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This article assists in how to support anxiety in schools.
https://www.counseling.org/docs/default-source/vistas/article_62.pdf?sfvrsn=20677d2c_10

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Entering school can be particularly traumatic for young children. This site gives more information on how to best handle this.
http://www.worrywisekids.org/node/27

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Children with SAD suffer excessive distress in the face of actual or imagination separations from their parents. While it is typical for young children to go through some difficult adjustments to separations such as going to school, or staying with a babysitter, children with SAD do not make these adjustments. Some children may feel safe as long as they are home with Mom or Dad, others may be unable to tolerate any physical distance and will shadow their parents around the house. They often find it hard to be on one floor of the house if the parent is not there as well. Many children have trouble going to sleep on their own and may sleep in their parents' room or bed. They may have a lot of trouble on school mornings complaining about aches and pains they feel, or cry, or get very angry. These children are often afraid to go play over other children's houses and can't attend sleepovers, field trips, or drive in someone else's car.

The following symptoms are considered a problem if the interfere with a child's functioning and last more than 4 weeks:

Extreme, excessive distress upon routine separations from home, parents and/or loved ones

Crying, clinging, panic, disorganization upon separation or in anticipation of separation

Worry about losing, or about possible harm befalling parents or other family members

Fears of getting lost or being kidnapped

Great difficulty separating at night, may attempt to sleep with parent or sibling

Physical symptoms (such as headaches, stomachaches, nausea or vomiting) when separation occurs, or in anticipation of separations

Inability to be alone; shadows parents around the house, even to the bathroom

Inability to be on a separate floor from parent

Needing reassurance of parents' presence, panics and calls for parent if parent has left the room or is not visible

Disinterest in social activities; preference to spend time with parent

Nightmares about harm, danger, death, separation

Over-concern with loved one-needs reassurance that loved one is ok

Panics if parent late for pick ups; frequent reassurance about pick-up plan

Inability to attend birthday parties or field trips independently

Frequent "I love you's" and other checking-in mechanisms with parent

Great difficulty tolerating disapproval of parent

The treatment focus for SAD is quite similar to GAD addressing physical symptoms, identifying anxious thoughts and the development of coping thoughts, and problem solving. Coping thoughts often focus on being safe, knowing parent will return, and other possible explanations for where parent is. With SAD, there is often more direct work with the parents about how to address separation experiences and how to slowly build the child's confidence in being able to be apart from the parents. A first exposure step might be one parent going out for a 15 minute errand while leaving child with the other parent building up to both parents going out and leaving the child with a babysitter for a few hours.

Brought to you by The Children's and Adult Center for OCD and Anxiety.

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WorryWiseKids.org | Separation Anxiety Disorder (SAD)

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Children with SAD suffer excessive distress in the face of actual or imagination separations from their parents. While it is typical for young children to go through some difficult adjustments to separations such as going to school, or staying with a babysitter, children with SAD do not make these adjustments.

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Fact: Anxiety is on the rise
https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services

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Inside Higher Ed | Higher Education News, Events and Jobs

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More than half of the college students who visited their campus counseling centers during the 2015-16 academic year reported symptoms of anxiety, according to a survey by the Association for University and College Counseling Center Directors.

This marks the seventh year in a row that anxiety has been the top complaint among students seeking mental health services. This year, 51 percent of students who visited a counseling center reported having anxiety, followed by depression (41 percent), relationship concerns (34 percent) and suicidal ideation (20.5 percent). Many students reported experiencing multiple conditions at once.

Since 2009, when anxiety overtook depression as the No. 1 concern among college students, the number of students experiencing anxiety has steadily increased.

This survey was conducted between September 2015 and August 2016. In total, 529 counseling center directors representing that many institutions responded to the survey, with an even split between public and private institutions. The majority of respondents came from four-year colleges, but community colleges, professional schools and art schools were also included.

In an effort to reflect the makeup of their student bodies, counseling centers have diversified their clinical staff members. Of new hires, 62.2 percent are white, 15.3 percent black, 7.5 percent Latino and 10 percent Asian. This compares to current clinical staff, who are 70.9 percent white, 10.1 percent black, 7.3 percent Latino and 7.9 percent Asian.

"Student populations have become more diverse," said Micky Sharma, president of the AUCCCD and director of counseling and consultation services at Ohio State University. "Counseling services work to create a staff that represents their student bodies."

At Ohio State, for example, the counseling center now offers clinical services in nine different languages to meet the needs of their international students, who make up about 12 percent of the student body, Sharma said.

Regardless of race, ethnicity, gender or sexual orientation, "anyone could show up with anxiety or depression or a relationship issue," Sharma said. "A university counseling center is charged with providing help for everybody."

Another key finding in the survey is that 41.6 percent of counseling centers hired additional staff members in the last academic year, compared to about 26 percent in 2011 and 36 percent in 2016.

College counseling centers continue to grow to match the demands of their students, according to David Reetz, the lead researcher and coordinator for the 2016 survey and director of counseling and psychological services at the Rochester Institute of Technology.

"More students are seeking services because we continue to be more and more aware that a student's health and well-being have a lot to do with their success in their academic programs and the quality of their student life experience," Reetz said.

In fact, of the students surveyed, about 72 percent who used counseling services said it helped their academic performance in some way.

As more students continue to seek out mental health services and campus counseling centers try to keep up with new hires, the question of student wait times becomes key.

For the first time, this year's survey asked counseling center directors about average wait times for students based on the number of business days between when the appointment was scheduled and when it occurred.

The survey team found that, on average, students waited between six and eight business days for counseling services. However, as might be expected, institutions with a lower ratio of professional staff to students saw shorter wait times.

Reetz noted that the wait-time average is a "tricky number," given that some students opt to schedule their first appointment farther out to accommodate their own schedules.

"Students don't necessarily want to be seen right away," Reetz said, adding that, generally, "the more staff a center has, the shorter that wait time is between initial contact and first appointment."

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Anxiety and depression are the primary concerns for students seeking counseling services

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Survey of campus counseling centers finds increased demand for services, as well as additional positions and more diversity in hiring.

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https://www.counseling.org/docs/trauma-disaster/fact-sheet-1---post-trauma-disaster-stress.pdf?sfvrsn=24fdc8c9_2

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This article provides symptoms, risk factors, prevention, and interventions on certain eating disorders.
https://www.counseling.org/resources/library/vistas/2012_vol_1_67-104/2_2012-ACA-PDFs/Article_97.pdf

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This article gives symptoms of Anorexia Nervosa and also intervention techniques.

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This has many Frequently Asked Questions on eating disorders.

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This website offers resources and some frequently asked questions.
https://add.org

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ADDA - Attention Deficit Disorder Association

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You've only had a taste of what ADDA's about.

You may not realize it yet, but we know that you're right where you belong.

We get you.

Take a minute, sign up to receive our FREE Starter Kit.

Trust us...do it now

Otherwise, you know it's true, you may forget.

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Home | ADDA - Attention Deficit Disorder Association

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You may not realize it yet, but we know that you're right where you belong. We get you. Take a minute, sign up to receive our FREE Starter Kit. Trust us...do it now Otherwise, you know it's true, you may forget.

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This fact sheet has a lot of information on Conduct Disorder, including symptoms and interventions.

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This fact sheet includes a lot of symptoms and it includes symptoms for Oppositional Defiant Disorder.

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This article connects Conduct Disorder and how it can be addressed with the principles of ASCA.
https://files.eric.ed.gov/fulltext/EJ901145.pdf

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This article explains the possible causes of OCD.
https://medicalxpress.com/news/2017-03-obsessive-compulsive-disorder.html

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Credit: Julius-Maximilians-Universität Würzburg, JMU

An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection.

Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body. They are trapped in a vicious circle, as the fear of new contamination returns quickly after washing. Sufferers see no way out. They are even incapable of changing their behaviour when the excessive washing has led to skin irritation or damage.

Around two percent of the general population suffer from some kind of obsessive-compulsive disorder (OCD) at least once in their life. The disorder is characterised by persistent intrusive thoughts which the sufferers try to compensate for by repetitive ritualized behaviour.

Like depression, eating disorders and other mental diseases, OCD is treated with antidepressants. However, the drugs are non-specific, that is they are not tailored to the respective disease. Therefore, scientists have been looking for new and better targeted therapies that have fewer side effects.
Missing protein triggers urge to wash
Professor Kai Schuh from the Institute of Physiology at the Julius-Maximilians-Universität (JMU) Würzburg (Germany) and his team explore the underlying causes of obsessive-compulsive disorder in collaboration with the JMU's Departments of Psychiatry and Neurology.

"We were able to show in mouse models that the absence of the protein SPRED2 alone can trigger an excessive grooming behaviour," Schuh says. He believes that this finding is crucial as no clear trigger for this type of disorder has been identified until now. Previous research pointed to multiple factors being responsible for developing OCD.

Occurring in all cells of the body, the protein SPRED2 is found in particularly high concentrations in regions of the brain, namely in the basal ganglia and the amygdala. Normally, the protein inhibits an important signal pathway of the cell, the so-called Ras/ERK-MAP kinase cascade. When it is missing, this signal pathway is more active than usual.
Hyperactive signal cascade in the brain
"It is primarily the brain-specific initiator of the signal pathway, the receptor tyrosine kinase TrkB, that is excessively active and causes the overshooting reaction of the downstream components", biologist Dr. Melanie Ullrich explains.

Administering an inhibitor to attenuate the overactive signal cascade in the animal model improves the obsessive-compulsive symptoms. Moreover, the JMU research team was able to treat the OCD with an antidepressant, similarly to standard therapy in humans. Their detailed results have been published in the journal Molecular Psychiatry.
New targets for therapies pinpointed
"Our study delivers a valuable new model that allows the disease mechanisms to be investigated and new therapy options for obsessive-compulsive disorders to be tested," Professor Schuh says.

The recently discovered link between OCDs and the Ras/ERK-MAP kinase cascade also opens up new targets for therapy. Drugs that inhibit this cascade are already available and some of them are approved for human treatment.

According to Melanie Ullrich, these are cancer drugs, as overactivation of the Ras/ERK-MAP kinase cascade is also a frequent trigger of cancer: "So we are wondering whether such drugs could also be effective in the treatment of obsessive-compulsive disorders and whether they are beneficial in terms of side effects."

More information: M Ullrich et al. OCD-like behavior is caused by dysfunction of thalamo-amygdala circuits and upregulated TrkB/ERK-MAPK signaling as a result of SPRED2 deficiency, Molecular Psychiatry (2017). DOI: 10.1038/mp.2016.232

Provided by Julius-Maximilians-Universität Würzburg

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An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection. Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body.

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This includes a short film on OCD and also resources.
https://www.ocdkidsmovie.com

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UNSTUCK: An OCD Kids Movie, a documentary about beating OCD

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UNSTUCK is an award-winning mental health film about Obsessive Compulsive Disorder in kids and teens focusing on explaining OCD and how therapy can teach them to overcome their severe anxiety.

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This includes symptoms and techniques on OCD.

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Suffering in Silence- Examining OCD in School Setting

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This includes the definition and strategies for emotional disturbance.
http://www.projectidealonline.org/v/emotional-disturbance/

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Definition

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

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

Prevalence

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

Characteristics

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

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

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

Impact on Learning

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

Teaching Strategies

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

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

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

Assistive Technology

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

Organizations

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

American Academy of Child and Adolescent Psychiatry

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

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

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

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

5262 University of Oregon
Eugene, OR 97403-5262

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

Center for Disability and Development

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

Council for Exceptional Children

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

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

Federation of Families for Children's Mental Health

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

1101 King Street, Suite 420
Alexandria, VA 22314

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

National Alliance for the Mentally Ill (NAMI)

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

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

Web: www.nami.org

Mental Health America

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

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

Web: www.nmha.org

National Mental Health Information Center

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

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

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

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

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

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

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This site gives more information and insight on people living with schizophrenia.
https://schizophreniaoralhistories.com/about/

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Historically, there is no group more stigmatized and unheard than persons living with schizophrenia. In the hope of providing an audience for their voices and facilitating greater public understanding of severe mental illness, we are documenting life stories from currently stable persons diagnosed with either schizophrenia or schizo-affective disorder. We know of no other oral history project that focuses on individuals with schizophrenia, and most of the literature concerning schizophrenia is written about-and not by-those with the condition.

Our courageous narrators have taken a great personal risk in sharing their stories, and they have done so in the belief that their experience in facing their challenges will be of use to someone else. It is their hope that because they have spoken out, life may be easier for others who have schizophrenia, that new opportunities may open for them, and that they may find greater acceptance. But for their dreams to be realized, their voices must be widely heard, and it is to that cause that we are devoted. Our narrators have something to say to the world, and it is something the world needs to hear.

For our narrators, these interviews mark the first time they have been asked to talk about their lives, and they expressed an often profound and emotional relief at being able to speak out loud and for themselves at last. As our narrators' voices are heard, we hope that others who are struggling with schizophrenia, and who also feel as one narrator (Paul) said, "in it alone" will come forward to tell their stories as well.

"There is no greater agony than bearing an untold story inside you." - Maya Angelou

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Historically, there is no group more stigmatized and unheard than persons living with schizophrenia. In the hope of providing an audience for their voices and facilitating greater public understanding of severe mental illness, we are documenting life stories from currently stable persons diagnosed with either schizophrenia or schizo-affective disorder.

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Resources and support for improving the educational lives of all children.
https://iris.peabody.vanderbilt.edu

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This website contains a lot of information and support on the mental health of children.
https://childmind.org

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

Transforming Children's Mental Health

The Child Mind Institute is dedicated to transforming the lives of children and families struggling with mental health and learning disorders by giving them the help they need to thrive.

We're the leading independent nonprofit in children's mental health, operating three Mission Areas that work together for greater impact: Care, Education and Science.

Care at the Child Mind Institute

Our clinicians provide gold-standard, evidence-based treatment to thousands of kids annually through our clinical centers and in-school programs:

Education at the Child Mind Institute

We deliver free resources to millions of families and training to hundreds of educators each year, so more kids get the help they need:

Science at the Child Mind Institute

Our researchers and engineers are uncovering the causes of mental health and learning disorders to develop tomorrow's breakthrough treatments:

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Child Mind Institute | Transforming Children's Lives.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. Transforming Children's Mental Health The Child Mind Institute is dedicated to transforming the lives of children and families struggling with mental health and learning disorders by giving them the help they need to thrive.

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https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

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ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA)

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Source: shutterstock.com

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Source: shutterstock.com