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Individuals with Disabilities Education Act

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Statute

The Individuals with Disabilities Education Act (IDEA) is a law, or statute, authorizing:

1. formula grants to states

2. discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations

Search IDEA Statute

Sections of the IDEA Statute

The IDEA statute includes four parts:

Part A. General Provisions

Part A outlines IDEA's general provisions, including the purpose of IDEA and the definitions used throughout the statute.

Part B. Assistance for All Children with Disabilities

Part B includes provisions related to formula grants that assist states in providing a free appropriate public education in the least restrictive environment for children with disabilities ages three through 21.

Part C. Infants and Toddlers with Disabilities

Part C includes provisions related to formula grants that assist states in providing early intervention services for infants and toddlers birth through age two and their families.

Part D. National Activities to Improve Education of Children with Disabilities

Part D includes provisions related to discretionary grants to support state personnel development, technical assistance and dissemination, technology, and parent-training and information centers.

Complete IDEA Statute

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Statute and Regulations - Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law, or statute, authorizing: formula grants to states discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations The IDEA statute includes four parts: Part A outlines IDEA's general provisions, including the purpose of IDEA and the definitions used throughout the statute.

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Quick Guide to Conduct Disorder - Child Mind Institute

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Download our free guide to conduct disorder. Children who have conduct disorder are unkind and often violent, and they don’t care about other people’s feelings. Conduct disorder can also involve crimes like theft and vandalism.

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Attention-deficit/hyperactivity disorder (ADHD) in children - Symptoms and causes

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This condition affects children, and may continue into adulthood. It can include difficulty sustaining attention, hyperactivity and impulsive behavior.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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Need Help NOW? Counseling & Guidance
Cleburne ISD’s counseling department empowers students to become resilient, self directed individuals through a comprehensive counseling & guidance program that addresses the academic, social-emotional, college, & career development of all students. It is the…

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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Child Mind Institute | Transforming Children’s Lives.

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

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Centers for Disease Control and Prevention

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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Suffering in Silence- Examining OCD in School Setting

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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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OCD is like an unwelcome guest with bad manners. It moves into a mind - and it doesn't want to leave.
Students with OCD may appear to be daydreaming, distracted, disinterested, or even lazy. They may seem unfocused and unable to concentrate. But they are really very busy focusing on their nagging urges or confusing, stressful, and sometimes terrifying OCD thoughts and images. They may also be focused on completing rituals, either overtly or covertly, to relieve their distress.

While frustrating to educators, OCD may be torture for the students who have it. This disorder may be difficult to identify because its observable symptoms are similar to other conditions and mental disorders, and mental rituals cannot be observed. Symptoms in children and adolescents can change over time, and they tend to wax and wane for no apparent reason. School personnel who have a good understanding of the variety of behaviors that may signal OCD are better equipped to initiate a plan to assist the student.

The Effect of OCD on Academic Performance

Even very bright and motivated students can struggle with OCD. Although students with OCD typically have average to above-average intelligence levels, they may be unable to learn the same way others do because their focus is frequently on their obsessions or compulsions. Depending on the severity of the symptoms, some students find it difficult to learn and, for some, it's almost impossible to concentrate on and complete schoolwork.

Although they want to pay attention, participate in discussions or presentations, study, and complete homework, they feel compelled to respond to their obsessions or urges.

Students who have untreated OCD re likely to have a very difficult time concentrating in the classroom and completing homework assignments. They may experience overwhelming anxiety or strong urges, possibly describing the feeling of mounting anxiety or intensifying urges as if they were a rising volcano or a tea kettle about to boil - and relief comes when the pressure is released. Unfortunately, the release is usually a compulsive behavior that may be disruptive to learning and possibly to the classroom.

It may not be long before the student who has OCD falls behind and sees a drop in grades. In some cases, academic performance deteriorates abruptly and dramatically. And it may be nearly impossible to catch up unless a student can learn to manage the symptoms. For these reasons, it's important that school personnel take OCD seriously and work with the student and the family to provide support.

What Does OCD Look Like at School?

A student may enter a classroom at the beginning of the school year with a diagnosis of OCD, or the disorder may develop later. Whenever a student begins to falter - academically, socially, or emotionally - educators need to intervene. A proactive approach can make an impressive difference in a student's coping ability, academic performance, and interpersonal capabilities.

The first step is being aware of the behaviors that can signal OCD. The disorder includes a wide variety of symptoms in children and adolescents, which are not always obvious. It is important to keep in mind that OCD symptoms can look like other disorders, so it is critical that a mental health specialist trained in OCD and related disorders conduct a diagnostic assessment OCD can be confused for symptoms of ADHD and anxiety disorders, as well as acting out" or misbehavior not associated with a neurobiological disorder. Also, OCD changes in nature or scope from one set of obsessions and compulsions to another, with differing behaviors, and symptoms can worsen and or seem to disappear, often for no obvious reason.

Common Symptoms of OCD at School

Below are common OCD symptoms of children and adolescents in school.

Obsession: Fears of germs or contamination
Compulsions
* Repeatedly washing hands, using antibacterial wipes or hand-sanitizer
* Protecting what is perceived as clean space -- personal desk, locker, or other property
* Avoiding touching surfaces that others may have touched, such as doorknobs, desks, shared supplies, lab tables or equipment, computer keyboards, paints, paste, soap, cafeteria trays, etc.
* Avoiding contact play or sports either because of a fear of catching a disease or fear of contaminating another student
* Avoiding the use of bathrooms
* Seeking reassurance that they or others are not sick or dirty
* Refusing to share items or supplies with others
* Refusing to eat in the cafeteria
* Avoiding certain products because they may contain poison, such as substances used in chemistry

Obsession: Fears that harm, illness, or death, will befall oneself or others; fear of causing harm to oneself or others, including violent or aggressive obsessions (Note: People with OCD who have violent or aggressive thoughts do not have a history of violence or act upon these urges or ideas.)
Compulsions
* Checking behavior, such as making sure doors or windows are locked or turning light switches on and off repeatedly
* Reading a paragraph over and over again to prevent harm from coming to a loved one, another person, or a pet.
* Asking the teacher for reassurance that the student is safe
* Avoiding leaving a perceived safe zone (classroom); avoiding going into unsafe zones (lunch or recess areas) or open spaces such as a gymnasium
* Unreasonable avoidance of peers, teachers, for fear of causing them harm

Obsession: Fears that harm, illness, or death, will befall oneself or others; fear of causing harm to oneself or others, including violent or aggressive obsessions ( Note: People with OCD who have violent or aggressive thoughts do not act upon these urges or ideas OR have a history of violence.)
Compulsions
* Checking behavior, such as making sure doors or windows are locked or turning light switches on and off repeatedly
* Reading a paragraph over and over again to prevent harm from coming to a loved one, another person, or a pet.
* Asking the teacher for reassurance that the student is "safe"
* Avoiding leaving a perceived "safe" zone (classroom); avoiding going into "unsafe" zones (lunch or recess areas) or open spaces such as a gymnasium
* Unreasonable avoidance of peers, teachers, for fear of causing them harm

Obsession: Fears, feelings, or urges related to numbers
Compulsions
* Counting, touching, or saying words a certain number of times due to believing in a magical significance to certain numbers or using those numbers to keep harm away; counting the number of steps between locations and having to start over if interrupted
* Touching objects a certain number of times; not being able to move on unless this touching has been accomplished
* Reading words or pages a certain number of times
* Going back and forth through doorways a certain number of times before it's OK to enter the room
* Avoiding using certain numbers that are perceived as unlucky or not safe; only using numbers that are perceived as safe or lucky. (math problems may be answered improperly, pages may not be read or pages may be numbered out of sequence )

Obsession: Fears, feelings, or urges related to discarding items because something bad will happen; feelings of incompleteness if something is discarded or the need document and preserve all life experiences; fears of contamination; need to buy items in multiples of a particular number; not discarding objects to avoid repetitive rituals such as washing or checking. (Note: This form of hoarding is related to the obsessions and compulsions of OCD and is distinct from hoarding disorder.)
Compulsions
* Saving scraps of paper, candy wrappers, bottle caps, broken items, or other useless items; inability to part with unneeded things
* Keeping books, toys, food, school papers, clothing, or other items for fear that they might be needed sometime in the future
* Buying every item in a store that one has touched (and therefore contaminated) to prevent others from being contaminated
* Accumulating items or objects in a particular area (desk drawer) because they are contaminated and cannot be touched
* Buying multiples of the same item (buying three of everything because it's a magic number)

Obsession: Scrupulosity, or the excessive fear of violating religious or moral rules
Compulsions
* Apologizing or confessing that something is wrong, such as breaking religious, classroom, or school rules
* Constantly seeking reassurance that a task has been completed right or perfectly; seeking affirmation that a mistake was not made
* Saying prayers a certain number of times; excessive praying to atone for being bad; repeatedly confessing perceived sins or bad behavior
* Repetitive praying, confessing to neutralize or undo bad thoughts, intrusive sexual thoughts, or visions of cursing or blaspheming in school or church
* Avoiding answering questions for fear of telling a lie

Obsession: Fears, feelings, or urges related to symmetry or order
Compulsions
* Constantly evening up books or other items on a shelf or desk; aligning edges to be even
* Rearranging items to be in a certain order, such as by color or alphabetical order
* Avoiding a room with square tiles because seeing the tiles would require tracing each of the edges visually
* Fears, feelings, or urges related to sexual content
* Seeking reassurance that one is not gay or lesbian, despite being heterosexual
* Excessive praying to atone for having inappropriate sexual thoughts or images
* Avoiding magazines, books, DVDs, websites, or other media for fear of seeing sexual content

Obsession: Excessive doubting or dread of uncertainty
Compulsions
* Constantly rechecking to see that everything is in a backpack or book bag
* Asking to leave the classroom to recheck a locker or its contents
* Avoiding a school locker to prevent checking the lock over and over again

Obsession: Fears, feelings, or urges related to having something just right or perfect
Compulsions
* Getting up and sitting down repeatedly at a desk, until feeling just right
* Repeatedly revising the way letters, words, or numbers are written to make them look just right; getting stuck rewriting the same letter or word
* Repeatedly filling in circles on answer sheets; getting stuck on one or two questions because too much time is spent carefully filling in the circles, erasing, refilling until it looks perfect
* Erasing and rewriting words over and over
* Extreme slowness with activities or school work until everything is just right
* Repeating various actions for no apparent reason
* Avoiding a hallway until walking in it until it feels just right

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OCD is like an unwelcome guest with bad manners. It moves into a mind - and it doesn't want to leave. Students with OCD may appear to be daydreaming, distracted, disinterested, or even lazy. They may seem unfocused and unable to concentrate.

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What’s Normal Anxiety – and What’s an Anxiety Disorder? | Body Stuff with Dr. Jen Gunter | TED

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From Dr. Tamar Chansky Creator of Worrywisekids.org

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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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National Institute of Mental Health (NIMH)

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The National Institute of Mental Health (NIMH) offers authoritative information about mental disorders, a range of related topics, and the latest mental health research.

Featured Topics and Events
Facebook Live: Childhood Irritability
On November 7, 2023, NIMH hosted a Facebook Live event on childhood irritability featuring NIMH expert Dr. Melissa Brotman.
Seasonal Affective Disorder
As the days get shorter and there is less daylight, you may start to feel sad. While many people experience the "winter blues," some people may have a type of depression called seasonal affective disorder (SAD).

Unless otherwise specified, NIMH information and publications are in the public domain and available for use free of charge. Citation of the NIMH is appreciated. Please see our Citing NIMH Information and Publications page for more information.

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Explore NIMH resources on mental health topics, statistics, brochures and fact sheets, clinical trials, and how to find help for mental illnesses.

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Welcome to EDH!
We're Glad You're Here.

Eating Disorder Hope ™ is an online community that offers resources, education, support, and inspiration to those struggling with anorexia nervosa, bulimia nervosa, binge eating disorder, body image issues, and a myriad of other disordered eating behaviors. We understand that the person fighting disordered eating behaviors is not the only one suffering. This disease is affecting the whole family. We seek to offer help and support to the sufferer and also the family members seeking to become better informed and proactive in their efforts to help their loved one. This is why Eating Disorder Hope ™ was created so those suffering can find the help, care, support, and resources to help themselves and their loved ones.

Our resources include thousands of blogs and articles by therapists, doctors, psychiatrists, and other leaders in the field. We offer many educational videos by important leaders in the field of behavioral health. Eating Disorder Hope ™ freely provides access to disordered eating treatment options, support groups, recovery tools, treatment programs, and so much more. We delve deeply into topics such as athletes, relationship skills, marriage, coping skills, and co-occurring issues such as depression, anxiety, bipolar disorder, post-traumatic stress disorder and OCD.

Over the next year, one copy of Intuitive Eating will be given to a lucky monthly drawing winner!

In January of 2005, Jacquelyn Ekern, LPC, Founder and President of Eating Disorder Hope ™ created and developed this informative website with the help and advice of colleagues, professors, psychiatrists, and other relevant organizations. Our ultimate goal is to freely provide access to as much valuable information as possible that can help a loved one recover from the disease of disordered eating behaviors.

Our goal is to offer all of this valuable information in one place where the hope and support of ending disordered eating behaviors is encouraged. We also promote the healing and embracing of life while pursuing full and complete recovery from anorexia, bulimia, binge eating, and other forms of disordered eating. The Eating Disorder Hope ™ mission is to foster an appreciation of a person's uniqueness and true value in the world. We want those struggling with disordered eating to learn that their worth is not related to their appearance, achievement or praise.

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Eating Disorder Hope - Resources for Anorexia, Bulimia & Binge Eating

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Eating Disorder Hope ™ is an online community that offers resources, education, support, and inspiration to those struggling with anorexia nervosa, bulimia nervosa, binge eating disorder, body image issues, and a myriad of other disordered eating behaviors. We understand that the person fighting disordered eating behaviors is not the only one suffering.

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Medical Diseases & Conditions - Mayo Clinic

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Explore comprehensive guides on hundreds of common and rare diseases and conditions from the experts at Mayo Clinic.

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Bulimia Nervosa Signs, Symptoms, and Treatment Guide

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Bulimia nervosa is a complex eating disorder with medical and psychological aspects. Bulimia nervosa is serious and can even be life threatening. Bulimia recovery requires not only a multidisciplinary healthcare team for treatment, but appropriate education, understanding, and support from friends, family, and others, like teachers and coaches, who interact with the affected person day to day.

Bulimia nervosa can be scary and overwhelming for all concerned. Knowing how best to help and not hinder recovery is important to achieve the best outcome. The information here is intended to provide bulimia recovery help to family, friends, coaches, and teachers of someone struggling with bulimia nervosa. You'll find straightforward information on bulimia symptoms, bulimia diagnosis, bulimia statistics, bulimia facts, bulimia treatment, and bulimia recovery.

If you are family, friend, teacher, or coach to
someone you believe has bulimia nervosa,
the information here is intended
to help you learn how to be supportive.

If you have a diagnosis of bulimia nervosa
and are seeking recovery, this resource
is intended to provide information that
can help you along the way.

Supporting Recovery

If you are family, friend, teacher, or coach to
someone you believe has bulimia nervosa,
the information here is intended
to help you learn how to be supportive.

Seeking Recovery

If you have a diagnosis of bulimia nervosa
and are seeking recovery, this resource is intended to provide information that can help you along the way.

Knowing how to be supportive of someone close to you who has or may have bulimia nervosa is hard. You don't want to say or do anything that is off-putting, disrespectful, or makes wrong assumptions. The information here is intended to help you understand the disorder, available treatment options for bulimia nervosa, how well they work, how to find quality treatment providers, how to navigate the health insurance maze, and ways to be supportive.

Knowing how to be supportive of someone close to you who has or may have bulimia nervosa is hard. You don't want to say or do anything that is off-putting, disrespectful, or makes wrong assumptions. The information here is intended to help you understand the disorder, available treatment options, how well they work, how to find quality treatment providers, how to navigate the health insurance maze, and ways to be supportive.

Students often spend more waking time in school and sports activities than they do their families. Behaviors at school or in sports activities can differ from behaviors family members see at home. Educators, including teachers and guidance counselors, as well as sports coaches, may be the first to witness behaviors suggestive of bulimia nervosa. The information here is intended to help educators and coaches learn about the disorder and the resources that are available to help educate and support students affected by bulimia nervosa.

Students often spend more waking time in school and sports activities than they do their families. Behaviors at school or in sports activities can differ from behaviors family members see at home. Educators, including teachers and guidance counselors, as well as sports coaches, may be the first to witness behaviors suggestive of bulimia nervosa. The information here is intended to help educators and coaches learn about the disorder and the resources that are available to help educate and support students affected by bulimia nervosa.

ECRI Institute research analysts who are experts in evidence-based medicine analyzed a large body of published clinical studies on the different types of treatments and combinations of treatments for bulimia nervosa. This work resulted in a 400-page scientific report on how well the various treatments and combinations of treatments work. This analysis also identified areas where more research is needed to learn what works best for treating bulimia. This is a short consumer-oriented summary of the findings of the full scientific report.

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ecri bulimia guide; bulimia guide; bulimia;bulimia treatment; bulimia treatment resource guide; bulimia resource guide; bulimia treatment guide; bulimia guide; bulimia nervosa; eating disorder; ecri; patient guide; davis foundation; bulimia nervosa; www.bulimiaguide.org; bulimia nervosa; purging; mia; emetic; ed; disordered eating; body mass index; dysmorphophobia; binge eating; anxiety; depression; ana; amenorrhea; bulimia nervosa; bulimarexia; b&p; intake screening; patient safety; hilda and preston davis foundation; national patient library; bulimia nervosa; eating disorder; binge eating; self-induced vomiting; misuse of enemas; laxatives; diet pills; excessive exercise; purging; college-age women; female athletes; teenage; perfectionism; obsessive-compulsive disorder; body image; identify problem; nutritionist; nutrition therapy; intervention; health insurance; anorexia athletica; orthorexia nervosa; eating disorder

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Bulimia Nervosa Signs, Symptoms, and Treatment Guide

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Bulimia nervosa is a complex eating disorder with medical and psychological aspects. Bulimia nervosa is serious and can even be life threatening. Bulimia recovery requires not only a multidisciplinary healthcare team for treatment, but appropriate education, understanding, and support from friends, family, and others, like teachers and coaches, who interact with the affected person day to day.

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NEDA Educator Toolkit | Eating Disorders

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NEDA Educator Toolkit | Eating Disorders

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By GetParentingTips.com staff
Read Time: 9 Minutes

If you're concerned your child may be struggling with a mental health condition, you're not alone. According to the National Alliance on Mental Illness (NAMI), 1 in 6 children age 6-17 experiences a mental health disorder each year.

It's heartbreaking to watch your child struggle with any sort of illness, but the stigma surrounding mental health disorders in children can lead parents to potentially miss early warning signs and delay getting their child the help he (or she) needs.

The Mayo Clinic defines mental illness, or mental health disorder, as "patterns or changes in thinking, feeling, or behaving that cause distress or disrupt a person's ability to function."

Mental health disorders in children can show up as delays or disruptions in normal, age-appropriate development, thinking, and behavior. For example, a child experiencing mental health issues may start to wet the bed, have anxiety about typical situations, have social anxiety, or experience panic attacks about things that didn't bother him before, such as going to sleep or going to school. He might start getting in trouble at school or fail to turn in assignments. These examples are not necessarily signs of mental illness. However, it is important to take note if they are part of a new pattern of behavior. If you notice that your child is not able to function well or that his feelings and behavior are disrupting his life significantly, then it's a good idea to talk to your child's pediatrician about what you're noticing. Having concerns about your child's mental health is nothing to be ashamed of. Many times, fear and embarrassment keep people from getting the help they need. Don't put off talking to your child's doctor if you have concerns. It's important to treat mental health disorders in children early, before negative patterns of behavior take hold and become harder to treat.

Mental health disorders in children are more common that you may realize. According to data from NAMI:

50% of all lifetime mental illness begins by age 14, and 75% by age 24.

25% of US adults and about 13% of US children are diagnosed with a mental disorder each year.

What causes mental health disorders in children?

Understanding what causes mental illness in children can help take away some of the guilt or fear that may keep parents from taking action. Many parents worry mental health disorders in children are their fault. They feel responsible for the way their child is behaving or acting out. It's important to understand that mental illness can occur for many different reasons.

Factors and circumstances that can contribute to mental illness include:

Genetics, environment, and lifestyle.

A stressful home life or traumatic life events, such as a death in the family, divorce, abuse, or illness.

Brain chemistry and physiology.

The causes of mental illness are too complex to attribute to just one factor in a child's life. Mental health disorders in children can happen because of both genetics and a child's environment or circumstances. It is unlikely that a mental health condition is simply passed down from parent to child.

Know the warning signs.

It's important to be able to distinguish between the normal ups and downs of childhood and signs of mental illness. This can be difficult because growing up is all about change. Your child is always growing and changing, which can cause him to behave differently. Increased hormones during adolescence can have a big impact on a preteen's or teen's emotions and behaviors. This constant change can make it hard to recognize the difference between normal behavior and behavior that may indicate a mental health disorder in children.

Below is a list of warning signs to watch for. These signs don't necessarily mean your child has a mental health condition. Some of these behaviors may be normal responses to stressful situations, such as changing schools or having a new sibling. Everyone can experience anxiety, but when your child's symptoms are constant and seem to be having a negative impact on his daily life, then they could indicate an anxiety disorder. You know your child best so trust your instincts and know the signs.

Some common warning signs of mental health disorders in children include:

Experiencing feelings of anxiety.

Having symptoms of a panic attack. A panic attack happens abruptly. There is an intense fear or discomfort that causes the heart to race. Panic attacks can also cause shortness of breath or shaking.

Returning to behaviors of a younger child, such as bedwetting.

Persistent or frequent sadness that lasts two or more weeks.

Losing weight and changes in eating habits; for example, not eating, using laxatives, or throwing up.

Difficulty sleeping or excessive sleeping (beyond usual teenage exhaustion).

Avoiding or missing work or school.

Signs of social anxiety. Social anxiety is an ongoing fear of being watched or judged by others. This could include withdrawing from or avoiding social interactions because of social anxiety.

Outbursts or extreme irritability.

Drastic changes in mood, behavior, or personality.

Destructive, out-of-control behavior.

Frequent headaches or stomachaches.

Trouble concentrating.

Dramatic decline in school performance.

Fighting with family and friends.

Drug and alcohol abuse.

Hopelessness, loss of interest in favorite hobbies or activities.

Hearing voices.

Isolation or acting distant.

Hurting oneself or wanting to hurt others.

Talking about death or suicide.

If you notice a pattern of behavior that is not normal for your child and he is exhibiting some of these behaviors, talk to your child's pediatrician about your concerns.

All children may exhibit some signs of mental health problems when they are in stressful situations. This does not necessarily mean there is a mental health disorder that requires medical attention. Keep in mind that a child may just need your extra care and support when facing challenging times such as:

Death of a loved one.

Divorce or separation of their parents.

Any major transition such as a new home, new school, or new sibling.

Traumatic life experiences, like living through a pandemic.

Bullying or difficulties in school.

Common mental health disorders in children:

Mood disorders.

Mood disorders involve persistent feelings of sadness or periods of feeling overly happy. Sometimes moods may fluctuate from one extreme to another. Common mood disorders include depression and bipolar disorder.

Anxiety disorders.

Anxiety disorders include panic attacks, phobias, obsessive-compulsive disorder (OCD), and post-traumatic stress disorder (PTSD).

Eating disorders.

Eating disorders involve extreme emotions, attitudes, and behaviors about food, weight, and self-image. Anorexia is when someone doesn't eat enough and becomes very thin. Bulimia is when someone overeats, then purges, such as by forced vomiting. People with bulimia may be of normal weight.

Personality disorders.

People with personality disorders have extreme and inflexible personality traits. They may have trouble perceiving and relating to situations and people. Two common disorders are antisocial personality disorder and borderline personality disorder.

Substance use disorders.

A substance use disorder is the repeated use of alcohol or drugs. Substance use disorders make it difficult for people to meet family, work, or school obligations. Some people with a mental health disorder may also have a substance use disorder.

Psychotic disorders.

Psychotic disorders are when someone loses contact with reality and experiences hallucinations or delusions. For example, schizophrenia is a disorder that can be characterized by hallucinations or delusional thoughts.

Suicidal thoughts and behavior.

Suicidal behavior involves thoughts of wanting to die or trying to kill oneself. People who are suicidal often experience feelings of extreme sadness and hopelessness.

Getting help

If you are concerned about your child's mental health, it's important to reach out for help. Here are steps you can take to help your child:

Talk to your child's pediatrician about the behaviors that concern you.

Ask your child's teacher, close friends, relatives, or other caregivers if they are noticing anything out of the ordinary. Share this information with your child's doctor.

If your pediatrician recommends further evaluation, you'll likely need to make an appointment with a specialist such as a psychiatrist, psychologist, clinical social worker, psychiatric nurse, or other mental health care professional.

If needed, your medical provider will provide a treatment plan, which may include psychotherapy and/or medication.

To make a diagnosis, your child's specialist will evaluate him physically and perform various tests and interviews to understand how your child's condition is affecting his daily life.

The evaluation might include:

A complete medical exam.

Medical history.

History of physical or emotional trauma.

Family history of physical and mental health.

A review with parents of symptoms and general concerns.

Timeline of child's developmental progress.

Academic history.

An interview with parents.

Conversations with and observations of the child.

Standardized tests/questionnaires for the child and parents.

Diagnosing mental health disorders in children is more difficult than in adults. Young children may lack the language skills to accurately express their feelings, making interviewing them more difficult. It may be a process getting to the right diagnosis. Have patience and keep communicating with your provider until you feel your child is getting the help he needs.

Treatment options

Psychotherapy and medication are typical treatments for children who are diagnosed with a mental disorder. A specialist may recommend treating with both psychotherapy and medication, medication alone, or psychotherapy alone.

Psychotherapy.

In psychotherapy, a child addresses mental health issues by talking with a psychologist or other mental health professional. For young children, psychotherapy may involve playing games that enable the child to talk about and work through his feelings. Psychotherapy teaches children and adolescents how to talk about their thoughts and feelings and how to respond and cope in healthy ways.

Medication.

Some mental health conditions may respond to medication, such as a stimulant, antidepressant, anti-anxiety medication, antipsychotic, or mood stabilizer. Your specialist can explain the benefits and side effects of medication.

Talking to your child about his mental health

Tips for talking about mental health problems with your child:

Wait for the right time. Pick a time when your child is calm and comfortable.

Keep it simple. Don't use big words or complicated explanations.

Be honest about your own experience. Share what you struggled with as a child or teen.

Let him know that he is not alone. Everyone has anxieties and has to learn strategies to manage them.

Keep an open mind and be a good listener. Allow your child to speak openly and honestly. Don't judge or criticize, but try to understand his point of view.

Be aware of your child's feelings and reactions. End the conversation if it's upsetting your child.

Here are a few questions that might help to get the conversation started:

Can you tell me more about what's going on?

How you are feeling?

Have you ever felt like this before?

How can I help you feel better? I'm here to listen and help you.

Are you having thoughts about harming yourself or others?

Be your child's mental health advocate.

If your child is diagnosed with a mental health disorder, it's important to learn about the specifics of the condition. The more you know about what your child is experiencing, the better you'll be to support him.

Here are some other ways to support your child:

Try family counseling.

Get advice from your child's mental health professional on how to respond to difficult behavior.

Enroll in programs for parents of children with a mental illness.

Use stress management techniques to help you respond calmly.

Find ways to relax, relieve anxiety, and have fun with your child.

Focus on and acknowledge what your child is doing well.

Communicate with teachers and other important people in your child's life to make sure your child is supported.

Find a support group.

Seeing your child struggle with mental health issues can be scary, sad, and overwhelming. Remember that you don't need to handle these challenges alone.

Resources

Seek immediate help if you think your child is in danger of harming himself or others. You can call a crisis line or the National Suicide Prevention Line at 1-800-273-TALK (8255).

Find community mental health services in your area by calling the SAMHSA Treatment Referral Helpline, 1-877-SAMHSA7 (1-877-726-4727). Someone is available to take your call Monday through Friday from 7 a.m. to 7 p.m. CST.

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By GetParentingTips.com staff Read Time: 9 Minutes If you're concerned your child may be struggling with a mental health condition, you're not alone. According to the National Alliance on Mental Illness (NAMI), 1 in 6 children age 6-17 experiences a mental health disorder each year.

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Centers for Disease Control and Prevention

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Learn About Children's Mental Health | CDC

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Mental health in childhood means reaching developmental and emotional milestones, and learning healthy social skills and how to cope when there are problems.