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The list contained in this document is of known providers of a particular service. The providers on the list are from a variety of sources. This list is being provided as a courtesy, for information only, and the user should understand that no assurances or guarantees regarding the providers on the list are being made by providing this list. Caldwell ISD neither endorses, approves, nor recommends any specific provider listed.  This list is not inclusive of all community agencies, services or organizations that provide the particular service, and the omission of an agency, service, or organization from this list does not imply disapproval.  It is the responsibility of the user of this list to determine whether any of the content is of value to them and whether or not the agency, service, or organization meets their specific needs.

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Serious mental disorder marked by episodes of mania and depression (Gooding & Wolford, 2019)

Rapid Cycling: includes quick changes from depression (loss of interest in normally enjoyed activities, irritability, and social withdrawal) to manic (being overly silly, mouthy, speaking rapidly, or racing thoughts) (Bardick & Bernes, 2005)

* Often difficult to recognize in children as it typically varies greatly from the symptomatology of adult onset bipolar disorder.

* May present with:

Irritability

Unpredictability

Hyperactivity and attention problems

Conduct problems

Social problems

Childhood depression

Eating disorders

Self-mutilation

Suicidal Ideation

(Bardick & Bernes, 2005)

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Characterized by a group of symptoms that present for at a two-week period that causes significant change in previous functioning (Oyama & Piotrowski, 2020)

* Possible causes include: genetic factors, lower levels of dopamine, norepinephrine, and serotonin, psychosocial stressors, certain prescription medications, and previous drug and alcohol dependence (Oyama & Piotrowski, 2020)

* Between 15 and 20 percent of adults will experience major depression at some point in their lifetime (Oyama & Piotrowski, 2020).

* By mid-late adolescence (peak age being 13-15 for onset), the rates for depression are almost the same as that of adults (Gotlib & Hammen, 2014)

May present with:

Depressed or irritable mood for the majority of the day

Loss of interest in previously enjoyed activities

Significant weight loss or gain (unintentional)

Insomnia or Hypersomnia

Physical agitation or slowness

Loss of energy

Feelings of worthlessness

Inability to concentrate

Recurrent thoughts of death
(Oyama & Piotrowski, 2020)

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Serious mental illness that impacts how a person thinks, feels, and behaves - symptoms can be disabling without treatment (National Institute of Mental Health [NIMH], 2020)

*  typically diagnosed during late teens years to early thirties (usually earlier for males than females) (NIMH, 2020).

* Gradual changes in mood and social behavior often begin before the first episode of psychosis (usually around mid-adolescence) (NIMH, 2020)

May present with:

Psychotic Symptoms (hallucinations, delusions, or thought disorder)

Negative Symptoms (reduced motivation, loss of interest in activities, and reduced interaction)

Cognitive Symptoms (difficulty processing, problem using recently learned information, and trouble focusing)
(NIMH, 2020)

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Individuals with Disabilities Education Act (IDEA)

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Individuals with Disabilities Education Act (IDEA)

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* Law that regulates free and appropriate education for children with disabilities and ensures special education and related services (US Department of Education, (n.d.)

* governs how states and local agencies provide services for eligible infants, toddlers, children and youth (US Department of Education, (n.d.)

* To qualify for services under IDEA, the student must have educational needs related to the disability (International Bipolar Foundation, n.d.)

Disabilities covered under IDEA:

Specific Learning Disability (SLD)

Other Health Impairment

Autism Spectrum Disorder (ASD)

Emotional Disturbance (ED)

Speech and Language Impairment

Visual Impairment, including blindness

Deafness

Hearing Impairment

Deaf-blindness

Orthopedic Impairment

Intellectual Disability

Traumatic Brain Injury

Multiple Disabilities

(Understood For All, Inc., 2020a)

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Section 504 of the Rehabilitation Act of 1973

* law stopping discrimmination against people with disabilities

* Broader definition of disability than IDEA

* Applies to any disability a child has that significantly limits one or more basic activities such as learning, reading, communicating, or thinking

* If a child does not qualify for an IEP under IDEA, they may still qualify for a plan under Section 504

(Understood For All, Inc., 2020b)

Provides:

Specific accommodations supports or services

Who will provide the services

Who is responsible for the implementation of the plan

(Understood For All, Inc., 2020b)

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Emotional Disturbance: includes a variety of health issues that may include anxiety disorder, depression, schizophrenia, bipolar disorder, and obsessive-compulsive disorder (Understood For All, Inc., 2020a).

* Some students with an ED may have an Individualized Education Plan (IEP), which can provide for specialized instruction to meet their educational needs (International Bipolar Foundation, n.d.).

* The IEP will include specifics regarding required modifications, accomadations, and instructional strategies designed to meet the individual student’s educational needs (International Bipolar Foundation, n.d.)

Available Accommodations/Modifications for ED:

Alternate testing location

Extended time on tests

Use of word processor

Shortened assignments

Transcribing on tests

Lesson notes provided

Allowance to leave class early to avoid crowded hallways

Preferential seating

Daily assignment notebook requiring teacher/parent signatures
(International Bipolar Foundation, n.d.)

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If you or someone you know is experiencing any of the listed symptomatology, please seek help. It may be helpful to contact one (or more) of the following:

School counselor

Teacher

Parent/guardian

Primary Care Physician

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If a student presents with symptomatology of an emotional disturbance, the referral process will proceed as follows:

Step 1: Concern is identified

Step 2: Student referred to School Counselor (through student self referral, parent/guardian referral, or faculty/staff referral). Must obtain informed consent form from student and/or parent/guardian during this stage.

Step 3: School Counselor assesses situation and possible interventions identified.

Step 4: Interventions implemented and monitored.

* Possible Interventions include: in-school interventions, referral to in-school services, or referral to outside services

Step 5: Follow-up with referring individual, keeping confidentiality for student and family

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In-house Services:

Interventions, prior to referral to be monitored and documented by teacher

Such as but not limited to: behavior charts, positive reinforcement, proximity to teacher, etc...

School Counselor: assesses referred issues and intervention

Evaluates previous interventions and decides on action plan

Keeps contact with referring individual and parents/guardians on all aspects of referral process

Special Services: services available through the school to assess and address needs of student (Ex: special services diagnostician, behavioral specialists, speech therapist, etc…)

* Parent/guardian consent required for special services

Outside Services:

If determined to be needed, referral to outside services may be warranted

Includes but not limited to behavioral specialists, psychiatrists, counseling services, etc…

* Parent/guardian consent required for outside referral and for the release of information to outside service providers

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ASCA Ethical Standards:

*  Adhere to ASCA Ethical Standards for School Counselors as related to Confidentiality (A.2) and Appropriate Referrals and Advocacy (A.6)

Maintain confidentiality with student to the extent possible to promote student welfare (American School Counselor Association [ASCA], 2016)

Collaborate with stakeholders, connect students/families with resources, and develop plans for services (ASCA, 2016)

Family Educational Rights and Privacy Act (FERPA):

*  Adhere to FERPA regulations in regard to providing parents/guardians with student records as requested and in regards to releasing student information to any outside sources as necessary
(US Department of Education, 2018)

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Local Mental Health and Counseling Resources

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Local Mental Health and Counseling Resources

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Mental Health Mental Retardation Authority of the Brazos Valley (MHMR): Contact the local MHMR office to arrange an interview to be screened for services. If screened in, you will gain access to case management services, which may include referral to a psychiatrist for evaluation of medication needs. 979-567-4377.

Texas A&M Counseling and Assessment Clinic: non-profit agency provides a variety of counseling and assessment services utilizing state of the art psychological services for a variety of presenting problems   3370 S. Texas Avenue, Bryan, TX 77802, tel: 979-595-1770

Texas A&M Psychology Clinic: not-for-profit training facility for the Clinical Psychology Doctoral Program in the Department of Psychology at Texas A&M University. Graduate students who are completing advanced training under the direct supervision of the Clinical Psychology faculty provide clinic services  Suite 305 of the Psychology Building on Texas A&M campus. Tel: (979) 845-8017

Psychiatric Services:

Everhealth PLLC: . They accept some forms of Medicare, Medicaid and Blue Cross Blue Shield 307 S. Main St. Ste. 103, Bryan, Tel: 979-383-2074

Dr. Mahesh Dave MD: They are accepting new patients ONLY who have Blue Cross Blue Shield or if they are self-pay 1201 D Briarcrest Dr., Bryan, Tel: 979-776-5600

Dr. Lorene Henry, MD: . She ONLY accepts Blue Cross Blue Shield 1721 Birmingham Rd., Ste. 208, College Station, Tel: 979-696-5883

Texas A&M Physicians Psychiatry & Behavioral Health: They see patients by doctor’s referral ONLY 2900 E. 29th, Ste. 101, Bryan, Tel: 979-774-8200

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Substance Abuse and Mental Service Administration (SAMSA) Helpline: free, confidential referral and information service for individuals and families facing mental and substance disorders; helps connect individuals and families with local resources 1-(800)-662-HELP (4357)

Suicide Prevention Lifeline: available for individuals of families experiencing crisis 1-800-273-TALK (8255)

The NAMI HelpLine: free, nationwide peer-support service providing information, resource referrals and support to people living with a mental health conditions, their family members and caregivers, mental health providers and the public. Can be reached Monday through Friday, 10 am–6 pm, ET. 1-800-950-NAMI (6264) or info@nami.org

American Academy of Child and Adolescent Psychiatry Depression Resource Center: Frequently asked questions and listed resources for individuals and families facing depression disorder. aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx

Healthy Place Parenting Community: offers in-depth information on various aspects of parenting as well as parenting a child with mental illness. Helps parents learn about parenting, mental health disorders, and offers support in managing child’s psychiatric symptoms. https://www.healthyplace.com/parenting.

Teenline: A community-based organization that provides emotional support for youth. CALL 800-852-8336 Toll-Free Nationwide TEXT TEEN to 839863

Depression and Bipolar Support Alliance: comprehensive resource for those suffering from mood disorders. Provides education, tools and support. https://www.dbsalliance.org/

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Bardick, A. and Bernes, K. (2005). A closer examination of bipolar disorder in school-age children. Professional School Counseling, 9(1). 72-77. 0527405985013

Gooding, D. C., Wolford, K., & Gooding, D. C. (2019). Bipolar disorder. Salem Press Encyclopedia of Health.

Gotlib, I. and Hammen, C. (2014). Handbook of Depression, Third Edition: Vol. Third edition. The Guilford Press.

International Bipolar Foundation. (n.d.). Accommodations for Students with Bipolar Disorder and Related Disabilities. https://ibpf.org/articles/accommodations-for-students-with-bipolar-disorder-and-related-disabilities/

Oyama, O., PhD, & Piotrowski, N. A., PhD. (2020). Depression. Magill’s Medical Guide.

National Institute of Mental Health [NIMH] (2020). Schizophrenia. https://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml

Understood For All, Inc. (2020a). The 13 disability categories under IDEA. https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea

Understood For All, Inc. (2020b). The difference between IEPs and 504s. https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans

US Department of Education. (2018) Family educational rights and privacy act. https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

US Department of Education. (n.d.). Individuals with disabilities act. https://sites.ed.gov/idea/

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Brooke Fraley
bfraley@caldwellisd.net
(979) 567-2402
Front Office of Junior High
Open Office Hours: M-F 9:00 - 10:30 and 1:00 - 2:30