. Save a Life.

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The Texas Suicide Prevention Collaborative relies on generous contributions from community members like you to support our work. The fact is that persons who are impacted by mental illness or who need support for suicide prevention, suicide loss, or a previous attempt rarely come into contact with the public mental health system.

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Whether you're looking for a therapist or just someone to talk to right now during some difficult times, 7 Cups is a place where you can be heard. Start for free today.

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Trauma Center Resources - Riverside Trauma Center

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Massachusetts COVID-19 Resources Important Current Topics Reactions to Highly Stressful or Potentially Traumatic Events What Parents Should Know About 13 Reasons Why Talking with Your Children About Highly Stressful Events - Election Practicing Self-Care After Highly Stressful Events - Election Talking with Your Children About Islamophobia and Hate-Based Violence Dealing with the Aftermath of a Tragedy ...

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Additional Resources for Parents, Counselors & Teachers

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Additional Resources for Parents, Counselors & Teachers

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To support the growing needs of children and teens, OnlineCounselingPrograms.com has gathered resources on mental health, learning and other related topics from sexual identity to study skills. Below is a compilation of lists, articles, guides and videos to help parents, teachers, professionals and adolescents themselves to assist in social, academic, behavioral and emotional development.

Mental Health Resources

Resources for Children and Adolescents

Calming Anxiety, Coping Skills for Kids: a therapist's look into different ways to address anxiety and anxious moments with the use of calming exercise for kids.

What Is Anxiety, Anxiety Canada: leading website in developing online, self-help and evidence-based resources on anxiety and anxiety disorders.

Anxiety Relief, Psych Central: guide with activities for parents and professionals providing techniques to help children with managing their anxiety.

Apps for Anxious Children, Anxiety: list of downloadable applications parents can use with tablets or cellphones for children dealing with anxiety.

Depression Resource Center, American Academy of Child and Adolescent Psychiatry: resource for parents and therapists on how to help adolescents with depression.

Sadness and Depression, Kids Health: self-help guide for kids on understanding sadness, depression, stress and coping skills.

Childhood Depression Screening, Brain Abilities: intuitive depression screening test meant for children to complete on their own.

Confronting Stigma Towards Youth Mental Health, Aviva Community Fund: video about reducing the stigma surrounding youth mental health issues.

Where Can Families Start? Supporting a Child or Youth with Mental Health Challenges, Kelty Mental Health: video on how parents can help their child cope with mental health issues.

Parenting Resource & Information, Healthy Place: guide for parents with children who have been diagnosed with a mental illness.

Life With Bob, Healthy Place: blog exclusively for parents by a parent with a child who has bipolar disorder.

Mental Illness, National Institute of Mental Health: statistical report on the prevalence of mental health disorders in children from age 8 to 18.

2019 Children's Mental Health Report, Child Mind Institute: statistical report on the negative effects of mental health disorders in school, early intervention programs and school-wide behavior plans.

Mental Illness Education for Kids, Susie Shep: video with small animated drawings explaining mental illness in a way that children can best understand.

Children and Teens - Anxiety and Depression, Anxiety and Depression Association of America: guide to help educate parents, teenagers and professionals about evidenced-based treatment options for anxiety in teenagers and children.

National Eating Disorders, National Eating Disorders Association: organization that supports individuals and families affected by eating disorders and serves as a catalyst for prevention, cures and access to quality care.

The Media and Body Image, Mirror-Mirror: resource providing education on anorexia, bulimia, binge eating disorder and compulsive eating.

Mental Health Facts, Children and Teens, National Alliance on Mental Illness (PDF, 1.5 MB): infographic on the relevance of mental health concerns in children and teens.

Mental Health: The Basics - Introduction, ClickView: video providing an introductory review of mental health.

Resources for Teens

Anxiety and Teens, WebMD: information for parents and professionals to help them understand anxiety in teenagers and adolescents and what interventions and support can be provided.

Erika's Lighthouse: site that educates school communities about teen depression, eliminates the stigma associated with mental illness and empowers teens to take charge of their mental health.

Youth - AnxietyBC, AnxietyCanada: resource for teens who may be suffering from anxiety.

20 Confessions from Teens With Mental Illness, Discovery Mood & Anxiety Program: quoted experiences on mental health from teens, for teens.

Living With a Mental Disorder, Buzzfeed News: video that describes what it's like to live with mental illness as a teenager.

10 Facts About Teens and Mental Health, Health Tricks: video about mental health facts and teenagers.

Mindfulness for Teens - Resources, Mindfulness For Teens: comprehensive list of mindfulness apps, books, websites, classes and programs for teenagers.

Teen Depression, National Institute of Mental Health: organization providing mental health education, resources and clinical trial research for certain diagnoses.

Depression, Teen Mental Health: information about depression, including how to identify risk factors for depression and what to do if you are concerned about yourself or someone else with depression, for all audiences.

Helpline, Teen Line Online: peer support line resource for teens, by teens; available 6 p.m.-10 p.m. daily.

Social and Emotional Health Resources

Resources for Children

Family Tools for Expressing Emotions, Vanderbilt University (PDF, 5MB): parental guide on how to teach your children about expressing emotions.

Five Steps of Emotion Coaching, Parenting Counts: Discusses a step-by-step process for parents to emotionally coach their children.

Feelings Games, PBS Kids: online games that parents can use with their children to guide them on addressing feelings and emotions

Understanding Temperament, Center for Parenting Education: article geared toward assisting parents in understanding the spectrum of emotions in young children

10 Tips to Help Your Child With Anger, Aha! Parenting: parental guide on how to help children constructively regulate and deescalate their anger.

Anger Management Activities, School Counseling Files: complete guide for professionals and teachers that lists resources and visualizations to assist children in identifying anger and how to process the feelings associated with it.

Anger Management for Children, Scholastic: guide with important strategies for parents to teach children how to identify and control their anger.

Improving Kids' Social Skills, Parents Magazine: guide to help parents learn about different social milestones children should have at different ages.

Teaching Social Skills, LD Online: resource developed for parents and professionals on teaching about social skills, learning abilities and ADHD.

Activities to Help with Social Skills, Friendship Circle: 12 activities parents can do with their children to help improve their social skills.

Inventive Games, KQED: video game-based activities and inventive games that supply children with learnings about social skills.

Self-Concept Development, Scholastic: intelligent and detailed breakdown about the identity development processes children take at each milestone.

How to Build Your Child's Self Esteem, Today's Parent: parental guide with 11 ways to help your child build a positive and healthy self-esteem.

Activities for Kids, Kids Play And Create: activity-based creative resource centered on self-esteem-improving exercises and character-building activities.

Tips for Parents, More Self Esteem: site where parents can find more information about low self-esteem.

Positive Cultural Identity, Project Cornerstone: document for adults with materials and activities to promote the invaluable asset of positive cultural identity among children

Identity Charts, Facing History: graphic tool for teachers and professionals to use when helping children and adolescents understand self-identity.

Resources for Teens

Body Image and Self-Esteem, Kids Health: information for helping teenagers and adolescents understand what body image is and how their self-esteem can be affected.

15 Great Self-Esteem-Building Activities and Exercises for Teens and Adults, Enlightenment Portal: resource with self-esteem-building exercises for teens.

Toolkit: Identity Development, ACT for Youth: resource for teachers and professionals on how to explain identity development to adolescents.

Adolescence and Internet Identity, Psychology Today: guide for parents on how the internet can negatively affect their child's identity.

Your Teen's Search for Identity, Psych Central: parent resource on how to help their child understand what it means to develop an identity for themselves.

Academics and Learning Resources

Help My Child with Academics, U.S. Department of Education: resource for parents about various aspects of improving academics in children.

What Is Character?, Character.org: site for parents and educators about the basics of character education and how to develop healthy character development in children.

Elementary School Health, Kids Health: list of 10 ways for parents to help their child's academic experience be more positive and productive; gives examples of tactics to become more involved in a child's school life.

Good Character: resource about character education, including lesson plans, activities, programs and "how-to" instructions for character education.

Character Education in PreK & Kindergarten, Scholastic: list of activities for educators to help children develop their personal character.

Learning Disabilities Association of America: support and research site for parents who are either new to the world of learning disabilities or who have with extensive experience.

Motivating Kids to Practice, Sylvan Learning: guide designed for teaching parents on how to healthily motivate their children to study and create a routine.

100 Kid Activities to Build Character, Moments a Day: resource that features 100 activities that can be done with children to practice character skill building.

National Center for Learning Disabilities: educational site that offers a full list of programs and advocacy resources and a catalogue of studies.

Smart Kids With Learning Disabilities: resource that educates, guides and inspires parents of children with learning disabilities or ADHD; also helps parents recognize their children's significant gifts and talents.

Recognizing Learning Disabilities in Teens, Parenthetical: parent-focused site used to help recognize learning disabilities.

Supporting the Emotional Needs of Kids With Learning Disabilities, Child Mind Institute: guide for parents on how to support the emotional needs of a child with a learning disability.

Through Your Child's Eyes, Understood: information for parents and professionals about what it is like to have a learning disability or deficit as a child.

Homework and Study Habits, Child Development Info: list of recommendations for parents to use with their children to create a positive and productive study environment during homework and test prep.

Everyday Study Skills, Scholastic: overview for fostering healthy studying and forming good study habits that start in the classroom and transfer to a student's' home life.

30 Character-Building Ideas and Activities for School, Sign Up Genius: list of character-building exercises for educators to use.

5-Minute Film Festival: Resources for Teaching About Character, Edutopia: videos for teens that explain character development in self and others.

Career and Professional Development Resources

Preparing Kids for Careers, Education World: in-depth review of Bureau of Labor Statistics data for the period of 1998-2008, revealing a number of occupations that are likely to be in demand in the coming decade and beyond.

K-12 Resources, Bureau of Labor Statistics: K-12 resource guide providing tools, games, quizzes and resources for teachers.

Act for Youth: resource for professionals, families and children about positive youth development.

College Planning Resources for College-Bound Teens, Live Career: resource for parents and teens on critical college planning and college admissions articles with tutorials written especially for college-bound teens.

10 Things Parents of College-Bound Students Need to Do, US News & World Report: list of 10 things that parents of children going to college need to know about the college process from research to acceptance and moving in.

Helpful Resources to Share With High School Graduates, Edutopia: information for recent high school graduates on how to choose a major, how to apply for financial aid and what to expect as an incoming college freshman.

Federal Student Aid, U.S. Department of Education: resource for parents and teens on how to apply for financial aid; provides information on deadlines, how to apply and what information is required to qualify for financial aid.

5 Things Parents Need to Know About Financial Aid, Scholarship America: resource for parents on what they need to know about financial aid.

The 10 Best Sites to Search for Scholarships, USA Today: resource for parents and teens that provides tools on the steps to start the scholarship search.

Scholarships - Resources, Scholarships: guide for scholarship searches and directory, allowing students, parents or professionals to narrow down scholarships by state, school, education level and SAT score.

College Scholarships: search engine for researching college grants and scholarships. You can filter by gender, award amount, loans, and ethnicity.

The Best Scholarship Search Platforms of 2018, Reviews: ranking of scholarship platforms based on functionality, scholarship availability, ease of use, tools and offering of additional resources.

Career Center, Chegg: guide for teens and parents about career exploration, including how a teen's interests, skills and personality type can lend itself to certain careers and success later on in life.

My Future: site for teens to help explore career options, including careers versus college and the benefits of considering the military.

Career Personality & Aptitude Test (for Students), Test Yourself Psych Tests: career aptitude measurement that parents and teachers can have students and teens take to see what careers may align with their personalities.

Family and Relationships Resources

Resources for Children

Up to Parents: site that shows separated and divorced parents how to develop better futures for their families and themselves by focusing on meeting their children's needs

Dealing with Divorce, Sesame Street: kid-focused resource that utilizes Sesame Street videos and characters to help simplify and explain the concept of divorce to children of various ages.

Children and Divorce, Mayo Clinic: in-depth guide on how to help parents assist their children with a divorce or separation.

Information for Professionals, Pedro Carroll: resource with ways that teachers and professionals can share resources and knowledge with children in their classrooms who are dealing with parental divorce.

(Divorce) Recommendations for Teachers Parents, University of Delaware (PDF, 33KB): guide that enlists strategies for parents and teachers to work together in the classroom and at home to help with the post-divorce transition for children.

LGBT Youth Resources, Centers for Disease Control and Prevention: list providing government agencies and community organizations for LGBT youth to help support positive environments for all LGBT supporters.

Comprehensive List of LGBTQ+ Vocabulary Definitions, It's Pronounced Metrosexual: guide to gender identity terms and definitions that explores both the common and uncommon terms that may be brought up in daily conversation about gender fluidity and identity.

10 Tips on How to Come Out As LGBT to Family and Friends, The Guardian: article reviewing different ways to tell your family and friends about your sexual identity.

Handling Sibling Rivalry, Child Development Info: resource for parents to address conflict between siblings. Behavior management and parenting techniques are included.

Conflict Resolution, Kids Health: resource for teachers and professionals on how to teach, utilize and practice conflict resolutions in the classroom.

Resources for Teens

Am I in a Healthy Relationship? Teens Health: teen-based resource discussing what makes a relationship healthy or abusive, what do teens think is the most important in a relationship, how to break up respectfully and how to get over a breakup.

Gender Spectrum - Teens, Gender Spectrum: resource that helps to create gender-sensitive and inclusive environments for all children and teens.

Sexuality, gender identity and teenagers, Parents ReachOut: supportive resource for parents to learn more about sexuality and the concept of gender.

Promoting Healthy Relationship Development in Teens, Part I: How Dating Smart in Youth Can Foster Better Relationships in Adulthood, University of Florida (PDF, 1.2 MB): guide for parents and professionals on how to foster healthy relationship development in teenagers with a quiz at the end to help understand basic compatibility in young relationships.

Teenage relationships: Romance & Intimacy, Raising Children: discussion points for parents on how to create conversations on all aspects of teen relationships covering sexual, intimate and young relationships and the ramifications of domestic abuse.

Managing Parent-Teen Conflict, RG Lewis (PDF, 3.2): handbook geared toward educating parents and teens on family conflict and how to resolve them.

Parents Reachout: site for parents to help their teenagers navigate conflict within the family.

10 Important Conflict Resolution Skills for Teenagers, Mom Junction: article for parents providing the "10 Commandments" on how to teach children healthy conflict resolution.

Health and Safety Resources

Resources for Children

Child Help: site that meets the physical, emotional, educational and spiritual needs of abused, neglected and at-risk children

Child Abuse Resource Center, American Academy of Child and Adolescent Psychiatry: toolkit for parents and therapists on how to help children suffering from abuse.

The Underwear Rule Guide, NSPCC: explanation for children about sexual abuse and how to prevent them from being a victim of such heinous acts.

14 Drug Education Activities, Scholastic: professional-focused complete book of printable skills pages, including activities that support reading comprehension, graphing skills, sequencing skills and critical thinking.

Drug Abuse - Children & Teens, National Institute on Drug Abuse: information for parents, teens and professionals about how different drugs affect the brain and body.

Bullying and Substance Abuse: Who It Affects and Why, Drug Rehab: site dedicated to preventing bullying that leads to substance use and other mental health outcomes.

About Suicide, American Foundation for Suicide Prevention: organization for those affected by suicide with a nationwide community empowered by research, education and advocacy to take action.

Talking With Kids About Suicide, Psychology Today: article for parents that teaches children about suicide and provides simplistic examples of storytelling to make the concept of suicide more relatable to children.

Resources for Teens

About Teen Pregnancy, Centers for Disease Control and Prevention: guide for parents, teachers, professionals and teenagers that provides statistics on teen pregnancy, including pregnancy by age, race and grade level.

Discovering Your Teenage Daughter Is Pregnant: 10 Tips for Parents, Psych Central: parent-focused resource offering advice on how to have a productive conversation with your child after you've found out that she is pregnant.

Teens - Drug Abuse, National Institute on Drug Abuse for Teens: site offering science-based resources to educate teens and parents on the scope of various addictions.

Warning Signs of Youth Violence, American Psychological Association: resource for teens and parents to help recognize the warning signs of possible violence in teenagers.

Physical Abuse, National Child Traumatic Stress Network: resource list focused on various forms of trauma and abuse in children and teenagers.

Recovery: Helping Children & Teens, Phoenix Australia: resource for parents and professionals to help teens or children who have experienced trauma.

Resources for Pregnant Teens, Pregnancy Love To Know: toolkit for pregnant teens on how to tell your parents, friends and classmates.

Planned Parenthood: organization that provides information for parents, teens, educators and professionals on reproductive health and how to stay protected against sexually transmitted diseases.

Teen Drug Abuse - A Guide for Parents & Educators, Addiction Resource: guide to help teens and their loved ones stay on the road to recovery and successfully overcome addiction for life.

Training Programs, Society for the Prevention of Teen Suicide: site dedicated to preventing teen suicide.

Save a Friend: Tips for Teens to Prevent Suicide, National Association of School Psychologists: resource with tools and knowledge for teenagers to recognize suicidal warning signs in their friends and what they can do to help.

Suicide Prevention, PBS: resource for educators and professionals to address suicide prevention with teenagers; a lesson plan with materials, video, links and classroom exercises is included.

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133 Mental Health and Learning Resources for Kids and Teens

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A comprehensive list of resources for kids and teens dedicated to mental health, education and social learning.

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LEARN MORE

LEARN MORE

Erika's Lighthouse Classroom Education is designed to be integrated into health education classrooms. We partner with hundreds of school-based health educators around the country to efficiently and effectively implement our curricula for grades 4-12.

A few of the highlights include:

Streamlined and progressive curriculum levels from grades 4 through 12 for district-wide use.

Skills-based programs written jointly by curriculum experts and mental health professionals.

A Four Pillar Implementation Strategy for schools to collaborate and share responsibility that promote an inclusive school culture around mental health.

1-on-1 support from our multi-disciplinary Education Team.

All at no-cost, made available by generous donors.

Erika's Lighthouse suite of programs are designed to be integrated throughout a school community and impact every partner. We work with hundreds of school counselors around the country to efficiently and effectively implement one or all of our four pillars in their communities.

A few of the highlights include:

Streamlined and progressive curriculum levels from grades 4 through 12 for district-wide use.

Teen Empowerment Clubs and activities that promote peer-led conversations to reduce stigma and encourage help-seeking.

Family Engagement resources that are available for on-demand use or to host your own learning events.

School Policy & Staff Development resources and trainings to ensure every staff person is prepared to be a trusted adult.

A Four Pillar Implementation Strategy for schools to collaborate and share responsibility that promote an inclusive school culture around mental health.

1-on-1 support from our multi-disciplinary Education Team.

All at no-cost, made available by generous donors.

Erika's Lighthouse suite of programs are designed to be integrated throughout a school community and impact every partner. We work with hundreds of school social workers around the country to offer prevention-based programs that support both self-management of mental health and early identification.

A few of the highlights include:

Streamlined and progressive curriculum levels from grades 4 through 12 for district-wide use.

Teen Empowerment Clubs and activities that promote peer-led conversations to reduce stigma and encourage help-seeking.

Family Engagement resources that are available for on-demand use or to host your own learning events.

School Policy & Staff Development resources and trainings to ensure every staff person is prepared to be a trusted adult.

A Four Pillar Implementation Strategy for schools to collaborate and share responsibility that promote an inclusive school culture around mental health.

1-on-1 support from our multi-disciplinary Education Team.

All at no-cost, made available by generous donors.

Erika's Lighthouse suite of programs are designed to be integrated throughout a school community and impact every partner. We work with school administrators around the country to offer prevention-based programs that support both self-management of mental health and early identification.

A few of the highlights include:

Streamlined and progressive curriculum levels from grades 4 through 12 for district-wide use.

Teen Empowerment Clubs and activities that promote peer-led conversations to reduce stigma and encourage help-seeking.

Family Engagement resources that are available for on-demand use or to host your own learning events.

School Policy & Staff Development resources and trainings to ensure every staff person is prepared to be a trusted adult.

A Four Pillar Implementation Strategy for schools to collaborate and share responsibility that promote an inclusive school culture around mental health.

1-on-1 support from our multi-disciplinary Education Team.

All at no-cost, made available by generous donors.

Erika's Lighthouse suite of programs are designed to be integrated throughout a school community and impact every partner. Our resources are turn-key and easy to implement. Our Family Engagement resources, in particular, were crafted to connect families with the same evidence-informed lessons students are accessing in the classroom.

A few of the highlights include:

Streamlined and progressive curriculum levels from grades 4 through 12 for district-wide use.

Family Engagement resources that are available for on-demand use or to host your own learning events.

School Policy & Staff Development resources and trainings to ensure every staff person is prepared to be a trusted adult.

A Four Pillar Implementation Strategy for schools to collaborate and share responsibility that promote an inclusive school culture around mental health.

1-on-1 support from our multi-disciplinary Education Team.

All at no-cost, made available by generous donors.

Access Free Programs

Erika's Lighthouse has identified four pillars that are essential aspects of every school community. When each program pillar is active in a school we believe students will experience a more inclusive school culture around mental health.
These program pillars impact every partner throughout a school community - students, families and staff. Districts, schools and classrooms can leverage these programs as comprehensive, integrated, tier-1 initiatives or standalone efforts that work seamlessly with existing school-based programs.

Depression is real, common, serious and treatable. Help students develop help-seeking skills and know that they are not alone.

The heart of Erika's Lighthouse and the foundation for change is education. Through our Classroom Programs we are driven to offer valid and reliable resources that educate and empower.

We offer three video-based classroom programs for grades 4-12 that are designed to educate and raise awareness around mental health and depression.
Learn more about Classroom Education today >

Teens have the power to change the world by shifting their school's culture to be more positive, inclusive and empathetic on issues surrounding mental health. Erika's Lighthouse Teen Empowerment Clubs and Awareness into Action Activities are designed as easy, flexible, and turn-key opportunities to:

Raise awareness

Reduce stigma

Allow teens to lead peer-to-peer activities about good mental health, depression and other mental health challenges

Our team is here to help you every step of the way in making positive changes in your school building.
Learn more about Teen Empowerment Clubs today >

Many families don't know the signs of teen depression or where to turn for help. Erika's Lighthouse regularly hears from educators and teens of the need to educate and engage families. Erika's Lighthouse has designed information, resources, workshops and more to equip school communities to better interact with families around depression and mental health.
Learn more about Family Engagement today >

Ensure your school is prepared to cultivate an inclusive school culture around mental health through positive school policies, training, educator support, staff engagement and self-care. These offerings will help build a strong foundation for effective and meaningful conversations that promote good mental health, early identification and intervention.
Learn more about School Policy & Staff Development today >

Bring your community together and support Erika's Lighthouse and depression education with community awareness activities and events.

You can demonstrate the power and passion behind mental health awareness by hosting a community event. Erika's Lighthouse provides tools, resources and support to host a walk or another fundraising event. Bringing your community together in support of positive teen mental health, reducing stigma and raising awareness are amazing opportunities to mark special occasions or memorialize someone or something.
Learn more about hosting an event >

Read the full White Paper.

Access Free Programs

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Free, flexible and comprehensive mental health tools for educators to leverage in districts, schools and classrooms.

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We need to talk about an injustice - Bryan Stevenson

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Definition

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

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

Prevalence

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

Characteristics

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

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

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

Impact on Learning

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

Teaching Strategies

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

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

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

Assistive Technology

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

Organizations

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

American Academy of Child and Adolescent Psychiatry

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

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

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

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

5262 University of Oregon
Eugene, OR 97403-5262

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

Center for Disability and Development

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

Council for Exceptional Children

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

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

Federation of Families for Children's Mental Health

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

1101 King Street, Suite 420
Alexandria, VA 22314

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

National Alliance for the Mentally Ill (NAMI)

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

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

Web: www.nami.org

Mental Health America

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

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

Web: www.nmha.org

National Mental Health Information Center

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

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

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

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

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

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

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From Dr. Tamar Chansky Creator of Worrywisekids.org

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What are Obsessive Compulsive Disorders?

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What are Obsessive Compulsive Disorders?

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Obsessive Compulsive Disorder · Profile

What is it?

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

What causes it?

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

Incidence

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

Medical Considerations

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

raw, chapped hands from constant washing

holes erased through test papers and homework

a persistent fear of illness

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

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

Characteristics

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

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

Support

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

Further Information

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

Obsessive Compulsive Disorder · Educational

Lesson Preparation & Materials

Give the child a choice of projects.

Teaching Strategies

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

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

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

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

Feedback & Assessment

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

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

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

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

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

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

Obsessive Compulsive Disorder · Pastoral

Classroom Management

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

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

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

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

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

Accommodate late arrival due to symptoms at home.

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

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

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

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

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

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

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

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

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

Peers & SLSOs

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

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

Checklist

Have I...

Considered alternative marking scales which are non-numerical?

Discussed successful strategies with the Learning Support Team?

Included suggested time limits for sections of activities?

Developed subtle signals between student and teacher?

Arranged for special provisions in assessment tasks - separate supervision?

Create a Personalised Planning Checklist Get Started

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Obsessive Compulsive Disorder - Teaching for Inclusion

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

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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. 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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Chances are you've seen a significant increase in the number of students who struggle with mental health over the past several years. According to JAMA Pediatrics, even before the pandemic, the rate of child and adolescent anxiety increased 27% between 2016 and 2019. By 2020, more than 5.6 million youths were diagnosed with anxiety. With symptoms such as trouble concentrating, an upset stomach, or sleeplessness, anxiety can be one of the most debilitating challenges students face in classrooms today.

We know anxiety is more than just "worries." It can influence classroom performance just as much as any other learning disability. Kids who are worried and anxious aren't doing it on purpose. The nervous system acts automatically, especially when it comes to worry (which often stems from fight-or-flight reflexes). That's why phrases like "just relax" or "calm down" aren't helpful. But with practice, kids can learn to slow down their anxious brains, and we can learn to help them. Here are a few ways you can help anxious kids in the classroom.

1. Educate yourself about anxiety

The more you understand about anxiety, the more you can arm yourself with strategies to help your students. This article from district superintendent Jon Konen provides a definition of anxiety, its causes, how to recognize it, types of anxiety disorders, and, most importantly, how you can help as a teacher.

2. Create strong bonds

Building strong bonds and connecting to youth can protect their mental health. Schools and parents can create these protective relationships with students and help them grow into healthy adulthood. Try these 12 Ways To Build Strong Classroom Community.

3. Practice those deep breaths

When people slow down their breathing, they slow down their brain. When I notice that one of my kids is struggling with anxiety, I'll often lead the whole class in a breathing exercise. It helps the child who is overwhelmed and usually a few other kids too. Sometimes I'll do it just because the whole class is squirrelly and we need to focus. Slow, deep breaths are the key. This article about belly breathing describes the process I like to use with my kids. It works every single time.

4. Take a break and go outside

Being out in nature can also calm an anxious brain. Sometimes just a change of scenery is what makes the difference. Breathing the cool air or making time to notice chirping birds can also calm an overactive worrier. Asking students to carefully observe their environment can help them turn the focus away from their worries and toward something more tangible: How many different kinds of trees do you see? How many different bird songs do you hear? How many different shades of green are in the grass?

It doesn't hurt for us to take a mental break sometimes too. Check out 20 Terrific Guided Meditation for Teachers.

5. Talk openly about anxiety

Don't set anxiety up as something you want (or should) get rid of. It's part of life, and it's not realistic to think it'll go away completely. You can help students see and understand this in your own actions. Check out this great article of what you should (and shouldn't) do when working with kids dealing with anxiety.

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6. Tackle the topic with a good book

Often, when one of my kids is struggling, the school counselor will come and share a picture book about managing anxiety with the entire class. Some kids may not be receptive to direct, one-on-one intervention, but they will respond beautifully if they know the whole class is receiving the same information. Check out this list of great books for kids with anxiety.

7. Get kids moving

Exercise helps anyone who is feeling anxious. Anxiety can end up looking like anger, so if you see this, try taking a movement break. You probably already have some favorite ways to do this, but if you're looking for some ideas, check out our video above. You can also get the free set of printables for that right here.

8. Try walking and talking

Building on the moving idea, if you have a student that needs some one-on-one attention, try the " On My Walk " activity. I used to have a student who struggled a lot with anxiety, and this worked great with her. After a couple of loops around the playground with me, everything would feel a little better. Our walk served three purposes: 1. It removed her from the situation. 2. It gave her a chance to explain the issue to me. 3. It got her blood pumping, which clears out the anxiety-producing energy and brings in the positive exercise endorphins.

9. Focus on the positive by having students keep a gratitude journal

The brain is incapable of producing anxious thoughts while it is producing positive thoughts stemming from gratitude. If you can trigger a positive train of thought, you can sometimes derail the anxiety. I knew a teacher who had his fifth graders keep gratitude journals, and every day they would record at least one thing they were thankful for. When his students seemed overwhelmed by negativity or mired in anxiety, he'd encourage them to reread their journals.

Check out the video above for another inspiring teacher or these 22 videos to help kids understand gratitude.

10. Validate students' feelings

Before trying to problem-solve with students who are in the midst of racing thoughts or have completely shut down, Phyllis Fagell, a school counselor and therapist based in Maryland and Washington, D.C., recommends validating their feelings. For instance, saying, "If I was afraid I might look dumb, I'd be worried about raising my hand too," may reduce the impact of anxiety and help a student relax, develop trust, and feel understood. Fagell also reminds teachers not to shame anxious students. For more, check out the full article from WGU.

11. Remind kids to eat healthily and stay well

For the most part, teachers don't really have a lot of control over what students eat and how much they sleep, but these things do matter when it comes to managing anxiety. Not surprisingly, a healthy diet and plenty of sleep make a difference in how well a student is able to handle situations that could be overwhelming. It's one of the reasons that snack and rest time are an essential part of the day for preschoolers!

For your younger students, check out 17 tasty books that teach kids about nutrition and healthy eating habits for a list of picture books about healthy eating.

12. Encourage families to make sure their children are getting enough sleep

With all the extracurricular activities available to kids, not to mention the allure of high-stimulus technology, many kids are just not getting the amount of healthy sleep they need. According to the CDC, children ages 6-12 need as much as 9-12 hours of sleep each night. Preschoolers need even more (10-13 hours), and teens need between 8 and 10 hours. A solid night's sleep does wonders for improving mood, concentration, and outlook. Good sleep quality is also essential. Encourage healthy sleep habits in your students with these Tips for Better Sleep.

13. Create a space where kids can express their anxiety

You've probably heard of classroom safe spaces, and this is a great option to offer if you have students dealing with anxiety. A safe space is a comfy zone in the classroom where kids can go to decompress and regroup. Many teachers include glitter jars, headphones, books, or other items to help kids get back on track.

14. Use fidgets

Another helpful idea, which can stand on its own or be part of your safe space, is offering students classroom fidgets. Sometimes this can work wonders in just giving kids an outlet for their amped-up energy. Here are 39 of our favorite classroom fidgets.

15. Try aromatherapy

Aromatherapy is thought to help activate certain receptors in the brain, potentially easing anxiety. Whether in the form of essential oil, incense, or a candle, natural scents like lavender, chamomile, and sandalwood can be very soothing. Check for sensitivities among your students before introducing a scent to the whole class. An alternative could be an unlit candle, dried herbs, or a sachet treated with essential oil kept in the classroom safe space for students to use individually.

16. Teach kids to recognize their warning signs

Everyone experiences anxiety differently. For children, signs may include shortness of breath, stomachaches, or inability to settle down and concentrate, among others. Coaching students to recognize their unique triggers and warning signs can help them know when to take a step back. Integrate social-emotional strategies throughout the day to help students learn to manage their anxiety.

17. Incorporate Zones of Regulation strategies

Students with anxiety need concrete, easy-to-use strategies to help them cope. Rooted in cognitive therapy, Zones of Regulation is a curriculum developed to help kids understand and learn to manage their emotions. This informative article offers 18 helpful strategies.

18. Offer individual accommodations

For older students, accommodations can make all the difference. Many students struggle with performance anxiety, especially when it comes to tests. When a student is feeling anxious, their brain simply can't function as effectively. When we can set up our tests and assignments so anxious kids are less stressed, they'll likely perform better. Extended time and cue sheets could help kids who suffer from test anxiety. For other accommodations for kids who struggle with anxiety, check out this list from Worry Wise Kids.

The good news about anxiety is that it is one of the most manageable mental-health struggles that children face in the classroom. With the right support and strategies, most children are able to develop strategies that help them manage their anxiety.

The Child Mind Institute offers a " Symptom Checker " to help inform you about a student's possible diagnoses and information and articles to help facilitate a conversation.

19. Mind your classroom management

Schools play a critical role in helping students manage anxiety by creating environments where all students feel that they are cared for, supported, and belong. Certain classroom management approaches strengthen school connectedness. From teacher expectations and behavior management to student autonomy and empowerment, these strategies make a difference.

20. Teach inclusivity

Poor mental health is a growing problem for children and adolescents. According to a JAMA Pediatrics meta-analysis of 29 studies including 80, 879 youths, the prevalence of depression and anxiety symptoms has significantly increased, remains high, and therefore warrants attention.

And some groups are affected more than others. In a report by the CDC, feelings of anxiety and depression were found to be more common among lesbian, gay, or bisexual students and female students. Almost half of lesbian, gay, or bisexual students and nearly one-third of students not sure of their sexual identity reported they had seriously considered suicide-far more than heterosexual students. It is essential that schools put serious effort into creating safe, inclusive classrooms and invest in curricula that supports equity. Here are 50 Tips for Facilitating a More Inclusive Classroom and 5 Ways Social-Emotional Learning Can Help Your Class Become a More Inclusive Community.

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20 Ways To Help Students Who Struggle With Anxiety

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If you have students with anxiety in your classroom, words like "relax" don't help. Instead, try these ideas.

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Eating disorders: a mental illness, not a lifestyle choice | Viveca Lee | TEDxMcGill

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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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Resource and Referral Guide for Bipolar Disorder and Depression

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Resource and Referral Guide for Bipolar Disorder and Depression

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Accommodations for Students with Bipolar Disorder

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Accommodations for Students with Bipolar Disorder

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Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction in the United States, the IDEA controls the procedural requirements and an IEP is developed. "Special education" under IDEA means the child has been identified as having unique educational needs related to his/her disability and is entitled to an Individualized Education Program (IEP) to meet these needs.

The IDEA process is more involved than that of Section 504 of the Rehabilitation Act. The IDEA requires that measurable growth and progress towards written goals and objectives be documented.

For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Section 504 is a federal civil rights law. The purpose of Section 504 is to protect persons with disabilities against discrimination for reasons related to their disabilities.

While students with a 504 plan do not require specialized instruction, and specific goals and objectives are not necessarily outlines nor is data tracked, the plan should be reviewed annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.

Unlike IDEA, Section 504 does not guarantee that a child with a disability will receive an individualized educational program that is designed to meet the child's individual educational needs. Rather, it guarantees that accommodations will be made relative to their specific medical needs.

Eligibility for protections under Section 504 depends on the child in question having a physical or mental impairment which must substantially limit at least one major life activity. Major life activities include walking, seeing, hearing, speaking, breathing, learning, reading, writing, performing math calculations, working, caring for oneself, and performing manual tasks. Section 504 requires an evaluation that draws information from a variety of sources.

A child who receives Section 504 protections has fewer rights than the child who receives special education services under the IDEA. The child who receives special education services under the IDEA is automatically protected under Section 504.

Section 504 is designed to guarantee that children with disabilities will not be discriminated against. It is also important to understand that if your child does not qualify for special education services under IDEA, your child does not have the procedural protections that are available under the IDEA.

Under Section 504, the child with a disability may receive accommodations and modifications that are not available to children who are not disabled. These accommodations and modifications are also available under IDEA. For example; accommodations could include, but not be limited to, such things as:

Tests taken in a separate location with time limits waived or extended.

The use of a word processor due to fine motor, visual motor deficits.

Shortened assignments.

Standardized tests answers written directly in the test booklet and transferred onto answer sheet by teacher or assistant.

Class notes provided rather than having the student copy from the chalkboard or overhead.

Allowing the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways.

Preferential seating in the classroom.

Provision of a daily assignment sheet to be filled out by the student and verified by the teacher for accuracy. The parent could then check to make sure that all the work is accomplished. This would assist with homework prioritizing and management.

Please note: These are simply examples. All or none of these may be suitable for your child.

Students with bipolar disorder may or may not have a need for specialized instruction provided within an IEP. For some students, simply being granted accommodations that make allowance for the side effects of medications, related anxiety issues, or results of mood changes is sufficient.

Students with bipolar disorder who are well-controlled on medication may or may not be plagued by racing thoughts, distracting thoughts, an inability to concentrate, decreased energy; all of which will require modifications in the teaching environment or instructional strategies.

For other students, the side effects of medications may be significant enough to require changes in instruction provided or curriculum modifications. Some of the common side effects of medications include: tremors (trembling of hands), blurred vision, loss of coordination, slurred speech, sedation, ataxia (unsteady movement), dizziness, seizures. Some students with bipolar disorder may also have one of a number of other disabilities that impacts their access to the general education curriculum; such as vision or hearing impairment, learning disability, processing problems, or other disability. The co-morbidity rates of ADHD, anxiety disorder, conduct disorder, oppositional-defiant disorder and learning disabilities in students with bipolar disorder tell us that we should explore all avenues available to meet the educational needs of our children.

The following accommodations are meant to serve as a resource for parents unsure of what possibilities exist:

Students on some medications may need:

increased access to water, unlimited access to restrooms (particularly students taking Lithium)

decreased reading assignments or having books on tape or computer screen-reading due to blurred vision

modified school arrival, shortened day, scheduling of core content during the student's most alert time, reducing homework and extending deadlines, providing notes, allowing longer or more frequent breaks, allowing exercise or other movement due to sleep impairment or to sedation of medications

provision of notes and listening guides, work monitoring, extended time on assignments, extra set of books for home use, breaking assignments into more manageable pieces, use of checklists, providing written instructions and/or other visual cues, use of word banks on fill-in types of tests and other modifications that aid retrieval/memory, testing in a separate room, or extended test time, use of multiple choice formats, use of oral exams rather than written demands, use of noise-canceling headsets, - all for impaired concentration, memory

reducing or discontinuing homework may be necessary for some students due to difficulties with concentration, sleep patterns, mood irritability. For these students it may be necessary to schedule a resource room period at the beginning of the day to get assignments ready for the day, or at the end of the day to complete assignments before leaving school

preferential seating can be used to help with vision, focus, reduce visual or auditory distraction, allow for discrete monitoring

and while a 504 plan will simply list the type of accommodation needed and the reasons for it/them, an IEP must contain objectives that are written with specific criteria; such as -Given a grade level reading assignment of 1 chapter with 4 comprehension questions, (name) will answer the questions with 60/70/80% accuracy. Or given an assignment containing 5 long division problems, (name) will complete 3/4/5 problems at 80% accuracy.

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Accommodations for Students with Bipolar Disorder and Related Disabilities - International Bipolar Foundation

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The Clinician's Pathway Program (CPP) and its assessment tools, the CBQ and JJ, were developed by Dr. Demitri Papolos. By clicking the links below you will leave www.jbrf.org and be redirected to the research site that contains the CPP and the CBQ & JJ assessments. If you have any questions or concerns regarding these tools please direct them to Dr. Papolos's system administrator at CPP@drpapolos.com To Set Up a New CPP Account To Access an Existing CPP Account
Scoring for assessments within the CPP is a fee-based service offered by the private practice of Demitri Papolos, M.D.; this service is independent of JBRF but may be accessed through the JBRF website. Dr. Papolos developed the CBQ & JJ measures and their automated scoring report with the support of JBRF. Questions and/or concerns with regard to the scored report should be addressed to CPP@drpapolos.com

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JBRF - Juvenile Bipolar Research Foundation

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The Clinician's Pathway Program (CPP) and its assessment tools, the CBQ and JJ, were developed by Dr. Demitri Papolos. By clicking the links below you will leave www.jbrf.org and be redirected to the research site that contains the CPP and the CBQ & JJ assessments.

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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.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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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.

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Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

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.

To get an IEP, there are two requirements: 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. And 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.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And 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.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team 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

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

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

* 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

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

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.

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

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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

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Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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See a list of the 13 IDEA disability categories. Find out which disabilities can qualify kids for special education.

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A-Z Resources for Parents, Teachers & Counselors

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A-Z Resources for Parents, Teachers & Counselors

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Child Mind Institute | Transforming Children’s Lives.

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The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

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Is it a modification or is it an accommodation(1)

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Referral Process Guide: Missouri Comprehensive School Counseling Program

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Referral Process Guide: Missouri Comprehensive School Counseling Program

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Overview

Schizoaffective disorder is a mental health disorder that is marked by a combination of schizophrenia symptoms, such as hallucinations or delusions, and mood disorder symptoms, such as depression or mania.

The two types of schizoaffective disorder - both of which include some symptoms of schizophrenia - are:

Bipolar type, which includes episodes of mania and sometimes major depression

Depressive type, which includes only major depressive episodes

Schizoaffective disorder may run a unique course in each affected person.

Untreated schizoaffective disorder may lead to problems functioning at work, at school and in social situations, causing loneliness and trouble holding down a job or attending school. People with schizoaffective disorder may need assistance and support with daily functioning. Treatment can help manage symptoms and improve quality of life.

Products & Services

Symptoms

Schizoaffective disorder symptoms may vary from person to person. People with the condition experience psychotic symptoms, such as hallucinations or delusions, as well as symptoms of a mood disorder - either bipolar type (episodes of mania and sometimes depression) or depressive type (episodes of depression).

Although the development and course of schizoaffective disorder may vary, defining features include a major mood episode (depressed or manic mood) and at least a two-week period of psychotic symptoms when a major mood episode is not present.

Signs and symptoms of schizoaffective disorder depend on the type - bipolar or depressive type - and may include, among others:

Delusions - having false, fixed beliefs, despite evidence to the contrary

Hallucinations, such as hearing voices or seeing things that aren't there

Impaired communication and speech, such as being incoherent

Bizarre or unusual behavior

Symptoms of depression, such as feeling empty, sad or worthless

Periods of manic mood, with an increase in energy and a decreased need for sleep over several days, and behaviors that are out of character

Impaired occupational, academic and social functioning

Problems with managing personal care, including cleanliness and physical appearance

When to see a doctor

If you think someone you know may have schizoaffective disorder symptoms, talk to that person about your concerns. Although you can't force someone to seek professional help, you can offer encouragement and support and help find a qualified doctor or mental health professional.

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

Suicidal thoughts or behavior

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

Causes

The exact causes of schizoaffective disorder are still being investigated, but genetics are likely a factor.

Risk factors

Factors that increase the risk of developing schizoaffective disorder include:

Having a close blood relative - such as a parent or sibling - who has schizoaffective disorder, schizophrenia or bipolar disorder

Stressful events that may trigger symptoms

Taking mind-altering drugs, which may worsen symptoms when an underlying disorder is present

Complications

People with schizoaffective disorder are at an increased risk of:

Suicide, suicide attempts or suicidal thoughts

Social isolation

Family and interpersonal conflicts

Unemployment

Anxiety disorders

Alcohol or other substance use problems

Significant health problems

Poverty and homelessness

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Schizoaffective disorder - Symptoms and causes

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Schizoaffective disorder is a mental health disorder that is marked by a combination of schizophrenia symptoms, such as hallucinations or delusions, and mood disorder symptoms, such as depression or mania.

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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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Teaching Strategies for Behavioral Disorders

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Teaching Strategies for Behavioral Disorders

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6 percent among K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population.

Behavior disorders have also been referred to in a variety of different terminologies, including but not limited to:

1. Emotional and Behavior Disorders (EBD)

2. Emotional Conflict (EC)

3. Serious Emotional Disturbance (SED)

Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption of other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Among the characteristics of a behavioral disorder among children and adolescents are:

General Strategies

Multidisciplinary educational teams, including parents, must design programs to meet the individual behavioral and academic needs of identified SED students. Most students can benefit from supportive treatments provided in general education programs. For others, at least temporary placements in special education classrooms, schools, or institutional programs may be appropriate.

Special education programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior. Behavior management techniques, such as positive reinforcement, token economies, contracting, and time-out, which rely on direct measurement and monitoring of behavioral change, are commonly used in SED programs. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. The following are strategies that may be effective with students with EBD:

Teacher Presentation

Laboratory

Group Interaction and Discussion

1. Acknowledge the contributions of the student with an emotional disorder.

2. Call for responses and participation commensurate with the student's socialization skills.

3. As the student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.

4. Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.

5. Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.

6. Help the student to feel as though he or she has something worthwhile to contribute to the discussion.

7. Some students may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.

8. Should monitor carefully to ensure that the nondisabled students do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.

Reading

1. It is necessary to target specific pro-social behaviors for appropriate instruction and assessment to occur such as:

1. Taking turns, working with partner, following directions.

2. Reading in group or with others.

3. Increasing positive relationships by means of awards when they read appropriately.

4. Demonstrating appropriate reading

2. Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills should be focused on teaching students reading skills

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate laboratory and field strategies.

3. Depending on the site of the research check the previous two sections.

4. Show clear examples of what the students should expect as an outcome of their research.

Field Experiences

1. Use appropriate general strategies.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. In field activities acknowledge the contributions and assistance of the student with an emotional disorder.

4. Help the student to feel as though he or she has something worthwhile to contribute to the field trip.

5. Use a buddy system.

6. Gradually increase the challenges in the student's participation in field exercises while providing increased positive reinforcement.

7. Group participation in field activities is highly desirable because it enhances social contacts.

8. Make the student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.

9. Special efforts should be made to get students with behavioral disorders to interact with other students.

10. You should encourage students to practice field skills during their free hours.

11. Every effort should be made to arouse the interest of such students in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.

Testing

1. Be sensitive to the student's reactions to the various aspects of assessment.

2. For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.

3. Make special arrangements for the student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.

4. Stay on top of student progress through informal assessment, don't wait until it's too late to discover that there is a problem.

5. Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.

Organizations

Council for Exceptional Children-Council for Children with Behavior Disorders (CCBD)
The Council for Children with Behavioral Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. It is a division of the Council for Exceptional Children (CEC).

CCBD Foundation
The CCBD Foundation was founded in 1997 by the Council for Children with Behavioral Disorders (CCBD), to support its mission of improving the education of children and youth with emotional or behavioral disorders (EBD).

Resources

Council for Exceptional Children (Behavior Disorders/Emotional Disturbance)
The Council for Exceptional Children (CEC) page on EBD. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.

BehaviorDisorder.org
The site offers information on behavior disorders, conduct disorders, and other behavior problems.

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively.