# data[].attributes.attachment_caption
Free Vector | Mental health awareness concept (freepik.com)

# data[].attributes.headline
Behavior or Conduct Problems in Children

# data[].attributes.subject
Behavior or Conduct Problems in Children

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Children sometimes argue, are aggressive, or act angry or defiant around adults. A behavior disorder may be diagnosed when these disruptive behaviors are uncommon for the child's age at the time, persist over time, or are severe. Because disruptive behavior disorders involve acting out and showing unwanted behavior towards others they are sometimes called externalizing disorders.

Oppositional Defiant Disorder

When children act out persistently so that it causes serious problems at home, in school, or with peers, they may be diagnosed with Oppositional Defiant Disorder (ODD). ODD usually starts before 8 years of age, but no later than by about 12 years of age. Children with ODD are more likely to act oppositional or defiant around people they know well, such as family members, a regular care provider, or a teacher. Children with ODD show these behaviors more often than other children their age.

Examples of ODD behaviors include

Often being angry or losing one's temper

Often arguing with adults or refusing to comply with adults' rules or requests

Often resentful or spiteful

Deliberately annoying others or becoming annoyed with others

Often blaming other people for one's own mistakes or misbehavior

Learn more about ODDexternal icon
Conduct Disorder

Conduct Disorder (CD) is diagnosed when children show an ongoing pattern of aggression toward others, and serious violations of rules and social norms at home, in school, and with peers. These rule violations may involve breaking the law and result in arrest. Children with CD are more likely to get injured and may have difficulties getting along with peers.

Examples of CD behaviors include

Breaking serious rules, such as running away, staying out at night when told not to, or skipping school

Being aggressive in a way that causes harm, such as bullying, fighting, or being cruel to animals

Lying, stealing, or damaging other people's property on purpose

Learn more about CDexternal icon
Treatment for disruptive behavior disorders

Starting treatment early is important. Treatment is most effective if it fits the needs of the specific child and family. The first step to treatment is to talk with a healthcare provider. A comprehensive evaluation by a mental health professional may be needed to get the right diagnosis. Some of the signs of behavior problems, such as not following rules in school, could be related to learning problems which may need additional intervention. For younger children, the treatment with the strongest evidence is behavior therapy training for parents, where a therapist helps the parent learn effective ways to strengthen the parent-child relationship and respond to the child's behavior. For school-age children and teens, an often-used effective treatment is a combination of training and therapy that includes the child, the family, and the school.

Get help finding treatment

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

Managing Symptoms: Staying Healthy

Being healthy is important for all children and can be especially important for children with behavior or conduct problems. In addition to behavioral therapy and medication, practicing certain healthy lifestyle behaviors may reduce challenging and disruptive behaviors your child might experience. Here are some healthy behaviors that may help:

Engaging in regular physical activity, including aerobic and vigorous exercise

Eating a healthful diet centered on fruits, vegetables, whole grains, legumes (for example, beans, peas, and lentils), lean protein sources, and nuts and seeds

Getting the recommended amount of sleep each night based on age

Strengthening relationships with family members

Prevention of disruptive behavior disorders

It is not known exactly why some children develop disruptive behavior disorders. Many factors may play a role, including biological and social factors. It is known that children are at greater risk when they are exposed to other types of violence and criminal behavior, when they experience maltreatment or harsh or inconsistent parenting, or when their parents have mental health conditions like substance use disordersexternal icon , depressionexternal icon , or attention-deficit/hyperactivity disorder (ADHD). The quality of early childhood care also can impact whether a child develops behavior problems.

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

# data[].attributes.attachment_link.title
Behavior or Conduct Problems in Children | CDC

# data[].attributes.attachment_link.description
Children sometimes argue, are aggressive, or act angry or defiant around adults. A behavior disorder may be diagnosed when these disruptive behaviors are uncommon for the child's age at the time, persist over time, or are severe. Learn about behavior or conduct problems in children.

# data[].attributes.body
Definitions of Dysfunctional Behaviour - Psychology Revision (revisionworld.com)

# data[].attributes.attachment_link.readable_text
Rosenhan and Seligman's, Abnormal behaviour Statistical infrequency:
This simply defines abnormal behaviour as that which is statistically rare in the population. E.g. schizophrenia is suffered by less than approximately 1% of the total population. However the validity of this definition has been questioned this is because it relies on the accuracy of statistics, in order for an individual to be diagnosed with dysfunctional behaviour they must be referred to a doctor. Evidence suggests that there are variations of seeing the doctor by gender and culture.

E.g. Benner argues that females are more likely to talk to a doctor about mental health problems, like depression and anxiety, in contrast men are socialised into learning to deal with problems themselves, and to cover up emotional distress.

In terms of culture, Rack argues that Asians are less likely to visit the doctor than other ethnic groups. This is because within Asian culture the emphasis is on the family, to help them support illness.

Both gender and culture variations suggest that statistics are not an accurate reflection of dysfunctional behaviour, in fact statistics show that men and Asians are less likely to suffer from depression, however this may simply be because they are not diagnosed.
Deviation from social norms:
Social norms are rules or behaviours established by society. We learn from a very young age what is normal behaviour in particular situations. (e.g. people don't usually laugh when you tell them someone bad news). Therefore dysfunctional behaviour could be defined as anything which deviates from what is considered as normal behaviour.
Deviation from ideal mental health:
Jahoda identified six areas related to ideal mental health, she argues that if people deviate from one or more of these areas then the individual may be at a risk of suffering from a mental disorder.

Ideal mental health you should:

Have a positive view of yourself.

Be capable of some personal growth.

Be independent.

Have an accurate view of reality.

Be resistant to stress.

Evaluation:

This definition focuses on the positives i.e. on the mental health rather than mental illness; however the biggest problem with this is that most people will not meet the criteria of all at the time.

Jahoda's definition may only be applicable in Western societies more specifically individualistic cultures than in collectivist cultures.

Failure to function adequately:
If someone cannot carry out simple tasks and live a normal life (follow routines) then they are seen as having a dysfunctional behaviour.
Examples of dysfunctional behaviour:

Obsessive compulsive disorder, where person cannot go out because of the rituals they need to undertake before they can leave.

Behaviour that distresses the person experiencing it - not being able to go out of the house is distressing for agoraphobics.

Behaviour that makes a person observing the patient feel uncomfortable - such as when a person is talking to themselves while sitting next to you on the bus.

Unpredictable behaviour - dramatic mood swings or sudden impulses can be seen as dysfunctional.

However there are problems with this classification as a person who's had a traumatic experience e.g. fire then they are likely to obsessively check appliances before leaving the house. Would this be considered as dysfunctional behaviour?
Biases in diagnosis
Statistics shows that people with Afro-Caribbean heritage are up to 7 times as likely in the UK to be diagnosed with schizophrenia and yet in the Caribbean diagnosis is at very low levels. Therefore this suggests that it could be potentially biased as in the Caribbean schizophrenia might be seen as being normal buy in the UK it is seen as dysfunctional behaviour.

Social norms change over time. The DSM classification system classified homosexuality as a mental disorder until 1973. In the early 20th century in the UK some married women who became pregnant were sent to mental asylums some for the rest of their lives.

There is also a problem of not taking into account cultural issues when diagnosing dysfunctional behaviour. Cochrane et al found evidence that psychiatrists commonly assume that the behaviour of the white population are correct. Anything which deviates from this is dysfunctional, one could argue that some psychiatrists are culturally blind. In other words they do not take into consideration that other cultural norms exist.

# data[].attributes.attachment_link.title
Definitions of Dysfunctional Behaviour - Psychology Revision

# data[].attributes.attachment_link.description
Rosenhan and Seligman's, Abnormal behaviour Statistical infrequency: This simply defines abnormal behaviour as that which is statistically rare in the population. E.g. schizophrenia is suffered by less than approximately 1% of the total population.

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

# data[].attributes.attachment_link.readable_text
Overview

Occasional anxiety is a normal part of life. Many people worry about things such as health, money, or family problems. But anxiety disorders involve more than temporary worry or fear. For people with an anxiety disorder, the anxiety does not go away and can get worse over time. The symptoms can interfere with daily activities such as job performance, schoolwork, and relationships.

There are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, social anxiety disorder, and various phobia-related disorders.

Signs and Symptoms

Risk Factors

Treatments and Therapies

Join a Study

# data[].attributes.attachment_link.description
Occasional anxiety is a normal part of life. Many people worry about things such as health, money, or family problems. But anxiety disorders involve more than temporary worry or fear. For people with an anxiety disorder, the anxiety does not go away and can get worse over time.

# data[].attributes.attachment_caption
Free Vector | Anxiety concept illustration (freepik.com)

# data[].attributes.body
NAMI: National Alliance on Mental Illness

# data[].attributes.attachment_link.title
Anxiety Disorders | NAMI: National Alliance on Mental Illness

# data[].attributes.attachment_link.description
Discover the symptoms, causes, diagnosis advice, treatment options and related conditions of anxiety disorders.

# data[].attributes.attachment_link.readable_text
Anxiety is an emotional disorder. While many people don't consider anxiety to be an emotion, there is no denying that anxiety emotions are very real. Even though you may feel other emotions - like irritation, sadness, and anger - anxiety itself represents an emotional state, where you're prone to these emotional fluxes and living in a general absence of happiness.

But why does anxiety affect our emotions? What is it doing and what can be done to control it?

The Stages of Emotions

Emotions are by their very nature irrational. Even happiness is an emotion that doesn't make logical sense. Why should something we do make us happy? Why should something we do make us sad? Emotions are complex, and understanding them fully will never truly be possible.

But since we know we have emotions, we can try to understand why they occur, and it's known that anxiety can lead to different types of emotional struggles.

It Starts With Stress

The first thing to understand is that most of the emotional reactions of anxiety are a response to stress. Despite its bad reputation, a little bit of infrequent stress can actually have its benefits. Stress is what tells you that you need to do something - it tells you that you need to make a change. Without at least a little bit of stress, you would never know that you need to drive safely, avoid dark alleys, or work hard on a project deadline.

It's when that stress becomes overwhelming or chronic that it becomes a real problem. Stress over the long term changes the chemicals in your brain - known as neurotransmitters - that naturally affect emotional levels. Many of the changes stress makes to your brain are the same changes that would occur if you experienced a sad event, such as lower serotonin levels, and potentially lowered GABA and other neurotransmitter levels.

The brain can also adapt to these levels, to the point where the issue becomes more chronic. It's not clear why the brain adapts, or how, but scientists and psychologists have known that prolonged stress - just like prolonged sadness - can cause long term mental health issues.

Anxiety is Stress

In many ways, anxiety and stress are directly related. While they're technically different conditions, they share many of the same issues, and that's because when you have anxiety you are essentially causing your body long term stress. Anxiety has other effects, like releasing adrenaline (since anxiety is related to the fight/flight system), but it also leads to stress, and stress leads to trouble with emotional control and happiness.

The two are so closely related that it's sometimes hard to tell what's caused by anxiety and what's caused by the stress of anxiety. Regardless, it's clear that stress plays a key role in the development of poor emotional regulation.

Other Relationships Between Anxiety and Emotions

Anxiety emotions are still more complicated, because all emotions are complicated. Another potential cause of negative emotional responses from anxiety are simply caused by emotional fatigue. It is incredibly stressful to deal with anxiety and panic attacks day in and day out, and the intensity of those attacks so draining that when they are over, it's not uncommon to simply feel sad, emotionally numb, or irritated.

While this still relates to stress, it's not the anxiety itself causing these issues but rather the emotions caused after having intense anxiety. It's disheartening to have to deal with those issues regularly, and so it stands to reason that your emotions after anxiety, such as:

Dealing with an anxiety attack.

Experiencing anxiety in front of a friend or partner.

Feeling like you're the only one dealing with anxiety.

All of these are going to cause their own emotions, and all of these thoughts and emotions can lead to further emotional issues.

Finally, anxiety and emotions may be related to other, similar issues. For example, anxiety is the result of poor mental coping. Poor coping can also make it harder to control other negative emotions, like sadness, irritation, and so on. Faced with some type of negative event or feeling, someone with poor coping skills is going to have a harder time holding the negative emotions back. In this sense, anxiety isn't causing these emotions, but the two are still related.

You Can't Control Everything

While it may not feel like it, these anxiety emotions are the result of a system in your body that you actually do want - one that you wouldn't want to control. The basic emotional/stress/anxiety symptoms are meant to keep you safe. Emotions are meant to tell you how to feel and act. Stress is meant to motivate you and keep you safe. Anxiety is actually an incredibly important system in your body - a system designed to save your life if you're in danger.

All of them need to be automatic in order to keep you alive, healthy, and generally in control. The problem only arises when they become chronic. That's why you're never able to control your neurotransmitters, hormones, or even your emotions completely - because if your body stopped doing them automatically, you'd be in danger.

But what you can do is learn how to cope with emotions and alter your life so that you can maintain emotional control. By addressing the causes of your anxiety, the symptoms, and the way that you cope with stress, you can learn exactly what you need to do to maintain positive emotions and keep your anxiety from running away with itself.

# data[].attributes.attachment_link.description
Anxiety is an emotional disorder. While many people don't consider anxiety to be an emotion, there is no denying that anxiety emotions are very real. Even though you may feel other emotions - like irritation, sadness, and anger - anxiety itself represents an emotional state, where you're prone to these emotional fluxes and living in a general absence of happiness.

# data[].attributes.headline
Anxiety Disorders: Real Disease, Real Treatment

# data[].attributes.subject
Anxiety Disorders: Real Disease, Real Treatment

# data[].attributes.attachment_link.readable_text
Anxiety is an umbrella term encompassing several psychiatric disorders (Table 1), the more common of which are phobias, social anxiety, and generalized anxiety disorder (GAD). Previously, obsessive-compulsive behaviors, acute stress, and posttraumatic stress disorders were grouped under anxiety disorders; however, in the most recent Diagnostic Statistical Manual-5 ( DSM-5), these disorders were placed in other categories. 1,2

GAD is a chronic and highly prevalent debilitating disorder and is the most common anxiety disorder seen by practitioners. Patients suffering from GAD excessively worry about situations or objects in the absence of real danger. GAD is characterized by the following symptoms: increased motor tension (eg, fatigability, trembling, restlessness, muscle tension), autonomic hyperactivity (eg, shortness of breath, rapid heartbeat, high heart rate, dry mouth, cold hands, dizziness), and increased vigilance and scanning (eg, feeling keyed up, increased startling, impaired concentration). Men generally experience different symptoms from women. Men exhibit more psychologic symptoms, such as irritability and a sense of impending doom, whereas women develop more physical symptoms, such as chest pain, palpitations, and shortness of breath. 3,4

Diagnostic criteria stipulate that an individual must have 2 or more symptoms most days of the week for at least 6 months. Disease onset typically occurs early in life and quickly erodes quality of life, social relationships, job performance, and physical health. 5,6

Approximately 5% of people develop GAD over the course of their lifetime. In any given year, 3.1% of Americans suffer from GAD, which disproportionally affects women. Within a 6-month period, 6% of men and 13% of women suffer from anxiety. ⁷ Long-term remission statistics are discouraging. Approximately 25% of adults will be in full remission after 2 years, and 38% will be in remission after 5 years. 3,4 Table 2 lists risk factors for GAD.

Several physical illnesses are associated with anxiety, including gastroesophageal reflux disease, heart disease, hypothyroidism, and hyperthyroidism. Overall, anxiety has high rates of comorbidity with depression as well as alcohol and drug abuse. 8,10 GAD may also worsen other mental and physical conditions, such as depression, insomnia, digestive or bowel problems, and headaches. Anxiety increases the risk for developing coronary heart disease and for mortality. ⁴ Anxiety's disease burden is comparable to that of other chronic illnesses, such as arthritis and diabetes. ¹¹

Until recently, the pathophysiology of GAD remained elusive. Researchers postulate that anxiety is linked to dysregulation of neurotransmitters (ie, gamma-aminobutyric acid, serotonin, dopamine, and norepinephrine). The brain's amygdala also appears key in modulating fear and anxiety. Patients with anxiety disorders often show heightened amygdala responses to anxiety cues. ⁵
Treatment
Benzodiazepines, buspirone, hydroxyzine, antidepressants (eg, imipramine, paroxetine, sertraline, escitalopram, venlafaxine, opipramol), and pregabalin are effective in reducing anxiety symptoms. Benzodiazepines are generally used only for short-term relief of symptoms. When antidepressants are used, patient adherence may be problematic because of the agents' adverse effects (eg, sedation, dizziness, falls, nausea, sexual dysfunction). ² Second-generation antipsychotics (eg, quetiapine, risperidone, olanzapine, aripiprazole) are also effective, but given their side effects, they are reserved for people who have not responded to other agents. No drug class is considered superior to others. 12,13

Along with prescription agents, cognitive behavioral therapy (CBT) is extremely effective in treating anxiety. The hallmark features of CBT are intervention strategies derived from learning and cognitive theory principles. CBT interventions include cognitive restructuring (teaching specific skills to identify negative thoughts and behaviors and replace them with positive ones). CBT is generally short-term; positive results are often achieved with 8 sessions. 4,14
Herbal Remedies
Passionflower, valerian, St. John's wort, and kava significantly reduce anxiety-related symptoms. While the FDA has not approved these agents for the treatment of anxiety, passionflower and kava are approved antianxiety agents in several countries.5 One small study, for example, demonstrated that passionflower was equally as effective as prescription benzodiazepine. 5 Nutritional supplements such as L-lysine, L-arginine, vitamin B, and folic acid have also demonstrated effectiveness as alternatives to prescription agents. The use of these agents, however, has been associated with several adverse effects. Kava has been linked to hepatotoxicity, which prompted the FDA to issue warnings against its use. Additionally, St. John's wort has significant negative clinical interactions with several classes of medications, such as anticancer agents, anti-HIV agents, anti-inflammatory agents, antimicrobial agents, cardiovascular drugs, proton pump inhibitors, and statins. 9,15,16
Counseling
Patients suffering from GAD often encounter ridicule, with friends telling them to "Just snap out of it." Patients are relieved when someone takes their symptoms seriously. Because many prescription and nonprescription agents can induce anxiety, counseling begins with reviewing the patient's medication profile to determine if anxiety may be medication induced. Online Table 3 highlights several counseling tips.
Table 3: Counseling for Generalized Anxiety Disorder

Recommend a healthy diet and the avoidance of caffeine, alcohol, and illicit drug use.

Explain how cognitive behavioral therapy can reduce anxiety, noting that only 8 sessions can reduce anxiety.

Warn against abruptly discontinuing medication without physician approval. If patients complain about side effects, recommend alternatives to health care providers.

Inform patients that antidepressants may take a few weeks to have an effect.

Avoid clinical jargon because it may provoke more anxiety.

Recommend daily exercise because it helps reduce anxiety. Exercise has minimal side effects with the added benefit of positively impacting other conditions, such as obesity and diabetes.

Encourage patients to try relaxation exercises such as yoga or meditation.

Warn patients that some herbal remedies have negative side effects. Patients should obtain physician approval prior to using such agents.

Enlist the help of family members who can reinforce medication adherence.

Recommend resources where patients and families can find useful information. The Anxiety and Depression Association of America (www.adaa.org) and the National Institute of Mental Health (www.nimh.nih.gov) both have useful and easy-to-understand information.

Adapted from references 4, 8, and 14.
Final Thought
When patients ask about a product that might "calm the nerves," pharmacists should use this counseling opportunity to emphasize that anxiety is a real disease in which symptoms can be lessened or alleviated with treatment.
Dr. Zanni is a psychologist and health-system consultant based in Alexandria, Virginia. References

Recent updates to proposed revisions for DSM-5. American Psychiatric Association website. www.dsm5.org/Pages/RecentUpdates.aspx. Accessed January 27, 2014.

Highlights of changes from DSM-IV-TR to DSM-5. American Psychiatric Association website. www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf. Accessed January 24, 2014.

Gale CK, Millichamp J. Generalised anxiety disorder [published online October 27, 2011]. Clin Evid.

Dryden-Ewards R. Generalized anxiety disorder. www.medicinenet.com/anxiety/article.htm. Accessed January 24, 2014.

Lakhan SE, Vieira KF. Nutritional and herbal supplements for anxiety and anxiety-related disorders: systematic review. Nutr J. 2010;9:42.

Gao K, Sheehan DV, Calabrese JR. Atypical antipsychotics in primary generalized anxiety disorder or comorbid with mood disorders. Expert Rev Neurother. 2009;9:1147-1158.

Leon AC, Portera L, Weissman MM. The social costs of anxiety disorders. Br J Psychiatry Suppl. 1995;27:19-22.

Generalized anxiety disorder. Mayo Clinic website. http://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/basics/definition/CON-20024562. Accessed January 23, 2014.

Morgan AJ, Jorm AF. Outcomes of self-help efforts in anxiety disorders. Expert Rev Pharmacoecon Outcomes Res. 2009;9:445-459.

Yates W. Anxiety disorders. http://emedicine.medscape.com/article/286227-overview. Accessed January 23, 2014.

Shen BJ, Avivi YE, Todaro JF, et al. Anxiety characteristics independently and prospectively predict myocardial infarction in men the unique contribution of anxiety among psychologic factors. J Am Coll Cardiol. 2008;51:113-119.

Koen N, Stein DJ. Pharmacotherapy of anxiety disorders: a critical review. Dialogues Clin Neurosci. 2011;13:423-437.

Collins K, Mathew S. Current evidence in the treatment of generalized anxiety disorder. www.medscape.org/viewarticle/590285_2. Accessed January 31, 2014.

Otte C. Cognitive behavioral therapy in anxiety disorders: current state of the evidence. Dialogues Clin Neurosci. 2011;13:413-421.

Mental health medications. National Institute of Mental Health website. www.nimh.nih.gov/health/publications/mental-health-medications/complete-index.shtml. Accessed January 31, 2014.

Herring MP, O'Connor PJ, Dishman RK. The effect of exercise training on anxiety symptoms among patients: a systematic review. Arch Intern Med. 2010;170:321-331.

# data[].attributes.attachment_link.title
Anxiety Disorders: Real Disease, Real Treatment

# data[].attributes.attachment_link.description
Anxiety is an umbrella term encompassing several psychiatric disorders (Table 1), the more common of which are phobias, social anxiety, and generalized anxiety disorder (GAD). Previously, obsessive-compulsive behaviors, acute stress, and posttraumatic stress disorders were grouped under anxiety disorders; however, in the most recent Diagnostic Statistical Manual-5 ( DSM-5), these disorders were placed in other categories.

# data[].attributes.attachment_caption
Free Vector | Anorexia concept illustration (freepik.com)

# data[].attributes.attachment_link.readable_text
Not only is food a life sustaining force, it also shapes societies and cultures. The very beginning of our existence can be traced back to our ancestor's relationships with nature, between humankind and its perpetual hunt for food. Even now, the bond we share with food affects how & where we socialize, our moods, our thoughts and even the way we see ourselves & others. It both binds and divides us. At its best, food becomes a centerpiece that can forge relationships and resolve conflicts. At its worst, it pits us against ourselves and isolates us into nonexistence.

Considering its vast influence on our lives, it's quite normal for our relationship with food to expand and evolve as we age and change habits. Just like any other relationship, it should be treated with respect, mindfulness and the smallest bit of caution. When our relationship with food starts to take over our thoughts and behaviors in an invasive, detrimental way, it can quickly become a disorder. Although they have been historically documented in individuals for centuries, eating disorders were only added into the Diagnostic and Statistical Manual of Mental Health Disorders in 1980. Binge Eating Disorder, one of the most common eating disorders, was only introduced in 2013.

The most common eating disorders, and perhaps most easily recognizable in the United States, include: Anorexia Nervosa, Bulimia, Binge Eating Disorder and Orthorexia Nervosa. Most eating disorders typically manifest and are diagnosed in early adolescence and young adulthood. Despite popular portrayals, eating disorders can be found in both men and women and can recur sporadically throughout different stages of life.

Today, we've come to discover that the occurrence of eating disorders has doubled since the 1960s and can be found in increasingly younger age groups. A few rare cases have shown children as young as seven being treated for eating disorders. According to a recent study, forty percent of 9-year-old girls have admitted to partaking in some form of dieting and even 5-year-olds have admitted to being concerned about diets. These concerning statistics have served as a wakeup call for both mainstream media and mental health communities for how current society is affecting our mental health and its relationship to food.

It should also be noted, although it may not be a surprise to anyone who has suffered or knows someone who has suffered from an eating disorder, that eating disorders are normally accompanied by secondary mental health illnesses such as anxiety, obsessive compulsive behavior and depression.

Many of the behaviors associated with each of the eating disorder diagnoses can have dangerous and life-threatening impacts on both physical and psychological well-being. As such, it is important to learn to identify symptoms and behaviors associated with eating disorders in ourselves and in others. Most eating disorders are characterized by extreme emotions surrounding food, weight gain and body image. These emotions can result in extremely difficult disturbances and pervasive thoughts. Some symptoms to look out for that tend to be associated with eating disorders include the following: self-loathing feelings when it comes to food, restricting calorie intake, binging, purging, extreme exercise and an avoidance of social gatherings at which food will be served, amongst others.

Unfortunately, certain precursors to eating disorders have become so normalized in our culture, that we fail to recognize them as early signs for mental illness. Have you ever heard or thought: I am transitioning towards clean eating, I am cutting, I am bulking, or feeling guilty or depressed after eating a larger than normal meal? Have you ever established a 'cheat meal' or day and then felt embarrassed or ashamed after indulging?

These are all practices that have become commonplace in our thoughts and conversations but when talking about eating disorders, it's important to distinguish mindfulness from obsession. Wanting to be healthier and striving to pay more attention to what you eat sounds like healthy, attainable goals on the surface but when things like: compulsive exercising, calorie counting, binging, measuring, weight tracking and restrictive dieting start to become the means to achieving these goals, it's likely that your relationship with food has ventured into dangerous territory.

The journey to recovery from eating disorders is twofold. Unlike most addictions, food addiction is not something you can just quit. We need food, we need sustenance and nutrition to nurture our bodies and our minds. Reconciling the physical injury to our bodies with the mental illness that inflicts it is no easy task. But despite their severity, eating disorders are treatable and earlier diagnosis and intervention often leads to better outcomes. The most effective and long-lasting treatment for an eating disorder is some form of psychotherapy or counseling, coupled with careful attention to medical and nutritional needs. Ideally, whatever treatment is offered should be tailored to the individual. This would vary according to both the severity of the disorder and the patient's individual problems, needs and strengths.

Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal and cultural forces that contribute to or maintain the eating disorder.

# data[].attributes.attachment_link.title
Fact: Eating Disorders are Mental Illnesses

# data[].attributes.attachment_link.description
Not only is food a life sustaining force, it also shapes societies and cultures. The very beginning of our existence can be traced back to our ancestor's relationships with nature, between humankind and its perpetual hunt for food.

# data[].attributes.headline
The School Counselor’s Role in Addressing Eating Disorder Symptomatology Among Adolescents 

# data[].attributes.subject
The School Counselor’s Role in Addressing Eating Disorder Symptomatology Among Adolescents 

# data[].attributes.body
(counseling.org)

# data[].attributes.body
Shaping positive eating behaviours - Healthy Kids (healthy-kids.com.au)

# data[].attributes.attachment_link.readable_text
Teaching kids positive eating behaviours during childhood can set them up with healthy eating habits for life. Developing a positive relationship with food, as well as a balanced approach to eating, can lead to better health outcomes in the long run.

Nowadays, an alarming 25 per cent of Australian children are being classified as overweight or obese ¹. This is the direct result of a number of behaviours including 1,2:

Higher than recommended consumption of 'occasional' or 'extra' foods that are high in added fat, sugar and salt, especially fried potatoes, sugar-sweetened soft drinks, ice cream, cordials, meat pies and margarine.

Lower than recommended consumption of fruit and vegetables.

More food being purchased away from the home (e.g. take away).

Evening meals being eaten in front of the television.

In increase in screen time (iPads, TV, computers).

A decrease in the amount of incidental activity such as walking to and from school.

A drop in outdoor playtime.

What can parents do?
Parents often underestimate their role in the development of healthy eating habits. Speaking positively to your children about healthy foods and role modelling balanced eating is the first step in helping kids develop a healthy relationship with food. And remember, actions speak louder than words! Children watch, listen and learn through observation, and then follow what they see. Set your children up for life by being a positive role model and create healthy habits from the start.

How?

Enjoy all foods in moderation.

Don't binge on 'occasional' or 'extra' foods.

Cook meals at home and try to encourage your children to help you. Involve your kids in the menu planning and shopping, too.

Talk about healthy foods from the five food groups and what they do for your body. For instance, "this apple is so crunchy and delicious - it's flesh is helping to keep me stay regular and it's filling me up with its nutritious sweetness." Or "these carrot sticks contain a super nutrient called beta carotene that helps my eyes stay sharp and focused. Or "this delicious glass of milk contains calcium - it helps my bones and teeth stay strong."

Ensure your child's diet is balanced and contains a variety of foods from all the five food groups.

Encourage your kids to eat a nutritious breakfast every day using foods from the five food groups.

Encourage water instead of soft drink and or other drinks containing added sugars. Toss in lemon or lime wedges to flavour water.

Avoid negative language around less healthy foods such as 'bad' or 'fattening'. It's not the type of food that's bad, it's the amount and how often the food is eaten that can be problematic. Instead, refer to these foods as "occasional" or "extra" foods and keep portion sizes small.

Place a limit on the number of "occasional" or 'extra' foods eaten each week. These foods shouldn't be eaten daily. Make sure the whole family sticks to this rule and have other, more nutritious snacks available.

Fill your fridge and pantry with a variety of healthy foods that are easily accessible such as whole fruit, whole grain crackers with slices of reduced-fat cheese, reduced-fat yoghurt or pre-sliced veggie sticks with hummus or reduced fat cream cheese.

Discourage eating in front of the TV or computer as this is often done mindlessly without paying attention to hunger cues and can result in the consumption of unnecessary kilojoules (energy).

As often as possible, eat together at the dinner table and turn off the TV, even if the whole family isn't present.

Be mindful and listen to hunger cues. Most children are great at eating to their hunger so let your child stop eating when they don't want anymore. Kids will eat when they're hungry regardless of the food on offer, so always have healthy options available.

Children start to form food likes and dislikes from an early age, so always offer variety. It may take many attempts for your child to like a new food, so don't give up. Offer small amounts and try presenting it in a fun engaging way.

Avoid using food as a reward or bribe, or holding back on foods as punishment. Use activities or trips to the park as alternatives.

Don't forget about physical activity!

Being physically active is an important part of a healthy lifestyle. Here are some tips to get your family on track:

Limit all screen time to two hours or less a day.

Make time for your kids to play outside or be active for at least an hour every day.

Be a role model and make physical activity a family event by going for a bush walk, playing family cricket, playing in the park or kicking a ball around.

Start increasing incidental exercise such as walking to school or the shops, taking the stairs (not the lift), sweeping the path or doing some gardening.

Choose "active" presents such as balls or kites to replace DVD's, and play station games.

If you have tried and tested tips to help develop positive eating habits why not share them on our Healthy Kids Facebook page.
References 1 - Australian Institute of Health and Welfare 2012. Australia's food & nutrition 2012. Cat. no. PHE 163. Canberra: AIHW. 2 - www.healthykids.nsw.gov.au

# data[].attributes.attachment_link.description
Teaching kids positive eating behaviours during childhood can set them up with healthy eating habits for life. Developing a positive relationship with food, as well as a balanced approach to eating, can lead to better health outcomes in the long run. Nowadays, an alarming 25 per cent of Australian children are being classified as overweight or obese 1.

# data[].attributes.headline
Eating disorder treatment: Know your options

# data[].attributes.subject
Eating disorder treatment: Know your options

# data[].attributes.body
Mayo Clinic

# data[].attributes.attachment_link.readable_text
Eating disorder treatment: Know your options

Treatments for eating disorders include therapy, education and medication. Find out what works.
By Mayo Clinic Staff
Eating disorder treatment depends on your particular disorder and your symptoms. It typically includes a combination of psychological therapy (psychotherapy), nutrition education, medical monitoring and sometimes medications.

Eating disorder treatment also involves addressing other health problems caused by an eating disorder, which can be serious or even life-threatening if they go untreated for too long. If an eating disorder doesn't improve with standard treatment or causes health problems, you may need hospitalization or another type of inpatient program.

Having an organized approach to eating disorder treatment can help you manage symptoms, return to a healthy weight, and maintain your physical and mental health.

Where to start

Whether you start by seeing your primary care practitioner or some type of mental health professional, you'll likely benefit from a referral to a team of professionals who specialize in eating disorder treatment. Members of your treatment team may include:

A mental health professional, such as a psychologist to provide psychological therapy. If you need medication prescription and management, you may see a psychiatrist. Some psychiatrists also provide psychological therapy.

A registered dietitian to provide education on nutrition and meal planning.

Medical or dental specialists to treat health or dental problems that result from your eating disorder.

Your partner, parents or other family members. For young people still living at home, parents should be actively involved in treatment and may supervise meals.

It's best if everyone involved in your treatment communicates about your progress so that adjustments can be made to treatment as needed.

Managing an eating disorder can be a long-term challenge. You may need to continue to see members of your treatment team on a regular basis, even if your eating disorder and related health problems are under control.

Setting up a treatment plan

You and your treatment team determine what your needs are and come up with goals and guidelines. Your treatment team works with you to:

Develop a treatment plan. This includes a plan for treating your eating disorder and setting treatment goals. It also makes it clear what to do if you're not able to stick with your plan.

Treat physical complications. Your treatment team monitors and addresses any health and medical issues that are a result of your eating disorder.

Identify resources. Your treatment team can help you discover what resources are available in your area to help you meet your goals.

Work to identify affordable treatment options. Hospitalization and outpatient programs for treating eating disorders can be expensive, and insurance may not cover all the costs of your care. Talk with your treatment team about financial issues and any concerns - don't avoid treatment because of the potential cost.

Psychological therapy

Psychological therapy is the most important component of eating disorder treatment. It involves seeing a psychologist or another mental health professional on a regular basis.

Therapy may last from a few months to years. It can help you to:

Normalize your eating patterns and achieve a healthy weight

Exchange unhealthy habits for healthy ones

Learn how to monitor your eating and your moods

Develop problem-solving skills

Explore healthy ways to cope with stressful situations

Improve your relationships

Improve your mood

Treatment may involve a combination of different types of therapy, such as:

Cognitive behavioral therapy. This type of psychotherapy focuses on behaviors, thoughts and feelings related to your eating disorder. After helping you gain healthy eating behaviors, it helps you learn to recognize and change distorted thoughts that lead to eating disorder behaviors.

Family-based therapy. During this therapy, family members learn to help you restore healthy eating patterns and achieve a healthy weight until you can do it on your own. This type of therapy can be especially useful for parents learning how to help a teen with an eating disorder.

Group cognitive behavioral therapy. This type of therapy involves meeting with a psychologist or other mental health professional along with others who are diagnosed with an eating disorder. It can help you address thoughts, feelings and behaviors related to your eating disorder, learn skills to manage symptoms, and regain healthy eating patterns.

Your psychologist or other mental health professional may ask you to do homework, such as keep a food journal to review in therapy sessions and identify triggers that cause you to binge, purge or do other unhealthy eating behaviors.

Nutrition education

Registered dietitians and other professionals involved in your treatment can help you better understand your eating disorder and help you develop a plan to achieve and maintain healthy eating habits. Goals of nutrition education may be to:

Work toward a healthy weight

Understand how nutrition affects your body, including recognizing how your eating disorder causes nutrition issues and physical problems

Practice meal planning

Establish regular eating patterns - generally, three meals a day with regular snacks

Take steps to avoid dieting or bingeing

Correct health problems that are a result of malnutrition or obesity

Medications for eating disorders

Medications can't cure an eating disorder. They're most effective when combined with psychological therapy.

Antidepressants are the most common medications used to treat eating disorders that involve binge-eating or purging behaviors, but depending on the situation, other medications are sometimes prescribed.

Taking an antidepressant may be especially helpful if you have bulimia or binge-eating disorder. Antidepressants can also help reduce symptoms of depression or anxiety, which frequently occur along with eating disorders.

You may also need to take medications for physical health problems caused by your eating disorder.

Hospitalization for eating disorders

Hospitalization may be necessary if you have serious physical or mental health problems or if you have anorexia and are unable to eat or gain weight. Severe or life-threatening physical health problems that occur with anorexia can be a medical emergency.

In many cases, the most important goal of hospitalization is to stabilize acute medical symptoms through beginning the process of normalizing eating and weight. The majority of eating and weight restoration takes place in the outpatient setting.

Hospital day treatment programs

Day treatment programs are structured and generally require attendance for multiple hours a day, several days a week. Day treatment can include medical care; group, individual and family therapy; structured eating sessions; and nutrition education.

Residential treatment for eating disorders

With residential treatment, you temporarily live at an eating disorder treatment facility. A residential treatment program may be necessary if you need long-term care for your eating disorder or you've been in the hospital a number of times but your mental or physical health hasn't improved.

Ongoing treatment for health problems

Eating disorders can cause serious health problems related to inadequate nutrition, overeating, bingeing and other factors. The type of health problems caused by eating disorders depends on the type and severity of the eating disorder. In many cases, problems caused by an eating disorder require ongoing treatment and monitoring.

Health problems linked to eating disorders may include:

Electrolyte imbalances, which can interfere with the functioning of your muscles, heart and nerves

Heart problems and high blood pressure

Digestive problems

Nutrient deficiencies

Dental cavities and erosion of the surface of your teeth from frequent vomiting (bulimia)

Low bone density (osteoporosis) as a result of irregular or absent menstruation or long-term malnutrition (anorexia)

Stunted growth caused by poor nutrition (anorexia)

Mental health conditions such as depression, anxiety, obsessive-compulsive disorder or substance abuse

Lack of menstruation and problems with infertility and pregnancy

Take an active role

You are the most important member of your treatment team. For successful treatment, you need to be actively involved in your treatment and so do your family members and other loved ones. Your treatment team can provide education and tell you where to find more information and support.

There's a lot of misinformation about eating disorders on the web, so follow your treatment team's advice and get suggestions on reputable websites to learn more about your eating disorder. Examples of helpful websites include the National Eating Disorders Association (NEDA), as well as Families Empowered and Supporting Treatment of Eating Disorders (F.E.A.S.T.).

From Mayo Clinic to your inbox

Sign up for free and stay up to date on research advancements, health tips, current health topics, and expertise on managing health. Click here for an email preview.

Email field is required

Include a valid email address

Learn more about Mayo Clinic's use of data.

To provide you with the most relevant and helpful information, and understand which information is beneficial, we may combine your email and website usage information with other information we have about you. If you are a Mayo Clinic patient, this could include protected health information. If we combine this information with your protected health information, we will treat all of that information as protected health information and will only use or disclose that information as set forth in our notice of privacy practices. You may opt-out of email communications at any time by clicking on the unsubscribe link in the e-mail.

Thank you for subscribing!

You'll soon start receiving the latest Mayo Clinic health information you requested in your inbox.

Sorry something went wrong with your subscription

Please, try again in a couple of minutes

Show references

1. Eating disorders. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml?utm_source=rss&utm_medium=rss. Accessed May 22, 2017.

2. Forman SF. Eating disorders: Overview of treatment. https://www.uptodate.com/home. Accessed May 22, 2017.

3. Eating disorders: About more than food. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/eating-disorders/index.shtml. Accessed May 22, 2017.

4. Eating disorders. National Alliance on Mental Illness. https://www.nami.org/Learn-More/Mental-Health-Conditions/Eating-Disorders/Overview. Accessed May 22, 2017.

5. What are eating disorders? American Psychiatric Association. https://www.psychiatry.org/patients-families/eating-disorders/what-are-eating-disorders. Accessed May 22, 2017.

6. Practice paper of the American Dietetic Association: Nutrition intervention in the treatment of eating disorders. Journal of the American Dietetic Association. 2011:111:1236.

7. Gabbard GO, ed. Evidence-based psychological treatments for eating disorders. In: Gabbard's Treatments of Psychiatric Disorders. 5th ed. Arlington, Va.: American Psychiatric Association; 2014. http://psychiatryonline.org/doi/book/10.1176/appi.books.9781585625048. Accessed May 22, 2017.

8. Gabbard GO, ed. Pharmacological treatment of eating disorders. In: Gabbard's Treatments of Psychiatric Disorders. 5th ed. Arlington, Va.: American Psychiatric Association; 2014. http://psychiatryonline.org/doi/book/10.1176/appi.books.9781585625048. Accessed May 22, 2017.

9. Gabbard GO, ed. Intensive treatment for eating disorders. In: Gabbard's Treatments of Psychiatric Disorders. 5th ed. Arlington, Va.: American Psychiatric Association; 2014. http://psychiatryonline.org/doi/book/10.1176/appi.books.9781585625048. Accessed May 22, 2017.

10. Eating disorders. American Psychological Association. http://www.apa.org/helpcenter/eating.aspx. Accessed May 22, 2017.

11. Sim LA (expert opinion). Mayo Clinic, Rochester, Minn. June 14, 2017.

See more In-depth

# data[].attributes.attachment_link.title
Eating disorder treatment: Know your options

# data[].attributes.attachment_link.description
Treatment depends on your eating disorder and symptoms, but it's typically a combination of psychotherapy, nutrition education and, if needed, medications.

# data[].attributes.body
National Eating Disorders Association

# data[].attributes.body
National Eating Disorders Association

# data[].attributes.headline
Overview of Mood Disorders - Psychiatric Disorders - MSD Manual Professional Edition

# data[].attributes.subject
Overview of Mood Disorders - Psychiatric Disorders - MSD Manual Professional Edition

# data[].attributes.body
Overview of Mood Disorders - Psychiatric Disorders - MSD Manual Professional Edition (msdmanuals.com)

# data[].attributes.attachment_link.readable_text
Other complications of mood disorders include

Disability ranging from mild to complete inability to function, maintain social interaction, and participate in routine activities

# data[].attributes.attachment_link.title
Overview of Mood Disorders - Psychiatric Disorders - MSD Manual Professional Edition

# data[].attributes.attachment_link.description
Other complications of mood disorders include Disability ranging from mild to complete inability to function, maintain social interaction, and participate in routine activities

# data[].attributes.attachment_caption
Free Vector | Bipolar disorder concept illustration (freepik.com)

# data[].attributes.body
Psychiatry.org - What Are Bipolar Disorders?

# data[].attributes.headline
Students Who Are Emotionally Disturbed Are the Highest Risk of Failing

# data[].attributes.subject
Students Who Are Emotionally Disturbed Are the Highest Risk of Failing

# data[].attributes.body
​​​Symptoms of Emotionally Disturbed Students (verywellfamily.com)

# data[].attributes.attachment_link.readable_text
Children with an emotional disturbance disability need help to manage their lives in and outside of the classroom. If your child is in this category or you work with children with emotional disturbances, it's important to know what this term means and the symptoms students with this disability display. Here is what you need to know.

Emotional Disturbance

The Individuals With Disabilities Education Act ( IDEA) is a federal law that specifies emotional disturbance as one of the 13 categories of eligibility for special education services. Emotional disturbance is also known as serious emotional disturbance (SED) or emotional behavioral disability (EBD). By the IDEA definition, an emotional disturbance is a condition in which a child exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance.

Emotionally disturbed children have an inability to learn that cannot be explained by intellectual, sensory, or health factors.

They may be unable to develop and keep appropriate, satisfactory social relationships with family, peers, and adults in the school system.

They may have a tendency to display inappropriate behavior or feelings in response to normal situations.

They may have a pervasive mood of unhappiness or depression.

They may be inclined to develop negative physical symptoms or fears related to personal or school problems.

The category of emotional disturbance includes schizophrenia. Children with emotional disturbance may also be diagnosed with behavioral disorders such as attention deficit hyperactivity disorder (ADHD). However, emotional disturbance is not diagnosed in children who are primarily socially maladjusted unless an underlying emotional disturbance also exists.

Other disorders that fall under this umbrella include anxiety disorders, bipolar disorder, eating disorders, obsessive-compulsive disorder, and conduct disorders.

Risks for Students With Emotional Disturbances

Students with emotional disturbances are at risk for school failure and often require both specially designed instruction and psychotherapy or counseling services. If they don't receive a diagnosis of emotional disturbance, however, they're likely to be pushed out of school by punitive discipline policies such as suspension or expulsion.

Children who face such policies have a high risk of dropping out of school and entering the criminal justice system. This phenomenon is colloquially known as the school-to-prison pipeline.

Before they are diagnosed, children with emotional disturbances may be perceived as simply "bad" or "unruly" by teachers, administrators, and peers. Being thought of in this way can damage the self-esteem of emotionally disturbed children. These children not only feel shunned but also must work through the circumstances that led to the emotional disturbance.

They may have been abandoned by their parents or sexually, physically, or emotionally abused. They may have been diagnosed with a mental health condition such as a personality disorder that will follow them throughout life, making it difficult for them to maintain friendships, romantic relationships, or professional careers.

A Word From Verywell

Parents and caregivers of children with an emotional disturbance disability must advocate for them to see to it that they're not isolated in school or in the community. They may need to partner with parents of children having a similar experience, and/or get guidance from a mental health provider. While emotional disturbance disability is definitely a challenge, it can be managed to help children live a fulfilling life.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

# data[].attributes.attachment_link.title
Students Who Are Emotionally Disturbed Are the Highest Risk of Failing

# data[].attributes.attachment_link.description
Children with an emotional disturbance disability need help to manage their lives in and outside of the classroom. If your child is in this category or you work with children with emotional disturbances, it's important to know what this term means and the symptoms students with this disability display.

# data[].attributes.attachment_caption
Premium Vector | Man feeling angry with brain explosion stressed shocked surprise face angry and frustrated fear and upset for making mistake concept illu

# data[].attributes.headline
What are Disruptive, Impulse Control and Conduct Disorders?

# data[].attributes.subject
What are Disruptive, Impulse Control and Conduct Disorders?

# data[].attributes.attachment_link.title
Psychiatry.org - What are Disruptive, Impulse Control and Conduct Disorders?

# data[].attributes.attachment_link.description
Learn about disruptive, impulse control and conduct disorders, including symptoms, risk factors and treatment options

# data[].attributes.headline
Pyromania Disorder Symptoms, Causes, Diagnosis, and Treatment

# data[].attributes.subject
Pyromania Disorder Symptoms, Causes, Diagnosis, and Treatment

# data[].attributes.body
Pyromania Disorder Symptoms, Causes, Diagnosis, and Treatment (healthline.com)

# data[].attributes.attachment_link.readable_text
When an interest or fascination with fire deviates from healthy to unhealthy, people may instantly say it's "pyromania."

But there's a lot of misperceptions and misunderstandings surrounding pyromania. One of the biggest is that an arsonist or anyone who sets a fire is considered a "pyromaniac." Research doesn't support this.

Pyromania is often used interchangeably with the terms arson or fire-starting, but these are different.

Pyromania is a psychiatric condition. Arson is a criminal act. Fire-starting is a behavior that may or may not be connected to a condition.

Pyromania is very rare and incredibly under-researched, so its actual occurrence is hard to determine. Some research states that only between 3 and 6 percent of people in inpatient psychiatric hospitals meet the diagnostic criteria.

Pyromania is defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as an impulse control disorder. Impulse control disorders are when a person is unable to resist a destructive urge or impulse.

Other types of impulse control disorders include pathological gambling and kleptomania.

To receive a pyromania diagnosis, the DSM-5 criteria states that someone must:

purposefully set fires on more than one occasion

experience tension before setting fires and a release after

have an intense attraction to fire and its paraphernalia

derive pleasure from setting or seeing fires

have symptoms that aren't better explained by another mental disorder, such as:

A person with pyromania can only receive a diagnosis if they don't set fires:

for a type of gain, like money

for ideological reasons

to express anger or vengeance

to cover up another criminal act

to improve one's circumstances (for instance, getting insurance money to buy a better house)

in response to delusions or hallucinations

due to impaired judgement, such as being intoxicated

The DSM-5 has very strict criteria on pyromania. It's rarely diagnosed.

Pyromania vs. arson

While pyromania is a psychiatric condition dealing with impulse control, arson is a criminal act. It's usually done maliciously and with criminal intent.

Pyromania and arson are both intentional, but pyromania is strictly pathological or compulsive. Arson may not be.

Although an arsonist can have pyromania, most arsonists don't have it. They may, however, have other diagnosable mental health conditions or be socially isolated.

At the same time, a person with pyromania may not commit an act of arson. Although they may frequently start fires, they can do it in a way that isn't criminal.

Someone who has pyromania starts fires at a frequency around every 6 weeks.

Symptoms may start during puberty and last until or through adulthood.

Other symptoms include:

an uncontrollable urge to set fires

fascination and attraction to fires and its paraphernalia

pleasure, a rush, or relief when setting or seeing fires

tension or excitement around fire-starting

Some research says that while a person with pyromania will get an emotional release after setting a fire, they may also experience guilt or distress afterward, especially if they were fighting the impulse as long as they could.

Someone may also be an avid watcher of fires who goes out of their way to seek them out - even to the point of becoming a firefighter.

Remember that fire-setting itself doesn't immediately indicate pyromania. It can be associated with other mental health conditions, such as:

The exact cause of pyromania isn't yet known. Similar to other mental health conditions, it may be related to certain imbalances of brain chemicals, stressors, or genetics.

Starting fires in general, without a diagnosis of pyromania, can have numerous causes. Some of these include:

having a diagnosis of another mental health condition, such as a conduct disorder

a history of abuse or neglect

misuse of alcohol or drugs

deficits in social skills or intelligence

Pyromania and genetics

While research is limited, impulsivity is considered somewhat heritable. This means there may be a genetic component.

This isn't only limited to pyromania. Many mental disorders are considered moderately heritable.

The genetic component may also come from our impulse control. The neurotransmitters dopamine and serotonin, which assist in regulating impulse control, may be influenced by our genes.

Pyromania isn't often diagnosed until around age 18, though pyromania symptoms may start showing up around puberty. At least one report suggests pyromania onset could occur as early as age 3.

But fire-starting as a behavior can also occur in children for a number of reasons, none of which include having pyromania.

Often, many children or adolescents experiment or are curious about lighting fires or playing with matches. This is considered normal development. Sometimes it's called "curiosity fire-setting."

If setting fires becomes an issue, or they have the intent to cause serious damage, it's often investigated as a symptom of another condition, such as ADHD or a conduct disorder, rather than pyromania.

There isn't enough research to indicate risk factors for someone developing pyromania.

What little research we have indicates that people who have pyromania are:

predominantly male

around age 18 at diagnosis

more likely to have learning disabilities or lack social skills

Pyromania is rarely diagnosed, in part because of the strict diagnostic criteria and lack of research. It's also often hard to diagnose because someone would need to actively seek help, and many people don't.

Sometimes pyromania is only diagnosed after a person goes in for treatment for a different condition, such as a mood disorder like depression.

During treatment for the other condition, a mental health professional may seek out information about personal history or symptoms the person worries about, and fire-starting may come up. From there, they can further evaluate to see whether the person fits the diagnostic criteria for pyromania.

If someone is charged with arson, they may also be evaluated for pyromania, depending on their reasons behind starting the fire.

Pyromania can be chronic if left untreated, so it's important to seek help. This condition can go into remission, and a combination of therapies can manage it.

There's no single treatment doctors prescribe for pyromania. Treatment will vary. It may take time to find the best one or combination for you. Options include:

Cognitive behavioral therapy has shown promise for helping work through a person's impulses and triggers. A doctor can also help you come up with coping techniques to deal with the impulse.

If a child receives a pyromania or fire-setting diagnosis, joint therapy or parental training may also be needed.

Pyromania is a rarely diagnosed psychiatric condition. It differs from fire-starting or arson.

While research has been limited due to its rarity, the DSM-5 does recognize it as an impulse control disorder with specific diagnostic criteria.

If you believe you or someone you know is experiencing pyromania, or are worried about an unhealthy fascination with fire, seek help. There's nothing to be ashamed of, and remission is possible.

# data[].attributes.attachment_link.title
Pyromania Disorder Symptoms, Causes, Diagnosis, and Treatment

# data[].attributes.attachment_link.description
When an interest or fascination with fire deviates from healthy to unhealthy, people may instantly say it's "pyromania." But there's a lot of misperceptions and misunderstandings surrounding pyromania. One of the biggest is that an arsonist or anyone who sets a fire is considered a "pyromaniac." Research doesn't support this.

# data[].attributes.headline
Conduct Disorder: Types, Causes, and Symptoms

# data[].attributes.subject
Conduct Disorder: Types, Causes, and Symptoms

# data[].attributes.body
Conduct Disorder: Types, Causes, and Symptoms (healthline.com)

# data[].attributes.attachment_link.readable_text
Conduct disorder is a group of behavioral and emotional problems that usually begins during childhood or adolescence. Children and adolescents with the disorder have a difficult time following rules and behaving in a socially acceptable way. They may display aggressive, destructive, and deceitful behaviors that can violate the rights of others. Adults and other children may perceive them as "bad" or delinquent, rather than as having a mental illness.

If your child has conduct disorder, they may appear tough and confident. In reality, however, children who have conduct disorder are often insecure and inaccurately believe that people are being aggressive or threatening toward them.

There are three types of conduct disorder. They're categorized according to the age at which symptoms of the disorder first occur:

Childhood onset occurs when the signs of conduct disorder appear before age 10.

Adolescent onset occurs when the signs of conduct disorder appear during the teenage years.

Unspecified onset means the age at which conduct disorder first occurs is unknown.

Some children will be diagnosed with conduct disorder with limited prosocial emotions. Children with this specific type of conduct disorder are often described as callous and unemotional.

Children who have conduct disorder are often hard to control and unwilling to follow rules. They act impulsively without considering the consequences of their actions. They also don't take other people's feelings into consideration. Your child may have conduct disorder if they persistently display one or more of the following behaviors:

aggressive conduct

deceitful behavior

destructive behavior

violation of rules

Aggressive Conduct

Aggressive conduct may include:

intimidating or bullying others

physically harming people or animals on purpose

committing rape

using a weapon

Deceitful Behavior

Deceitful behavior may include:

Destructive Behavior

Destructive conduct may include arson and other intentional destruction of property.

Violation of Rules

Violation of rules may include:

skipping school

running away from home

drug and alcohol use

sexual behavior at a very young age

Boys who have conduct disorder are more likely to display aggressive and destructive behavior than girls. Girls are more prone to deceitful and rule-violating behavior.

Additionally, the symptoms of conduct disorder can be mild, moderate, or severe:

Mild

If your child has mild symptoms, it means they display little to no behavior problems in excess of those required to make the diagnosis. Conduct problems cause relatively minor harm to others. Common issues include lying, truancy, and staying out after dark without parental permission.

Moderate

Your child has moderate symptoms if they display numerous behavior problems. These conduct problems may have a mild to severe impact on others. The problems may include vandalism and stealing.

Severe

Your child ha severe symptoms if they display behavior problems in excess of those required to make the diagnosis. These conduct problems cause considerable harm to others. The problems may include rape, use of a weapon, or breaking and entering.

Genetic and environmental factors may contribute to the development of conduct disorder.

Genetic Causes

Damage to the frontal lobe of the brain has been linked to conduct disorder. The frontal lobe is the part of your brain that regulates important cognitive skills, such as problem-solving, memory, and emotional expression. It's also home to your personality. The frontal lobe in a person with conduct disorder may not work properly, which can cause, among other things:

a lack of impulse control

a reduced ability to plan future actions

a decreased ability to learn from past negative experiences

The impairment of the frontal lobe may be genetic, or inherited, or it may be caused by brain damage due to an injury. A child may also inherit personality traits that are commonly seen in conduct disorder.

Environmental Factors

The environmental factors that are associated with conduct disorder include:

child abuse

a dysfunctional family

parents who abuse drugs or alcohol

poverty

The following factors may increase your child's risk of developing conduct disorder:

being male

living in an urban environment

living in poverty

having a family history of conduct disorder

having a family history of mental illness

having other psychiatric disorders

having parents who abuse drugs or alcohol

having a dysfunctional home environment

having a history of experiencing traumatic events

being abused or neglected

If your child is showing signs of conduct disorder, they should be evaluated by a mental health professional. They'll ask you and your child questions about their behavioral patterns to make a diagnosis. For a conduct disorder diagnosis to be made, your child must have a pattern of displaying at least three behaviors that are common to conduct disorder. Your child must also have shown at least one of the behaviors within the past six months. The behavioral problems must also significantly impair your child socially or at school.

Children with conduct disorder who are living in abusive homes may be placed into other homes. If abuse isn't present, your child's mental healthcare provider will use behavior therapy or talk therapy to help your child learn how to express or control their emotions appropriately. The mental healthcare provider will also teach you how to manage your child's behavior. If your child has another mental health disorder, such as depression or ADHD, the mental healthcare provider may prescribe medications to treat that condition as well.

Since it takes time to establish new attitudes and behavior patterns, children with conduct disorder usually require long-term treatment. However, early treatment may slow the progression of the disorder or reduce the severity of negative behaviors.

The long-term outlook for conduct disorder depends on the severity and frequency of your child's behavioral and emotional problems. Children who continuously display extremely aggressive, deceitful, or destructive behavior tend to have a poorer outlook. The outlook is also worse if other mental illnesses are present. However, getting a prompt diagnosis and receiving comprehensive treatment can significantly improve your child's outlook. Once treatment is received for conduct disorder and any other underlying conditions, your child has a much better chance of considerable improvement and hope for a more successful future.

Without treatment, your child is likely to have ongoing problems. They may be unable to adapt to the demands of adulthood, which can cause them to have problems with relationships and holding a job. They're also at an increased risk for substance abuse and problems with law enforcement. Your child may even develop a personality disorder, such as antisocial personality disorder, when they reach adulthood. This is why early diagnosis and treatment are critical. The earlier your child receives treatment, the better their outlook for the future will be.

# data[].attributes.attachment_link.title
Conduct Disorder: Types, Causes, and Symptoms

# data[].attributes.attachment_link.description
Conduct disorder is a group of behavioral and emotional problems that usually begins during childhood or adolescence. Children and adolescents with the disorder have a difficult time following rules and behaving in a socially acceptable way. They may display aggressive, destructive, and deceitful behaviors that can violate the rights of others.

# data[].attributes.headline
ADD and ADHD: Differences, Diagnosis, & Treatments

# data[].attributes.subject
ADD and ADHD: Differences, Diagnosis, & Treatments

# data[].attributes.body
(verywellmind.com)

# data[].attributes.attachment_link.readable_text
Attention deficit disorder (ADD) is a term that is sometimes used for one of the presentations of attention-deficit/hyperactivity disorder (ADHD). ADHD is a neurological disorder that causes a range of behavior problems such as difficulties with attending to instruction, focusing on schoolwork, keeping up with assignments, following instructions, completing tasks, and social interaction.

In the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), this condition is officially known as "attentional deficit/hyperactivity disorder, predominantly inattentive presentation."

Symptoms of ADD (Inattentive Type ADHD)

People with the inattentive type of ADHD struggle to pay attention or stay focused for long periods of time. Some of the symptoms of this type of ADHD include:

Being easily distracted

Difficulty following directions

Difficulty staying on task

Forgetfulness

Losing personal items such as keys or books

Not paying attention to details

Problems staying organized

Short attention span

Children with ADHD without the hyperactivity component may appear to be bored or disinterested in classroom activities. They may be prone to daydreaming or forgetfulness, work at a slow pace, and turn in incomplete work.

Their assignments, desks, and lockers may look disorganized. They may lose materials at school and at home or misplace schoolwork and fail to turn in assignments. This can frustrate teachers and parents and result in the child earning poor marks in class.

Symptoms in Kids vs. Teens vs. Adults

While symptoms of the condition are similar in kids, teens, and adults, they may also change over time. Children may be more likely to be affected by symptoms of hyperactivity. These symptoms may become more noticeable and disruptive when children are in classroom settings.

While symptoms change as people grow older, teens and adults are likely to continue to experience symptoms such as poor attention, difficultly remembering information, and troubles with organization.

Press Play for Advice On Improving Focus

ADD vs. ADHD: What's the Difference?

While many people continue to use the terms ADD and ADHD interchangeably, it's important to recognize that they are not the same. Here are some key points to be aware of:

ADD is an older term for what is now known as the inattentive type of ADHD.

The term ADHD has been used to describe both inattentive and hyperactive types since the mid-1990s.

However, some people continue to use the term ADD as a way to indicate that the condition does not include hyperactivity as a symptom.

The DSM-5 currently recognizes three subtypes of ADHD: inattentive type (sometimes casually called ADD), hyperactive-impulsive type, and combined type.

ADD (inattentive type ADHD) doesn't manifest itself in the same way that predominantly hyperactive-impulsive or combined types do. Children with these presentations have different symptoms.

Children with the other two presentations of ADHD, for example, tend to act out or exhibit behavior problems in class. Children with inattentive type ADHD are generally not disruptive in school. They may even sit in class quietly, but that doesn't mean their disorder isn't a problem and that they're not struggling to focus. In addition, not all children with inattentive type ADHD are alike.

Children with combined type ADHD display several symptoms of both hyperactive-impulsive type and inattentive type.

If you suspect your child has ADHD, talk to your child's school counselor, teacher, or physician about appropriate treatment. If you have any concerns, begin these discussions today. Earlier intervention can ensure that your child experiences fewer disruptions due to their condition.

Your child's pediatrician may recommend seeing a child psychologist who can do formal testing to see if your child fits the criteria for ADHD and, if so, where they fall on the spectrum. Not only can this testing help differentiate ADHD from other issues that may be causing difficulty with schoolwork, but it can be used to follow a child's response to interventions over time.

Primarily Inattentive ADHD (Previously ADD)

When people use the term ADD, they are likely referring to this type of ADHD. Some of the behaviors that someone with this type might experience include forgetfulness, problems with organization, difficulty listening, and lack of focus.

To be diagnosed with this type, a person must display six of the following nine symptoms:

Difficulty sustaining attention

Often seeming to not be listening

Failing to pay attention to details

Difficulty organizing tasks and activities

Frequently losing things

Getting easily distracted

Forgetfulness

Avoiding tasks that required sustained mental effort

Trouble following instructions

Hyperactive-Impulsive ADHD

This presentation of ADHD is characterized by hyperactive and impulsive behavior. To be diagnosed, a person must display six of the following symptoms:

Fidgeting hands and feet or squirming while seated

Running or climbing inappropriately or feelings of restlessness

Difficulty engaging in activities quietly

Seeming to always be on the go

Excessive talking

Blurting out responses

Problems taking turns

An inability to stay seated

Frequently interrupting others

Combined Type ADHD

This presentation of ADHD involves exhibiting symptoms of both the inattentive and hyperactive-impulsive types. To be diagnosed with this type of ADHD, a person must display six or more inattention symptoms and six or more hyperactive-impulsive ADHD symptoms.

Inattentive Type ADHD in Girls

There is no cure for ADHD, but treatment can help children manage their symptoms and improve daily functioning. Treatment for ADHD often involves medications, behavioral interventions, or a combination of the two. The type of treatment chosen depends on the child's symptoms and needs.

Medications

ADHD is often treated with one of three types of medication: psychostimulants, antidepressants, or non-stimulant drugs. These medications can help children with inattentive type ADHD (ADD) stay on task and focused.

Psychostimulants: Psychostimulants affect neurotransmitters in the brain, and may help to boost energy and increase alertness. The extended-release form is often recommended (instead of the immediate-release form). Psychostimulants include amphetamines such as Adderall and methylphenidates such as Ritalin and Concerta.

Antidepressants: Antidepressants also affect neurotransmitters in the brain, and may help to improve mood and attention. Common antidepressants prescribed for the inattentive presentation of ADHD include Wellbutrin (bupropion) and Effexor (venlafaxine).

Non-stimulant drugs: Non-stimulant medications can be helpful for those who experience unwanted side effects from stimulants and include Strattera (atomoxetine), Qelbree (viloxazine), and Intuniv (guanfacine). Non-stimulants affect a specific neurotransmitter, norepinephrine, and may help to regulate emotions and improve focus on specific tasks.

As with any medication, there are common side effects. Psychostimulants, antidepressants, and non-stimulants can cause dizziness, loss of appetite, upset stomach, and more. Be sure to talk to your doctor if you notice that your child is experiencing any unusual symptoms.

Behavior Management

Whether or not parents choose medication as a treatment option, most physicians and child psychologists suggest that a behavior intervention plan should be developed to help teach kids adaptive behavior skills and reduce off-task and inattentive behaviors.

Often, a combination of various methods is used, including:

Behavior therapy: With young children, a therapist will usually meet with you and your child. A session often includes the therapist facilitating a conversation with your child or even providing them with an activity to help them express their feelings. Your doctor or therapist might recommend family therapy so that all members of the family can learn healthy ways of managing your child's condition.

Parent training in behavior management: Recommended for parents of children under 12 years old, a therapist will train the parent to facilitate their child's behavior changes. You will learn strategies such as play therapy and talk therapy to allow your child to freely express their feelings and help them adopt healthy coping mechanisms to deal with tough emotions.

Behavioral interventions at school: Your child may meet the criteria for extra assistance under the Individuals With Disabilities Education Act (IDEA), or Section 504 of the Rehabilitation Act of 1973. Accommodations may include extra time on tests, additional break time, changes to their environment, positive reinforcement, and assignments made specifically for your child.

Behavioral peer interventions: With this approach, a therapist or trained professional will lead a group of children in activities that teach them how to interact constructively with their peers. Skills are taught such as having conversations, coping with teasing, and making friends. Parents and teachers may be trained to reinforce the lessons at home and at school.

Many people find that holistic methods are effective at managing the behavioral symptoms of ADHD in children. Engaging in regular physical exercise has been shown to boost mood, improve attention and executive functioning in adults and children with ADHD.

Studies have shown improved focus and emotional regulation in people with ADHD after they practiced yoga.

Diet may also play a role in managing behaviors of ADHD. There is some research that indicates fried food, added sugars, salt, and artificial ingredients may worsen behavioral problems and attention.

However, more studies are needed to understand how diet affects ADHD. Talk to your child's doctor to make sure they are getting adequate nutrition, regular meals, and a high intake of vegetables-all of which are linked with improved mood in children with ADHD.

A Word From Verywell

If you think that your child may have "ADD," it is important to talk to your child's doctor about inattentive type ADHD. Effective treatments are available that can help kids who struggle with inattention, and early intervention can prevent the disorder from taking a detrimental toll on their life.

Some parents fear the stigma associated with getting their child evaluated for ADHD. It's important to talk to your child so that they know that everyone has different skills and abilities. By getting treatment, you can help your child develop new skills and ways of coping with their symptoms.

# data[].attributes.attachment_link.title
Symptoms of Attention Deficit Disorder Without Hyperactivity

# data[].attributes.attachment_link.description
Attention deficit disorder (ADD) is a term that is sometimes used for one of the presentations of attention-deficit/hyperactivity disorder (ADHD). ADHD is a neurological disorder that causes a range of behavior problems such as difficulties with attending to instruction, focusing on schoolwork, keeping up with assignments, following instructions, completing tasks, and social interaction.

# data[].attributes.headline
The Teacher's Guide to OCD in the Classroom

# data[].attributes.subject
The Teacher's Guide to OCD in the Classroom

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
Free Vector | Man thinking concept illustration

# data[].attributes.attachment_link.description
Download this Free Vector about Man thinking concept illustration, and discover more than 28 Million Professional Graphic Resources on Freepik. #freepik #vector #thinkingillustration #thinking #choose

# data[].attributes.headline
International OCD Foundation | The Relationship Between Eating Disorders and OCD Part of the Spectrum

# data[].attributes.subject
International OCD Foundation | The Relationship Between Eating Disorders and OCD Part of the Spectrum

# data[].attributes.body
https://iocdf.org/expert-opinions/expert-opinion-eating-disorders-and-ocd/

# data[].attributes.attachment_link.title
The Relationship Between Eating Disorders and OCD Part of the Spectrum

# data[].attributes.attachment_link.description
The Relationship Between Eating Disorders and OCD Part of the SpectrumBy Fugen Neziroglu, Ph.D., ABBP, ABPP and Jonathan Sandler, BA When people think of eating disorders they conjure up images of adolescents performing rituals around food and obsessing about

# data[].attributes.headline
Suffering in Silence: Examining Obsessive Compulsive Behaviors in the School Setting

# data[].attributes.subject
Suffering in Silence: Examining Obsessive Compulsive Behaviors in the School Setting

# data[].attributes.headline
Obsessive Compulsive Disorder and the School Counselor

# data[].attributes.subject
Obsessive Compulsive Disorder and the School Counselor

# data[].attributes.attachment_caption
 ​​ ​ Free Vector | Hand drawn flat design schizophrenia illustration (freepik.com)

# data[].attributes.body
Mayo Clinic

# data[].attributes.attachment_link.description
This severe mental disorder can result in hallucinations, delusions, and extremely disordered thinking and behavior that interfere with daily living.

# data[].attributes.headline
Delusional Disorder and Types of Delusions

# data[].attributes.subject
Delusional Disorder and Types of Delusions

# data[].attributes.body
Symptoms, Causes, Diagnosis, Treatment (webmd.com)

# data[].attributes.attachment_link.description
Delusional disorder, previously called paranoid disorder, is a type of serious mental illness in which a person cannot tell what is real from what is imagined. Learn more about its causes, symptoms, and treatment.

# data[].attributes.body
(counselor1stop.org)

# data[].attributes.headline
Disability Defined by Section 504 of Rehabilitation Act 

# data[].attributes.subject
Disability Defined by Section 504 of Rehabilitation Act 

# data[].attributes.body
(verywellfamily.com)

# data[].attributes.attachment_link.readable_text
Section 504 of the Rehabilitation Act of 1973 defines what a disability is in the classroom and protects students with disabilities from discrimination.

The federal government enforces Section 504 in all programs or entities that receive funding from the U.S. Department of Education.

If your child has a disability, understanding the federal government's definition of disability will help you know about and exercise the rights afforded to disabled students under federal law.

Section 504 Definition of Disability

As defined by Section 504, a student is understood to have a disability if they have a mental or physical impairment (or a record of impairment).

The federal government considers a student to be disabled if they are substantially limited in their major life activities.

Examples include (but are not limited to) activities or abilities such as:

Students Excluded by the Definition

A student is excluded from eligibility if their condition does not substantially limit a major life activity. The student must also demonstrate a need for additional services in the classroom.

For example, a medical diagnosis of attention deficit hyperactivity disorder (ADHD) alone would not be sufficient for a child to qualify under Section 504 if the child has no problems in school.

Many students with ADHD do not need special services or education classes. Instead, they learn coping mechanisms from a therapist or doctor that help them manage the disorder while they remain in mainstream classrooms.

However, students with severe ADHD (or without access to effective coping mechanisms) may need accommodations in school. The need is usually determined through a formal ​ assessment, review of educational records, formal observations, medical data, adaptive behavior measures, and parent and teacher reports.

These examples are problems that are significant enough to have a substantial impact on a student's learning.

Section 504 versus IDEA

Defining disability under Section 504 is more broad than the definition of a Free Appropriate Public Education under the Individuals with Disabilities Education Act (IDEA).

IDEA specifies thirteen categories of disabilities, including:

Intellectual disability

Deafness

Speech or language impairments

Blindness

Autism

Traumatic brain injury

Various learning disabilities

If you are unsure whether your child has a disability, don't rely on your interpretation of the law alone. Discuss your concerns with your child's educators, therapists, and doctors.

Find out which assessments or evaluations necessary to determine if your child is disabled. If your child does have a disability, early intervention is key to making sure that they get the support they need at school.

# data[].attributes.attachment_link.title
How Does Section 504 of the 1973 Rehabilitation Act Define Disability?

# data[].attributes.attachment_link.description
Section 504 of the Rehabilitation Act of 1973 defines what a disability is in the classroom and protects students with disabilities from discrimination. The federal government enforces Section 504 in all programs or entities that receive funding from the U.S. Department of Education.

# data[].attributes.headline
Individuals with Disabilities Education Act

# data[].attributes.subject
Individuals with Disabilities Education Act

# data[].attributes.body
(texas.gov)

# data[].attributes.headline
IEP vs. 504 Plan: What's the Difference?

# data[].attributes.subject
IEP vs. 504 Plan: What's the Difference?

# data[].attributes.body
Understood

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
The difference between IEPs and 504 plans

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
The Texas Model for Comprehensive School Counseling Programs

# data[].attributes.subject
The Texas Model for Comprehensive School Counseling Programs

# data[].attributes.headline
Ways to Prevent Behavior Problems Before They Start 

# data[].attributes.subject
Ways to Prevent Behavior Problems Before They Start 

# data[].attributes.body
(verywellfamily.com)

# data[].attributes.attachment_link.readable_text
One of the best discipline techniques is prevention. If you can prevent behavior problems before they start, you'll end up with a much happier family. Preventing behavior problems does require some extra time and effort; however, it can be a worthwhile investment that can save you time in the long run.

Develop a Healthy Relationship

If you don't have a healthy relationship with your child, your child is much less likely to be motivated to behave. Just like most adults are usually motivated to work harder for a boss they like and respect, kids will be much more likely to follow your rules if they feel loved and respected.

Provide plenty of positive attention. Give your child your undivided attention for at least a few minutes each day.

Play games, have fun and create memories. The stronger your relationship, the more motivated your child will become to listen to your rules.

Make the Rules Clear

Kids can't follow the rules if they aren't sure what your expectations are. Create a written list of household rules and display them prominently in your home.

Explain the rules when you enter into new situations. For example, say, "You need to whisper in the library," or "There's no running when we're visiting Grandma in the hospital."

Explain the Consequences Ahead of Time

Once you've explained the rules, tell your child what will happen if he breaks the rules. Your child will be less likely to challenge the rules or test limits if he knows how you're going to respond.

Say, "If you yell or run around in the store, you're going to have to go out to the car for a time-out," or "If you can't sit in your chair at the table in the restaurant, we'll leave early."

Provide Structure and a Schedule

Create a schedule for your child that outlines when he should do his homework, when he needs to complete his chores, and when he can have free time. When kids get used to the structure, they're much more likely to respond positively.

Praise Good Behavior

Catch your child being good. Offer praise liberally. Praise your child's efforts and offer praise whenever you see behaviors that you want to see repeated.

When your child is playing quietly, point it out. Or when he puts his dishes in the sink, make it clear that you appreciate it.

Work as a Team With Other Caregivers

Although the rules don't need to be exactly the same in all settings, it helps when a child's caregivers are consistent. Work together with your partner, your child's babysitter, or teachers to discuss discipline strategies and behaviors that need to be addressed.

Teach Your Child About Feelings

When kids have an understanding of their feelings, they're more likely to gain control of their behavior. Teach your child anger management skills and specific skills for dealing with uncomfortable emotions like fear, sadness, frustration, and disappointment.

Teach Impulse Control

When kids can control their impulses, they are less likely to react aggressively or defiantly. Teach your child impulse control skills with various games and discipline strategies.

So start practicing delayed gratification and give your child the skills she needs to manage her verbal and physical impulses better.

Create a Reward System

Identify a behavior you want to see more often, like "doing chores," or "keeping chores to yourself." Then, establish a reward system that will motivate your child to stay on track.

Young children respond well to sticker charts and older kids respond well to token economy systems. Your child will become more motivated to follow the rules and he'll earn new skills.

Be proactive in preventing behavior problems by planning ahead. Identify potential problems before they start.

For example, if you know your child is likely to fight with his brother over who gets to use the video game first, set up a clear system. Tell them that they can take turns and anyone who argues or fights loses his turn. When you stay one step ahead, you can prevent a lot of behavior problems.

# data[].attributes.attachment_link.title
How Can Parents Prevent Behavior Problems in Their Children?

# data[].attributes.attachment_link.description
One of the best discipline techniques is prevention. If you can prevent behavior problems before they start, you'll end up with a much happier family. Preventing behavior problems does require some extra time and effort; however, it can be a worthwhile investment that can save you time in the long run.

# data[].attributes.body
American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

Buser, J. K. (2012). The school counselor’s role in addressing eating disorder symptomatology among adolescents. VISTAS Online. https://www.counseling.org/docs/default-source/vistas/the-school-counselor-s-role-in-addressing-eating-disorder.pdf?sfvrsn=f1ab2b7e_12

Missouri School Counselors, Counselor Educators, Missouri Department of Elementary and Secondary Education & Missouri Center for Career Education. (2015, May). Missouri comprehensive school counseling program: Responsive services school counselor referral process guide: A school counselor’s guide to the referral process. https://counselor1stop.org/wp-content/uploads/2018/04/guid-respon-serv-referral-process-guide.pdf

Pertuit, T.L., Trusty, J., & Ballard, M.E. (2014). Suffering in silence: Examining obsessive compulsive behaviors in the school setting. https://www.counseling.org/docs/default-source/vistas/article_17.pdf?sfvrsn=fc3e0e4_12

TEA. (n.d.) Individuals with Disabilities Education Act. Fact Sheet for Families. https://tea.texas.gov/sites/default/files/IDEA.pdf

Wertlieb, E. C. (2008). Obsessive compulsive disorder and the school counselor. Journal of School Counseling, 6(28).  https://files.eric.ed.gov/fulltext/EJ894799.pdf