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Appropriate Activities for School Counselors - ASCA

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Appropriate Activities for School Counselors - ASCA

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Center for Parent Information and Resources

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Center for Parent Information and Resources

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https://www.parentcenterhub.org/

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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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https://childmind.org/

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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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Children's Mental Health Disorder Fact Sheet

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Children's Mental Health Disorder Fact Sheet

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https://www.pacarepartnership.org/uploads/MH_fact_sheet_minn07.pdf

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From Dr. Tamar Chansky Creator of Worrywisekids.org

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Resources for understanding anxiety in children and teenagers — the symptoms, the kinds of anxiety, and the best treatments for anxiety.

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Anxiety in the Classroom is an online resource center for school personnel, students, and their families.
This website provides useful information, resources, and materials about anxiety and OCD as they relate to the school setting. In addition, it offers specific tools for teachers, administrators, and other school personnel who may work with students with anxiety and/or OCD. Parents and students can also find tools and information to help them advocate for school accommodations, as well as to educate their teachers and classmates about OCD and anxiety.

Impact of Anxiety in the Classroom Setting:

OCD and anxiety are very common in children and can take a tremendous toll on the child's school performance and social functioning. Approximately 1 in every 200 children in the United States suffers from OCD or a related disorder.

Over half of adults with OCD report that their symptoms began before age 18.

The National Institute of Mental Health estimates that around 30% of youth have experienced an anxiety disorder.

A recent IOCDF-funded study has shown that OCD significantly impairs an individual's ability to take advantage of educational opportunities.

A recent study showed that OCD has a pervasive and profound impact on education across all educational levels, particularly when it has an early age of onset.

Need for Anxiety in the Classroom Resources:

Unfortunately, the professionals who interact with youth the most (such as school personnel and pediatricians) are not trained to recognize or work with anxiety/OCD in children. This means that the average child with a mental health condition will wait years after displaying symptoms to receive an accurate diagnosis and treatment.

Anxiety in the Classroom was developed by the International OCD Foundation to reduce the negative impact of anxiety and OCD on youth.

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Anxiety In The Classroom | School Anxiety | Free Resources

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Anxiety in the Classroom is an online resource center for school personnel, students, and their families. This website provides useful information, resources, and materials about anxiety and OCD as they relate to the school setting. In addition, it offers specific tools for teachers, administrators, and other school personnel who may work with students with anxiety and/or OCD.

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Take it Seriously

Eating disorders are illnesses that have biological and psychological components. The symptoms can be life threatening. Every organ system of the body can be damaged, including: brain, heart, kidney, cardiovascular, gastrointestinal, endocrine, skin and bones.

Create a Safe Environment

Create an environment where students feel safe to discuss matters privately and confidentially. Remember the saying, "We have two ears and one mouth, so we should listen twice as much as we talk." Listening without judgment helps students feel safe enough to tell you what they're thinking, feeling, and doing.

People with eating disorders are 18 times more likely to die early compared with people of similar age in the general population.

Eating disorders have the highest mortality rate of any psychiatric disorder.

Eating disorders are the third most common chronic illness among adolescents.

Prevention is the First Line of Defense

Coaches, teachers, and other school personnel are role models for young people. It's important to be a resource for them. The environment you create will help students and athletes form healthy attitudes about weight, body image, nutrition, strength and even success.

Focus on Healthy Habits Rather Than on Body Weight or Fat

The factors listed below can enhance performance by improving both physical and psychological health. Emphasizing healthy behaviors in this way does not put students at risk for eating disorders.

Nutrition and Exercise - Young people need information about healthy meal planning and regular exercise, especially if they're athletes. Educate your students by providing nutritional information through the school curriculum and as part of their athletic training. Having knowledge about healthy habits will help them avoid overeating or under-eating. Some examples are:

Eat Breakfast! Grandmother was right. Breakfast is the most important meal of the day. People who eat breakfast, eat healthier the rest of the day, have more energy, and do better in school.

Meals and snacks should be nutritional and well balanced.

Plan for a regular mealtime schedule rather than eating on the run or skipping meals. Students with unusual or no meal schedule are at risk for eating disorders.

Sleep and Rest - Young adults and teens require between 8 to 9 hours of sleep a night. Many student-athletes sleep less than 6 hours a day. Encourage students to form regular sleep habits. The teen lifestyle of staying up late and getting up early is difficult to change but getting enough sleep is essential to health and wellbeing, which in turn helps to maximize both physical and mental performance. Lack of sleep can also lead to:

Body aches and pains

Irritability

Difficulty concentrating

Increased appetite

Decreased resilience and performance

Substance Use and Abuse - Provide your students with information about the consequences of drug and alcohol use, and teach them interpersonal and behavior skills. Include information about:

Alcohol and prescription or illegal drugs

Nicotine

Performance enhancing drinks or supplements

Dietary or "stacker" supplements

Peer pressure

Psychological Factors - Both thinking and emotional factors can affect performance. Educate young people to resist visual and social messages that imply they should achieve unrealistic body types such as extreme thinness. Mixed messages fill the media. Ultra-thin models happily eat fast food, while the nightly news reports an increasing number of Americans are obese. Replacing these messages with an emphasis on healthy eating habits can help the student make informed decisions and good choices for their own health and wellbeing.

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What Can I Do - Educators & Coaches - Eating Disorder Program - Adolescent Medicine - Golisano Children's Hospital - University of Rochester Medical Center

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Eating disorders are illnesses that have biological and psychological components. The symptoms can be life threatening. Every organ system of the body can be damaged, including: brain, heart, kidney, cardiovascular, gastrointestinal, endocrine, skin and bones. Create an environment where students feel safe to discuss matters privately and confidentially.

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Thank you for visiting our site! This site is designed to help school counselors, as well as parents, students, and the school community at large in understanding Major Depressive Disorder as it...

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It's not unusual for young people to experience "the blues" or feel "down in the dumps" occasionally. Adolescence is always an unsettling time, with the many physical, emotional, psychological and social changes that accompany this stage of life.

Unrealistic academic, social, or family expectations can create a strong sense of rejection and can lead to deep disappointment. When things go wrong at school or at home, teens often overreact. Many young people feel that life is not fair or that things "never go their way." They feel "stressed out" and confused. To make matters worse, teens are bombarded by conflicting messages from parents, friends and society. Today's teens see more of what life has to offer - both good and bad - on television, at school, in magazines and on the Internet. They are also forced to learn about the threat of AIDS, even if they are not sexually active or using drugs.

Teens need adult guidance more than ever to understand all the emotional and physical changes they are experiencing. When teens' moods disrupt their ability to function on a day-to-day basis, it may indicate a serious emotional or mental disorder that needs attention - adolescent depression. Parents or caregivers must take action.

Dealing With Adolescent Pressures

When teens feel down, there are ways they can cope with these feelings to avoid serious depression. All of these suggestions help develop a sense of acceptance and belonging that is so important to adolescents.

Try to make new friends. Healthy relationships with peers are central to teens' self-esteem and provide an important social outlet.

Participate in sports, job, school activities or hobbies. Staying busy helps teens focus on positive activities rather than negative feelings or behaviors.

Join organizations that offer programs for young people. Special programs geared to the needs of adolescents help develop additional interests.

Ask a trusted adult for help. When problems are too much to handle alone, teens should not be afraid to ask for help.

But sometimes, despite everyone's best efforts, teens become depressed. Many factors can contribute to depression. Studies show that some depressed people have too much or too little of certain brain chemicals. Also, a family history of depression may increase the risk for developing depression. Other factors that can contribute to depression are difficult life events (such as death or divorce), side-effects from some medications and negative thought patterns.

Recognizing Adolescent Depression

Adolescent depression is increasing at an alarming rate. Recent surveys indicate that as many as one in five teens suffers from clinical depression. This is a serious problem that calls for prompt, appropriate treatment. Depression can take several forms, including bipolar disorder (formally called manic-depression), which is a condition that alternates between periods of euphoria and depression.

Depression can be difficult to diagnose in teens because adults may expect teens to act moody. Also, adolescents do not always understand or express their feelings very well. They may not be aware of the symptoms of depression and may not seek help.

These symptoms may indicate depression, particularly when they last for more than two weeks:

A quick, easy and confidential way to determine if you may be experiencing depression is to take a mental health screening. A screening is not a diagnosis, but a way of understanding if your symptoms are having enough of an impact that you should seek help from a doctor or other professional. Visit www.mhascreening.org to take a depression screening.

Teens may experiment with drugs or alcohol or become sexually promiscuous to avoid feelings of depression. Teens also may express their depression through hostile, aggressive, risk-taking behavior. But such behaviors only lead to new problems, deeper levels of depression and destroyed relationships with friends, family, law enforcement or school officials.

Treating Adolescent Depression
It is extremely important that depressed teens receive prompt, professional treatment.
Depression is serious and, if left untreated, can worsen to the point of becoming life-threatening. If depressed teens refuse treatment, it may be necessary for family members or other concerned adults to seek professional advice.

Therapy can help teens understand why they are depressed and learn how to cope with stressful situations. Depending on the situation, treatment may consist of individual, group or family counseling. Medications that can be prescribed by a psychiatrist may be necessary to help teens feel better.

Some of the most common and effective ways to treat depression in adolescents are:

When depressed adolescents recognize the need for help, they have taken a major step toward recovery. However, remember that few adolescents seek help on their own. They may need encouragement from their friends and support from concerned adults to seek help and follow treatment recommendations.

Facing the Danger Of Teen Suicide

Sometimes teens feel so depressed that they consider ending their lives. Each year, almost 5,000 young people, ages 15 to 24, kill themselves. The rate of suicide for this age group has nearly tripled since 1960, making it the third leading cause of death in adolescents and the second leading cause of death among college-age youth.

Studies show that suicide attempts among young people may be based on long-standing problems triggered by a specific event. Suicidal adolescents may view a temporary situation as a permanent condition. Feelings of anger and resentment combined with exaggerated guilt can lead to impulsive, self-destructive acts.

Recognizing the Warning Signs

Four out of five teens who attempt suicide have given clear warnings. Pay attention to these warning signs:

REMEMBER!!! These warning signs should be taken seriously. Obtain help immediately. Caring and support can save a young life.

Helping Suicidal Teens

Offer help and listen. Encourage depressed teens to talk about their feelings. Listen, don't lecture.

Trust your instincts. If it seems that the situation may be serious, seek prompt help. Break a confidence if necessary, in order to save a life.

Pay attention to talk about suicide. Ask direct questions and don't be afraid of frank discussions. Silence is deadly!

Seek professional help. It is essential to seek expert advice from a mental health professional who has experience helping depressed teens. Also, alert key adults in the teen's life - family, friends and teachers.

Looking To The Future

When adolescents are depressed, they have a tough time believing that their outlook can improve. But professional treatment can have a dramatic impact on their lives. It can put them back on track and bring them hope for the future.
If you or someone you know is contemplating suicide, call 1-800-273-TALK (1-800-273-8255).
Other Resources

The Boys Town National Hotline. (800)-448-3000.

American Academy of Child and Adolescent Psychiatry
3615 Wisconsin Ave., N.W.
Washington, D.C. 20016-3007
Phone Number: (202) 966-7300
Email Address: clinical@aacap.org
Website URL: www.aacap.org

American Association of Suicidology
4201 Connecticut Avenue NW; Suite 310
Washington, DC 20008
Phone: 202-237-2280

Suicide Awareness/Voices of Prevention
The Jed Foundation. Suicide prevention for college students.

Covenant House. Resources for homeless and at-risk children.

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It's not unusual for young people to experience "the blues" or feel "down in the dumps" occasionally. Adolescence is always an unsettling time, with the many physical, emotional, psychological and social changes that accompany this stage of life. Unrealistic academic, social, or family expectations can create a strong sense of rejection and can lead to deep disappointment.

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When kids are young, parents are used to swooping in and rescuing them whenever they need help. As your kids get older and their problems become more complex, you have to transition into more of a supporting role, and that can be difficult. This is especially true with teens who are struggling with depression. They need help to get better, but first they have to want that help.

Signs your child is depressed:

Have they been sad or irritable most of the day, most days in a week for at least two weeks?

Have they lost interest in things that they used to really enjoy?

Have their eating or sleeping habits changed?

Do they have very little energy, very little motivation to do much of anything?

Are they feeling worthless, hopeless about their future, or guilty about things that aren't their fault?

Have their grades dropped, or are they finding it difficult to concentrate?

Have they had thoughts of suicide? If so it's crucial you have them evaluated by a mental health professional immediately. If the thoughts are really serious and there is imminent threat, you will need to take them to an ER.

If your teen shows more than a few of these signs they may have depression that warrants professional attention. While you can't make them want to get better, there are some things that you as their parent can do. And it starts with simply being there for them.

Be supportive

One of the most important things you can do for your teen is to work on strengthening your relationship. Try to build empathy and understanding by putting yourself in their shoes. You might be frustrated that they seem down and irritable a lot of the time and don't seem to be doing much of anything to help themselves. But if there isn't much in their life that is making them happy, or something intensely disappointing has happened to them, it's understandable that they might avoid things they used to enjoy and retreat to their room. Depression makes even doing the smallest things more difficult.

Try to validate their emotions, not their unhealthy behavior. For example, you could say, "It seems as though you've been really down lately. Is that true?" Make it clear that you want to try to understand what's troubling them without trying to problem solve.

Be compassionately curious. Ask them questions about their mood gently, without being emotional. Even parents with the best intentions often don't realize that their concern can come across as critical rather than loving. Do not be judgmental or try to solve their problems, even if you disagree with their point of view. Listening to them talk about their problems might seem as though you're highlighting the negative, but in fact, you're letting them know that you hear them, you see them, and you're trying to understand - not fix them. People don't like to be fixed. Listening without judgment will actually make them more likely to view you as an ally and someone they can turn to when they're ready to talk.

Try also to give them opportunities to do things without being critical of them. Instead of saying, "Honey, you should really get up and do something. How about calling an old friend?" you might say, "I'm going to the mall to do an errand. Let me know if you want to come with me, and maybe we can get lunch together."

For some parents, this can feel passive, as though you're not doing enough. But being there for them and communicating your acceptance is exactly what they needs from you right now. It's actually a very active way to strengthen your relationship.

Accentuate the positive

Make sure you're noticing the positive things your teen does, too. Going to school, holding down a part-time job, doing the dishes or picking up their brother from soccer practice: These are all good things they're doing, and it's important to recognize them rather than thinking, "This is what they should be doing." We all like to be appreciated and recognized for doing a good job even when it's expected of us.

Ask yourself how many positive things have you said to them today? How many negative things have you said? How many times have you highlighted their problems or tried to fix them? The positive should outweigh the negative. Let them know that you're proud of them, that they're doing a good job if you see them taking care of themselves, doing homework, interacting with the family, or doing other things that take effort. They'll likely appreciate that you noticed.

Likewise, you don't need to mention that you're disappointed they aren't hanging out with friends as much or taking the interest they used to in guitar, for example. They probably feel disappointed, too, and don't need to be reminded of what's not going well in their life. They don't want to feel this way. If they could snap their fingers and feel better, they would.

Helping kids with depression get treatment

Some teens will want to go to therapy when you ask them and some won't. For those who are resistant, know that they aren't going to suddenly open up to the idea of therapy (or to you) quickly, but you can help guide them towards treatment by opening the door and then waiting patiently for them to walk through it.

Try saying, "I know you're having a hard time, and I have some ideas of things that could help. If you'd like to talk with me about them, let me know. I'm here for you." It's also a good idea to ask them if they has any suggestions on how you might be able to help. You might be surprised with what they have to say.

Be aware that your teen might tell you to back off. That's fine; it's their way - albeit a slightly irritable one - of telling you that they need space. It's normal for teenagers to want independence, and it's important for you to respect that. You can respond by saying, "I'll give you more space, but know that I'm here for you if you ever want to talk or hear my suggestions."

If they do come to you wanting help, be prepared. Do your research. Find two or three therapists they can interview and tell them that they can choose the one that they feel most comfortable with, and think will help the most. Finding a therapist who is a good fit is extremely important, and making the choice theirs will help them feel ownership over their own treatment, which is extremely important to teens and sets the stage for effective therapy.

It's also important to know that there are several different kinds of therapy that might be helpful for your teen, including some well-studied behavioral therapies. Interpersonal therapy (IPT), cognitive behavioral therapy (CBT), and dialectical behavioral therapy (DBT) have all been shown to be helpful for teenagers with depression. Make sure that your child has had a thorough evaluation that includes treatment recommendations to help guide you.

Many teens with depression benefit from medication, such as an anti-depressant. While therapy alone may be effective with mild to moderate depression, the best results are usually gained with a combination of medication and therapy. If depression medication is a consideration, it is strongly recommended that you make an appointment with a board certified child and adolescent psychiatrist (rather than a general physician) for a consultation.

Why depression treatment might not be working

If your child already is in treatment but it isn't helping, ask them why they think that is. What isn't helpful or what don't they like about therapy? Are there things about therapy they do like? Maybe you can work together to find a therapist who does more of the things they like. If you do consider changing therapists, it's important to discuss this with their current therapist before the decision to change is made. Many times, the therapy and/or the therapeutic relationship can be improved.

Keep in mind that therapy usually isn't effective if the person in treatment isn't committed to it, or is doing it to please someone else. Your child should want to get better for themselves. Unfortunately, sometimes people have to get worse before they want help. But the good news is that if you lay the groundwork by strengthening your connection now, they'll be more likely to turn to you for support when they're finally ready.

Taking care of yourself

Lastly, it's important to make sure that you're taking care of yourself. It can be emotionally and physically exhausting to be a parent of someone who is struggling with depression. Know that you are not alone, and get support for yourself. Make sure that you make time to do things you enjoy and go out with friends. The phrase: happy mommy (or daddy) = happy baby (read: teenager) still applies!

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When kids are young, parents are used to swooping in and rescuing them whenever they need help. As your kids get older and their problems become more complex, you have to transition into more of a supporting role, and that can be difficult. This is especially true with teens who are struggling with depression.

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

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

OCD is very treatable with behavioral therapy and sometimes medication.

OCD Basics

Quick Guide to Obsessive-Compulsive Disorder (OCD)

Complete Guide to OCD

OCD: It’s Like a Bully in Your Brain

Mental Compulsions and “Pure O” OCD

Video: OCD and Internal Compulsions

The Pain of Hiding OCD

OCD in School

Teacher’s Guide to OCD

What Does OCD Look Like in the Classroom?

What Teachers Should Know About OCD

How Teachers Can Help Kids With OCD

Explore Popular Topics

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OCD & Related Disorders - Child Mind Institute

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

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Resources on children with autism, including symptoms, diagnosis, therapies to help kids develop skills, and parenting kids on the spectrum.

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

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“Conduct disorder” refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way.

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Autism Society Creating connections for the Autism community to live fully.

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We create connections, empowering everyone in the Autism community with the resources needed to live fully.

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The mission of the International OCD Foundation is to help those affected by obsessive compulsive disorder (OCD) and related disorders to live full and productive lives. Our aim is to increase access to effective treatment through research and training, foster a hopeful and supportive community for those affected by OCD and the professionals who treat them, and fight stigma surrounding mental health issues.