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According to the National Dissemination Center for Children with Disabilities (2010), two main symptoms within psychotic disorders are hallucinations and delusions. Although there are more psychotic disorders, we will only focus on Schizophrenia.

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Offers acute care for those dealing with chronic mental illness including: individualized treatment plans, individual and group counseling and therapy, family participation, community follow-up programs.

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Home - UTHealth Harris County Psychiatric Center - UT Harris County Psychiatric Center - UTHealth

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UTHealth HCPC is the teaching hospital within McGovern Medical School at the University of Texas Health Science Center at Houston (UTHealth). Our team of psychiatrists and psychologists are faculty members in the Department of Psychiatry & Behavioral Sciences, and all our staff are employed by UTHealth.

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Offers assessments and treatments of patients with acute or chronic mental health issues. Work with patients on both an inpatient or outpatient basis.

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Our clinic provides psychiatric evaluations and pharmacological management of neuropsychiatric symptomatology. Target symptoms that may respond to pharmacological intervention are identified, quantified and followed as a function of pharmacological intervention. The clinic provides supervision and consultation to pediatricians, child psychiatrists and mental health professionals working with children. Review our referral information.

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Offers community patients to see mental health professionals at time of need.

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Spring Branch Mental Health Crisis Clinic

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Spring Branch Mental Health Crisis Clinic allows patients of the community to see the mental health professionals they need at the time of crisis

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The following resources are located locally in the community and can help with any of the following EDs.

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Offers family assistance programs, family education programs, and programs for children. Assists with Mental Health Counseling.

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Memorial Assistance Ministries (MAM) | OUR PROGRAMS

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Every year MAM helps nearly 5,000 families stay in their homes and learn valuable skills to become more secure and independent.

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The Harris Center for Mental Health and IDD (Spring Branch Chapter)

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The Harris Center for Mental Health and IDD (Spring Branch Chapter)

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Offers a comprehensive psychiatric emergency program, outpatient mental health services, forensic mental health services and a crisis counseling program.

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The Harris Center for Mental Health and IDD

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Offers various programs including foster care and adoption, birth mother, post adoption, counseling, school-based programs and parenting programs.

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depelchin childrens center depelchin children's center

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DePelchin Children's Center | DePelchin Childrens Center

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DePelchin Childrens Center DePelchin is an accredited foster care and adoption agency serving the most vulnerable children and families in Texas and working to break the cycles of abuse and neglect.

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School-based program that offers crisis intervention, counseling, and case management program for families of youth that are experiencing problems.

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Interesting article on coping with delusions and hallucinations.

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[Article updated on 11 September 2017]

The symptoms of schizophrenia are manifold, and present in such a variety of combinations and severities that it is impossible to describe a 'typical case' of schizophrenia.
Positive symptoms
The so-called 'positive symptoms' of schizophrenia consist of psychotic phenomena (hallucinations and delusions), which are usually as real to the schizophrenia sufferer as they are unreal to everybody else. Positive symptoms are usually considered to be the hallmark of schizophrenia, and are often most prominent in the early stages of the illness. They can be provoked or aggravated by stressful situations, such as succumbing to a physical illness, breaking off a relationship, or leaving home to go to university.
Hallucinations
Psychiatrists define a hallucination as 'a sense perception that arises in the absence of a stimulus'. Hallucinations involve hearing, seeing, smelling, tasting, or feeling things that are not actually there. The most common hallucinations in schizophrenia are auditory hallucinations-hallucinations of sounds and voices. Voices can either speak to the schizophrenia sufferer (second-person, 'you' voices) or about him (third-person, 'he' voices). Voices can be highly distressing, especially if they involve threats or abuse, or if they are loud and incessant. (Carers might begin to experience something of the distress of hearing voices by turning on both the radio and the television at the same time, both at full volume, and then trying to hold a normal conversation.) On the other hand, some voices-such as the voices of old acquaintances, dead ancestors, or 'guardian angels'-can be a source of comfort and reassurance rather than of distress.
Delusions
Delusions are defined as 'strongly held beliefs that are not amenable to logic or persuasion and that are out of keeping with their holder's background'. Although delusions need not necessarily be false, the process by which they are arrived at is usually bizarre and illogical. In schizophrenia, delusions are most often of being persecuted or controlled, although they can also follow a number of other themes.

Positive symptoms correspond to the general public's idea of 'madness', and people with prominent hallucinations or delusions may evoke fear and anxiety in others. Such feelings are often reinforced by selective reporting by the media of the rare headline tragedies involving people with (usually untreated) mental illness. The reality is that the vast majority of schizophrenia sufferers are no more likely than the average person to pose a risk to others, but far more likely than the average person to pose a risk to themselves. For example, they may neglect their safety and personal care, or they may leave themselves open to emotional, physical, or financial exploitation.
How can the schizophrenia sufferer best deal with positive symptoms?
For obvious reasons, there is little that a schizophrenia sufferer can do to address his or her delusions (other than engaging with mental healthcare services in general and with therapy in particular). However, there are a number of measures that he or she can take to reduce or altogether eliminate voices. These measures include,

* Keeping a diary of the voices to help identify and avoid the situations in which they arise

* Finding a trusted person with whom to discuss the voices

* Focussing attention on a distraction activity such as reading, gardening, singing, or listening to music

* Talking back at the voices: challenging them and asking them to go away. If out in public, the schizophrenia sufferer can avoid attracting attention to him- or herself by talking into a mobile phone

* Managing levels of stress and anxiety

* Taking medication as prescribed, especially antipsychotic medication

* Avoiding drugs and alcohol
How can carers best deal with positive symptoms?
Positive symptoms can be very distressing, both to the schizophrenia sufferer and to his or her carers. Carers often find themselves challenging the schizophrenia sufferer's hallucinations and delusions, partly out of a desire to relieve his or her suffering, and partly out of understandable feelings of fear and helplessness. Unfortunately this can be counterproductive, because it can alienate the schizophrenia sufferer from his or her carers at the very time that he or she needs them most. Difficult though this may be, carers should not lose sight of the fact that positive symptoms are as real to the schizophrenia sufferer as they are unreal to everybody else.

A more helpful course of action for carers is to recognize that the schizophrenia sufferer's hallucinations and delusions are real and important to him or her, whilst making it clear that they do not personally share in them. For example,

Person: The aliens are telling me that they are going to abduct me tonight.

Carer: That sounds terribly frightening.

P: I've never felt so frightened in all my life.

C: I can understand that you feel frightened, although I myself can't hear the aliens you speak of.

P: You mean, you can't hear them?

C: No, not at all. Have you tried ignoring them?

P: If I listen to my iPod they don't seem so loud, and I feel a bit more calm.

C: What about when we talk together, like now?

P: That's very helpful too.

Neel Burton is author of Living with Schizophrenia, The Meaning of Madness, and other books.

Find Neel on Twitter and Facebook

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Schizophrenia: Coping with Delusions and Hallucinations

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Article updated on 11 September 2017] The symptoms of schizophrenia are manifold, and present in such a variety of combinations and severities that it is impossible to describe a 'typical case' of schizophrenia. Positive symptoms The so-called 'positive symptoms' of schizophrenia consist of psychotic phenomena (hallucinations and delusions), which are usually as real to the schizophrenia sufferer as they are unreal to everybody else.

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According to the National Dissemination Center for Children with Disabilities (2010), anxiety disorders are the most common psychiatric illness affecting children and adults.

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The following link will provide quick facts, signs and symptoms, and treatment information about General Anxiety Disorder.

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Overview:

Generalized anxiety disorder, or GAD, is a condition characterized by pervasive, unwarranted worry about a variety of everyday things-worrying too much about everything. In children the anxiety is often focused on performance in school or sports and may drive extreme studying or practicing.

Symptoms:

Worries incessantly about everything, but particularly over her own performance in school or other activities, or her ability to meet expectations

Frequently seeks reassurance in an attempt to assuage her fears and worries

Anxiety can make her rigid, irritable and restless

Stress can lead to physical symptoms, including fatigue, stomachaches, and headaches

Fears are exaggerated but they tend to focus on tangible, real-life issues

Unlike adults, children with GAD may not recognize that their fears are outsize.

Treatment:

GAD is often treated with behavioral therapy called exposure with response prevention, in which a clinician exposes a child to things that provoke her anxieties and teach her techniques to manage and reduce the anxiety response.

Cognitive behavioral therapy involves teaching the child to recognize how her thinking contributes to anxiety, and to understand that her anxiety response is out of proportion to the things that trigger it. This is referred to in some circles as "decatastrophizing."

GAD often responds very well to selective serotonin reuptake inhibitors, or SSRIs. Anti-anxiety drugs are often prescribed if these do not provide the desired result.

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Quick Facts on Generalized Anxiety Disorder

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Generalized anxiety disorder, or GAD, is a condition characterized by pervasive, unwarranted worry about a variety of everyday things-worrying too much about everything. In children the anxiety is often focused on performance in school or sports and may drive extreme studying or practicing.

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10 Most Common Anxiety Symptoms - Mental Health

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Informative article with tips on how to deal with school anxiety!

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CLOSE

CHERRY HILL, N.J. - The first day of school is approaching and Melissa Langford knows some families are dreading its arrival. Not because warm summer days filled with swimming and barbecues are dwindling, but because school-related anxieties begin to surface - and she can empathize.

Langford's son, Tim, 15, and getting ready to enter ninth grade, has been struggling with his school fears since third grade.

"It is very difficult," says Langford, director of transitional educational services at First Children Services in Cherry Hill. "My husband and I would take Tim to elementary school kicking and screaming. It was like trying to pry a frog off the wall just to get him out of the house. And then once he got to school, he would start throwing up. I'd feel like a bad parent and I was only trying to do what was best for him."

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Langford, who has two other children, Will, 26 and Austin, 21, says Tim's anxiety became so bad she home schooled him for a year. Tim, who is on the autism spectrum, began Transitions at First Children Services eight months ago, and Langford has seen a dramatic improvement. The program, says Langford, concentrates on giving children with school anxiety a school-like environment and helps them transition back to their local school.

"Tim is having more conversations with us, is making friends and is connecting with his teachers," says Langford. "He even brings up transitioning back to his local high school to me, so we are going to slowly begin that this school year."

Melissa Langford, the Director of Transitional Education Services at First Children Services in Cherry Hill, stands with her 15-year-old son Tim Langford, a student at First Children Services in Cherry Hill. 08.07.17 (Photo: Chris LaChall/Staff Photographer)

Alison Block, a psychologist in Oceanport, Monmouth County, who works with children coping with anxiety, says there are many reasons anxiety occurs and that it can happen at any age. She has heard fears about teachers, lockers, riding a bus, Mom remembering to pick them up after school, lunch time, who to play with at recess and many more.

Block says childhood anxiety has been increasing over the years due to many factors.

"Older kids on social media post happy pictures on Instagram or Facebook and making everything look perfect and wonderful in their lives," says Block. "Kids that don't have perfect lives think something is wrong with them. Kids don't have the same perception as adults."

Sports have become more competitive and less about fun for children, and academic pressure is starting at a younger age, too, says Block.

"I have middle schoolers tell me they are worried about getting into certain colleges," says Block.

Parents can help their children deal with their fears by listening to their kids concerns and acknowledging their feelings, says Block. By asking open-ended questions and having meaningful conversations, parents may be able to find the root of their children's worries. If a parent feels they are not helping their child or the anxiety worsens, seek out a professional.

"School refusal is a big, red flag that a child may need to talk to a professional," says Block. "Other signs include withdrawing from friends, grade changes and sleep patterns."

Headaches, stomach aches and nausea also can be signs that a child is suffering from school-related anxiety, says Dr. David Rosenberg, pediatrician and founder of Pediatric Associates in Vineland. He has been practicing in Vineland for 55 years.

Matt Miles, 17, of West Deptford (left) sits with teacher Jay Cohen at First Children Services in Cherry Hill. The program helps students learn tools to cope with school anxiety. (Photo: Chris LaChall/Staff Photographer)

"Transitions are hard for children and adults," says Rosenberg. "Going from grade school to middle school to high school is a big deal. It's a bigger school, harder classes and new people. It's very hard to make these changes."

Rosenberg says encouraging activities and hobbies, whether it be dance, drum lessons, gymnastics, swimming, etc., can be beneficial when it comes to reducing a child's worry because activities instill confidence, make kids feel good about themselves and help them to relax.

Most important, parents need to stay positive about school and talk to their children.

"Tell kids they are going to learn to draw and write, sing songs and have play dates if they go to school," he says. "Help them see the reality that school brings, which is growing from a happy child to a happy and successful adult."

Experts share 12 ways parents can help alleviate their child's school worries:

* Make transitions early. "Expose kids early to changes so they can adapt better during transitions," says Rosenberg. "It's much easier for children who have been making gradual changes at young ages to go to school. Preschool is a good way to initiate change and gets children used to school. If they are going directly to kindergarten, parents can frequently talk about school and have the kids meet the teacher prior to the first day."

* Have a discussion. "Parents often try to reassure their children, but sometimes these reassurances sound empty," says Block. "Saying 'it's going to be fine' isn't going to help a nervous child. When they begin to worry, use it as an opportunity to have more dialogue and find out what is making them anxious. The more information you have the better job you can do to make a child more comfortable with school."

* Involve children in activities. Langford says parents can help reduce school stress by getting their children involved with activities or events prior to school. These activities, such as sports, music lessons or clubs, will help them build confidence and make friends. "It's much easier to walk into school on the first day with someone by your side then walking in alone," she says. "It takes some of the pressure off."

* Stay positive. "Parents need to be positive," says Rosenberg. "Emphasize the positives of school. Let kids know how much fun school will be and all the new friends they will meet. If a child has an older sibling in school, have the sibling talk to the child about recess and all the fun that is had during the school day. If parents express fear or anxiety their children will pick up on this and become afraid and nervous."

* Get enough sleep. Block says parents can help calm their children by encouraging kids to get plenty of sleep and getting them back on a school schedule well before the start of school. "Going back to school is a transition time, and transitions are when we see anxiety in children," she says. "They are going from unstructured summer time to a very structured school time. Starting to get kids back in the school routine early helps reduce anxiety."

* Visit the school. "Take the kids to visit the school in the summer," says Langford. "Drive around the parking lot, walk through the halls, test out the lockers. This trip will remove many of the 'I don't know what to expect' fears a student may have."

* Limit video games. Rosenberg says video games should be a reward, not a regular part of life. "If children just sit around and play video games the first five years of life, why would they want to go to school?" he says. "Video games impacts children's ability to communicate because they are not outside riding bikes with their friends and socializing. Video games also desensitize kids to violence and have a profound impact on school refusal and increased fear."

* Pack mementos. "Put a picture of Mom and Dad in a child's notebook or pack your kids a note in their lunch boxes," says Block. "These things help children feel more comfortable at school. Especially for those coping with separation anxiety."

* Talk to the school guidance counselor. Meet with the school guidance counselor, says Langford. This visit will make parents and kids more relaxed about school. "Keep the child's anxiety in the open with the school guidance counselor," she says. "It makes the situation easier for the child and the counselor will know to check in on the student more often."

* Make them go to school. If a child does start crying and refusing school, it is important to insist he or she still go, says Rosenberg. "Don't give in and keep kids home because it is encouraging them to skip school. Remind them they need to go to school so they can make a life for themselves when they are older. Tell kids you love them and want them to be happy adults."

* Share the game plan. Block says it is vital for parents to discuss the daily plans with their children so everyone is informed and knows what to expect. "Let them be aware of everything, including who will be at the bus stop or who will be picking them up at school," she says. "This is especially important for parents who carpool."

* Seek help. If a child's anxiety is continuing to grow or parents feel they can not help their child resolve fears it is time to meet with the pediatrician, says Rosenberg. A pediatrician can consult with the family and decide if a therapist can help further help the child.

Read or Share this story: https://usat.ly/2vQWEHW

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12 ways to help kids cope with school anxiety

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CLOSE CHERRY HILL, N.J. - The first day of school is approaching and Melissa Langford knows some families are dreading its arrival. Not because warm summer days filled with swimming and barbecues are dwindling, but because school-related anxieties begin to surface - and she can empathize.

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What are Disruptive and Conduct Disorders?

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What are Disruptive and Conduct Disorders?

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Informational video explaining what disruptive and conduct behaviors are.

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Disruptive, impulse control, and conduct disorders

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Quick Facts about Attention Deficit Hyperactivity Disorder

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Quick Facts about Attention Deficit Hyperactivity Disorder

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Overview

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for kids to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. While some children exhibit mostly inattentive behaviors and others predominantly hyperactive and impulsive, the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school, and create a lot of conflict at home.

Symptoms of Hyperactive or Impulsive ADHD

Fidgeting or squirming, trouble staying in one place or waiting his turn

Excessive running and climbing

Trouble playing quietly

Extreme impatience

Always seems to be "on the go" or "driven by a motor"

Excessive talking or interrupting, blurting out answers

Symptoms of Inattentive ADHD

Makes careless mistakes

Is easily distracted

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing

Avoids or dislikes sustained effort

Is forgetful, always losing things

Treatment and Prognosis

In most cases, the first line of treatment for ADHD is medication which helps children concentrate and limit impulsiveness. Psychostimulants such as methylphenidate (Ritalin) and dextroamphetamine (Adderall) are commonly used to stimulate the production of neurotransmitters that regulate attention and impulse control.

Behavior therapy is sometimes used in combination with medication. Parent-child interaction therapy and other forms of parent training teach parents how to cultivate good behaviors while minimizing impulsive or inattentive ones. When a child is old enough, cognitive behavioral therapy can help teach a child to control his behaviors by understanding how his thoughts and feelings influence them.

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Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for kids to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior.

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The two most common mood disorders are Depression and Bipolar Disorder.

Bipolar Disorder is a disorder that is characterized by unusual and debilitating shifts in mood- mania and depression, energy, and activity levels (National Institute of Mental Health, 2016)

Depression is characterized by sever symptoms that affect how one feels, thinks, and handles daily activities (NIMH, 2018)

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A realistic example of how OCD can affect someone.

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Brief overview of Schizophrenia.

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Schizophrenia is a serious mental illness that interferes with a person's ability to think clearly, manage emotions, make decisions and relate to others. It is a complex, long-term medical illness, affecting about 1% of Americans. Although schizophrenia can occur at any age, the average age of onset tends to be in the late teens to the early 20s for men, and the late 20s to early 30s for women. It is uncommon for schizophrenia to be diagnosed in a person younger than 12 or older than 40. It is possible to live well with schizophrenia.

Symptoms

It can be difficult to diagnose schizophrenia in teens. This is because the first signs can include a change of friends, a drop in grades, sleep problems, and irritability-common and nonspecific adolescent behavior. Other factors include isolating oneself and withdrawing from others, an increase in unusual thoughts and suspicions, and a family history of psychosis. In young people who develop schizophrenia, this stage of the disorder is called the "prodromal" period.

With any condition, it's essential to get a comprehensive medical evaluation in order to obtain the best diagnosis. For a diagnosis of schizophrenia, some of the following symptoms are present in the context of reduced functioning for a least 6 months:

Hallucinations. These include a person hearing voices, seeing things, or smelling things others can't perceive. The hallucination is very real to the person experiencing it, and it may be very confusing for a loved one to witness. The voices in the hallucination can be critical or threatening. Voices may involve people that are known or unknown to the person hearing them.

Delusions. These are false beliefs that don't change even when the person who holds them is presented with new ideas or facts. People who have delusions often also have problems concentrating, confused thinking, or the sense that their thoughts are blocked.

Negative symptoms are ones that diminish a person's abilities. Negative symptoms often include being emotionally flat or speaking in a dull, disconnected way. People with the negative symptoms may be unable to start or follow through with activities, show little interest in life, or sustain relationships. Negative symptoms are sometimes confused with clinical depression.

Cognitive issues/disorganized thinking. People with the cognitive symptoms of schizophrenia often struggle to remember things, organize their thoughts or complete tasks. Commonly, people with schizophrenia have anosognosia or "lack of insight." This means the person is unaware that he has the illness, which can make treating or working with him much more challenging.

Causes

Research suggests that schizophrenia may have several possible causes:

Genetics. Schizophrenia isn't caused by just one genetic variation, but a complex interplay of genetics and environmental influences. While schizophrenia occurs in 1% of the general population, having a history of family psychosis greatly increases the risk. Schizophrenia occurs at roughly 10% of people who have a first-degree relative with the disorder, such as a parent or sibling. The highest risk occurs when an identical twin is diagnosed with schizophrenia. The unaffected twin has a roughly 50% chance of developing the disorder.

Environment. Exposure to viruses or malnutrition before birth, particularly in the first and second trimesters has been shown to increase the risk of schizophrenia. Inflammation or autoimmune diseases can also lead to increased immune system

Brain chemistry. Problems with certain brain chemicals, including neurotransmitters called dopamine and glutamate, may contribute to schizophrenia. Neurotransmitters allow brain cells to communicate with each other. Networks of neurons are likely involved as well.

Substance use. Some studies have suggested that taking mind-altering drugs during teen years and young adulthood can increase the risk of schizophrenia. A growing body of evidence indicates that smoking marijuana increases the risk of psychotic incidents and the risk of ongoing psychotic experiences. The younger and more frequent the use, the greater the risk. Another study has found that smoking marijuana led to earlier onset of schizophrenia and often preceded the manifestation of the illness.

Diagnosis

Diagnosing schizophrenia is not easy. Sometimes using drugs, such as methamphetamines or LSD, can cause a person to have schizophrenia-like symptoms. The difficulty of diagnosing this illness is compounded by the fact that many people who are diagnosed do not believe they have it. Lack of awareness is a common symptom of people diagnosed with schizophrenia and greatly complicates treatment.

While there is no single physical or lab test that can diagnosis schizophrenia, a health care provider who evaluates the symptoms and the course of a person's illness over six months can help ensure a correct diagnosis. The health care provider must rule out other factors such as brain tumors, possible medical conditions and other psychiatric diagnoses, such as bipolar disorder.

To be diagnosed with schizophrenia, a person must have two or more of the following symptoms occurring persistently in the context of reduced functioning:

Delusions

Hallucinations

Disorganized speech

Disorganized or catatonic behavior

Negative symptoms

Delusions or hallucinations alone can often be enough to lead to a diagnosis of schizophrenia. Identifying it as early as possible greatly improves a person's chances of managing the illness, reducing psychotic episodes, and recovering. People who receive good care during their first psychotic episode are admitted to the hospital less often, and may require less time to control symptoms than those who don't receive immediate help. The literature on the role of medicines early in treatment is evolving, but we do know that psychotherapy is essential.

People can describe symptoms in a variety of ways. How a person describes symptoms often depends on the cultural lens she is looking through. African Americans and Latinos are more likely to be misdiagnosed, probably due to differing cultural or religious beliefs or language barriers. Any person who has been diagnosed with schizophrenia should try to work with a health care professional that understands his or her cultural background and shares the same expectations for treatment.

Treatment

There is no cure for schizophrenia, but it can be treated and managed in several ways.

Related Conditions

People with schizophrenia may have additional illnesses. These may include:

Successfully treating schizohprenia almost always improves these related illnesses. And successful treatment of substance abuse, PTSD or OCD usually improves the symptoms of schizophrenia.

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Schizophrenia is a serious mental illness that interferes with a person's ability to think clearly, manage emotions, make decisions and relate to others. It is a complex, long-term medical illness, affecting about 1% of Americans.

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According to the Individuals with Disabilities Education Act, IDEA, an Emotional Disturbance (ED) is defined as a condition exhibiting one or more specific characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance (IDEA, 2004).

ED includes a wide range of specific conditions that exist and vary from one another based on characteristics and treatments per condition. The following specific conditions listed on this website are all related to ED.

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If your campus and academic team suspect an ED and the counselor has exhausted all campus and district resources, outside referrals may be suggested. The image below is the typical protocol that most counselors follow during this process.

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An informative website focusing on mental health.

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National Alliance on Mental Illness (NAMI)

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Get mental health support, education, and advocacy from NAMI-the nation's largest grassroots organization for people affected by mental illness.

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The following image depicts the continuous OCD cycle.

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Overview

Bipolar disorder, also known as manic-depressive disorder, involves bouts of major depression and periods of mania-euphoria, poor judgment and extreme risk-taking activity-in an often-debilitating cycle. Onset usually occurs in adolescence or early adulthood. There are cases in children, but pediatric bipolar disorder presents differently from the adult form, with irritability and aggression the main symptoms of manic periods, rather than euphoria.

Until the revised DSM-5 came out in 2013, children who were chronically irritable and prone to severe tantrums were often diagnosed as bipolar, even though they did not experience these symptoms in the episodes characteristic of bipolar disorder, and they often did not go on to develop adult bipolar. These children are now diagnosed with disruptive mood dysregulation disorder (DMDD).

Symptoms of bipolar disorder

Signs of mania:

Drastic personality changes

Excitability

Irritability

Inflated self-confidence

Extremely energetic

Grandiose/delusional thinking

Recklessness

Decreased need for sleep

Increased talkativeness

Racing thoughts

Scattered attention

Psychotic episodes-breaks from reality

Signs of depression:

Depressed or irritable mood

Loss of interest or pleasure in things once enjoyed

Marked weight loss or gain

Decreased or increased need for sleep

Prolonged sadness

Restlessness

Lethargy

Fatigue

Feelings of hopelessness, helplessness, worthlessness

Excessive or inappropriate guilt

School avoidance

Avoids friends

Cloudy or indecisive thinking

Preoccupation with death, plans of suicide, or an actual suicide attempt

Psychotic episodes-breaks from reality

Treatment

Medication is essential to the treatment of bipolar disorder, as is the involvement of the whole family.

Pharmacological:

The first-line medication used to treat bipolar disorder is often a mood stabilizer such as lithium and various anticonvulsants, which are generally effective at treating manic symptoms and lowering the frequency and severity of both manic and depressive episodes. Other drugs may be prescribed to treat symptoms like psychosis (antipsychotics) or trouble sleeping (anti-anxiety drugs).

Many people with bipolar disorder take more than one medication and the drugs can have complex interactions, leading to significant side effects if they are not effectively monitored by an experienced clinician.

Psychotherapeutic

Bipolar is often treated with cognitive behavioral therapy in addition to medications. CBT helps children and adolescents with the disorder understand what triggers their episodes, how their thoughts influence their feelings, and how to control and manage them. Family therapy is often employed to engage parents and other family members in keeping track of symptoms and managing stress levels in the home, which can lead to episodes.

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Bipolar disorder, also known as manic-depressive disorder, involves bouts of major depression and periods of mania-euphoria, poor judgment and extreme risk-taking activity-in an often-debilitating cycle. Onset usually occurs in adolescence or early adulthood. There are cases in children, but pediatric bipolar disorder presents differently from the adult form, with irritability and aggression the main symptoms of manic periods, rather than euphoria.

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According to National Dissemination Center for Children with Disabilities, NICHY (2010), “Eating disorders are characterized by extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape.”

Eating disorders typically affect females versus their male counterparts and usually develop during the adolescent and early adulthood years versus during the older ages. According to National Eating Disorders Association (2015), NEDA, eating disorders are typically co-morbid with other ED conditions such as depression, obsessive-compulsive disorder, and anxiety.

Within the eating disorder “umbrella,” the three most common eating disorders include: Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder.

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Anorexia nervosa is an eating disorder characterized by severe weight loss, a dangerously low body weight, and a distorted body image that drives an otherwise high-functioning person-usually a young woman-to starve herself. People with anorexia may keep themselves underweight by eating sparsely or through purging-by induced vomiting, laxative use, etc.-and exercising intensely, often without recognizing that their actions are unhealthy or that their perceptions of their bodies are not normal.
Symptoms:

Rejection of a healthy amount of food

Dramatic dieting

Compulsive exercise

A gross overvaluing of shape and weight as components of her identity

Extreme weight loss, abnormal thinness, brittle nails, hair loss, constipation, irregular menstruation, and swelling

Distorted body image-what the child sees in the mirror as unacceptably fat is, to anyone else, disturbingly thin

Treatment:
The first goal of any treatment is to restore your child to a healthy weight, and she should be immediately hospitalized for this purpose if she is in any medical danger.

Psychotherapy: The most successful treatments include cognitive behavioral therapy and family therapy to identify family patterns that may be contributing to the eating disorder.

Treatment is more effective when the disorder is caught early, and the longer a child stays at a healthy weight, the less likely she is to relapse.

Pharmacological: Some drugs, particularly antidepressants, have proven helpful, but they are most often targeted at another condition the child might also have, such as depression or obsessive-compulsive disorder. Treating the co-occurring disorder can make the therapy for anorexia more successful.

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Anorexia nervosa is an eating disorder characterized by severe weight loss, a dangerously low body weight, and a distorted body image that drives an otherwise high-functioning person-usually a young woman-to starve herself.

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Bulimia nervosa is an eating disorder characterized by out of control (aka "binge") eating offset by fasting, extreme exercise, or purging-voiding food by self-induced vomiting or other means. Kids with bulimia, unlike those with anorexia, often maintain a healthy weight-they can even be overweight-but the way they go about maintaining that weight is anything but healthy. Like anorexia, the vast majority of those diagnosed with bulimia are female, and onset is usually in adolescence.
Symptoms of bulimia nervosa:

Consuming much more in a given period than average

Having a "sense of lack of control" or "out-of-body" experience while bingeing

Compensating for the binge episode by vomiting, use of laxatives or diuretics, fasting, or excessive exercise

Having a self-image that is dominated by body weight and appearance.

Bingeing and purging that occurs on average once a week for 3 months

Bingeing and purging in secret

Signs your child might be bulimic:

Dehydration

Abnormal intake of water

Acid reflux from frequent self-induced vomiting

Scars on her fingers from vomiting

Deterioration of her teeth due to contact with stomach acids

Sore throats

Swollen glands

Sudden absences during meals

Routine trips to the bathroom right after eating

Long periods of not eating

Secretiveness around eating

Obsession with her weight and appearance

Treatment
Psychotherapy is the first line of treatment. Cognitive behavioral therapy is often used to help reduce the person's concerns about body image, help her understand what triggers her binge eating, and change unhealthy eating habits. Interpersonal therapy, which focuses on how the child's relationship with others affects her feelings and actions, is also used.

If behavioral models don't help, some antidepressants-particularly selective serotonin reuptake inhibitors or SSRIs-can help.

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Bulimia nervosa is an eating disorder characterized by out of control (aka "binge") eating offset by fasting, extreme exercise, or purging-voiding food by self-induced vomiting or other means. Kids with bulimia, unlike those with anorexia, often maintain a healthy weight-they can even be overweight-but the way they go about maintaining that weight is anything but healthy.

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Overview

A child with binge eating disorder regularly consumes unusually large amounts of food in relatively short periods of time, with the feeling that her overeating is out of her control. Children or teens affected by the disorder overeat compulsively, often in secret, and with great embarrassment or guilt. Binge eaters can be of normal weight, overweight, or obese. Unlike bulimia, binge eating does not involve "purging," via self-induced vomiting or other means.

Symptoms of binge eating disorder:

Eating unusually large quantities of food

Eating when not hungry

Eating rapidly

Eating to the point of uncomfortable fullness

Eating in shame or in secret

Feeling depressed, anxious, or ashamed about eating habits

Gaining and losing weight repeatedly

Treatment and Prognosis

Treatments for binge eating disorder include psychotherapy, behavioral weight loss programs, and medication. The primary goal of treatment, to reduce or eliminate bingeing behavior, may go hand in hand with the goal of weight loss. However, not all children and teens with the disorder need to lose weight.

Cognitive behavioral therapy (CBT) can help patients deal with the issues that may trigger binge eating, such as a negative body image, anxiety, or depression. A form of CBT called interpersonal therapy may assist with binge eating that is triggered by difficult relationships with others, including family members.

While there is no medication specifically to treat binge eating, there is some limited evidence that antidepressants and the anticonvulsant topiramate (Topamax) may be helpful when treating particularly resistant cases.

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A child with binge eating disorder regularly consumes unusually large amounts of food in relatively short periods of time, with the feeling that her overeating is out of her control. Children or teens affected by the disorder overeat compulsively, often in secret, and with great embarrassment or guilt.

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The following link will take you to the National Eating Disorder Association Webpage

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Click on the link for helpline information.

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Childhood Schizophrenia: What Are the First Signs?

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This website is extremely informative and touches on everything, ED.

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The National Institute of Mental Health (NIMH) is the lead federal agency for research on mental disorders

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Quick Facts about Obsessive-Compulsive Disorder

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Quick Facts about Obsessive-Compulsive Disorder

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Obsessive-compulsive disorder (OCD) is an anxiety condition in which a child is plagued by unwanted thoughts, images or impulses (called obsessions) that he attempts to fend off or neutralize by performing compulsions (ritualized or repeated behaviors).
Symptoms:

Ritualized or compulsive behavior such as repeated hand washing, locking and relocking doors, or touching things in a certain order

Extreme or exaggerated fears of contamination, family members being hurt or harmed, or doing harm themselves.

Use of "magical thinking," particularly in young children. ("If I touch everything in the room, Mom won't be killed in a car accident.")

Repeatedly seeking assurances about the future

Intolerance for certain words or sounds

Causes:

Brain dysfunction (particularly in an area called the basal ganglia)

Genetics (the disorder appears to run in families)

Environmental factors (children who see adults consistently responding to stress with compulsive behavior can develop similar behaviors)

Treatment:
OCD is best treated with cognitive behavior therapy (CBT), specifically exposure and response prevention, which habituates a child to the objects of his obsession by exposing him to them in small increments, thereby reducing his anxiety.

If the OCD is severe, it is often treated with a combination of CBT and medication, which can reduce anxiety enough to allow the child to react better to exposure therapy.

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Quick Facts on Obsessive-Compulsive Disorder (OCD)

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Obsessive-compulsive disorder (OCD) is an anxiety condition in which a child is plagued by unwanted thoughts, images or impulses (called obsessions) that he attempts to fend off or neutralize by performing compulsions (ritualized or repeated behaviors).

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Conduct disorder, one of what are called "disruptive behavior disorders," is characterized by emotionally and sometimes physically violent behavior and a disregard for others. Children with CD exhibit cruelty, from early pushing, hitting and biting to, later, more than normal teasing and bullying, hurting animals, picking fights, theft, vandalism, and arson.
Symptoms:

A persistent disregard for societal norms and the rights, feelings, and personal space of other people

Getting gratification out of aggression, deceit, or coercion

In a younger child, lying for the sake of lying, stealing items of no apparent worth, relentless bullying

In an older child, picking fights, trespassing, lying, cheating, stealing, vandalism, and emotionally or physically abusive behavior, including wielding a deadly weapon or forcing sex

Professionals also attempt to determine if the behavior is a negative adaptation to a troubled environment, a "learned" behavior, or if the gratification that comes from aggression seems to originate from within.

Treatment:

Psychotherapy and behavioral therapy that ideally involves the child's entire family and support network

The earlier the condition is diagnosed, the more successful the therapy will be

In younger children, parent-child interaction therapy or another parent management training is used to teach parents how to encourage desired behaviors and discourage disruptive one, and the child to control his behavior more effectively

In adolescents, therapy may target not just the home life but interactions with authority figures at school, and peers

Since conduct disorder is often (but not always) diagnosed along with other conditions that can be treated pharmacologically, a child may also go on medication as part of his therapy

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Conduct disorder, one of what are called "disruptive behavior disorders," is characterized by emotionally and sometimes physically violent behavior and a disregard for others. Children with CD exhibit cruelty, from early pushing, hitting and biting to, later, more than normal teasing and bullying, hurting animals, picking fights, theft, vandalism, and arson.

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Quick Facts about Oppositional Defiant Disorder (ODD)

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Quick Facts about Oppositional Defiant Disorder (ODD)

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Overview:

Oppositional defiant disorder (ODD) is a behavior disorder that puts children persistently at odds with authority figures. Children with ODD are temperamental, disobedient, spiteful, or vindictive to a highly unusual degree. The disorder significantly undermines the child's ability to get along with family, peers, and other adults.

Symptoms:

Unusually quick to lose his temper

Ignores or rebels against rules, at home or at school

Quick to blame others for mistakes or misbehavior

Prone to annoy others and be easily annoyed himself

Disruptive behavior appears to be intentional rather than impulsive

Refuses to cooperate reflexively-even before he knows what is being asked

Treatment:

ODD is usually treated with a type of behavioral therapy that includes parents, or a combination of behavioral intervention and medication. Treatment like Parent-Child Interaction Therapy is designed to increase positive parent-child interactions and teach the parent limit-setting skills that enable children to control disruptive behaviors and increase desired behaviors.

Medicines are not specifically indicated for ODD, but may be administered for co-occurring conditions such as ADHD, or to help the child get the most out of therapy sessions.
Learn more about oppositional defiant disorder.

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Quick Facts on Oppositional Defiant Disorder

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Overview: Oppositional defiant disorder (ODD) is a behavior disorder that puts children persistently at odds with authority figures. Children with ODD are temperamental, disobedient, spiteful, or vindictive to a highly unusual degree. The disorder significantly undermines the child's ability to get along with family, peers, and other adults.

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Clink on the link to review school and home interventions for students dealing with disruptive behaviors.

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Having ADHD along with a coexisting disruptive behavior disorder (ODD/CD) can complicate diagnosis and treatment and also worsen the prognosis. Even though many children with ADHD ultimately adjust, some (especially those with an associated conduct or oppositional defiant disorder) are more likely to drop out of school, have fewer years of overall education, have less job satisfaction and fare less well as adults.Early diagnosis and treatment of these conditions is by far the best defense against these poorer outcomes.
What are the types of disruptive behavior disorders?
Disruptive behavior disorders include two similar disorders: oppositional defiant disorder (ODD) and conduct disorder (CD). Common symptoms occurring in children with these disorders include: defiance of authority figures, angry outbursts, and other antisocial behaviors such as lying and stealing. It is felt that the difference between oppositional defiant disorder and conduct disorder is in the severity of symptoms and that they may lie on a continuum often with a developmental progression from ODD to CD with increasing age.

Oppositional defiant disorder (ODD) refers to a recurrent pattern of negative, defiant, disobedient and hostile behavior toward authority figures lasting at least six months. To be diagnosed with ODD four (or more) of the following symptoms must be present:

often loses temper

often argues with adults

often actively defies or refuses to comply with adults' requests or rules

often deliberately annoys people

often blames others for his or her mistakes or misbehavior

is often touchy or easily annoyed by others

is often angry and resentful

is often spiteful or vindictive.

These behaviors must be exhibited more frequently than in other children of the same age and must cause significant impairment in social, academic or occupational functioning to warrant the diagnosis.

Conduct disorder (CD) involves more serious behaviors including aggression toward people or animals, destruction of property, lying, stealing and skipping school. The behaviors associated with CD are often described as delinquency. Children exhibiting these behaviors should receive a comprehensive evaluation.

Children and adolescents with ADHD and CD often have more difficult lives and poorer outcomes than children with ADHD alone.

Incidence of ADHD and ODD or CD

Approximately one-third to one-half of all children with ADHD may have coexisting oppositional defiant disorder (ODD). These children are often disobedient and have outbursts of temper. The rate of children meeting full diagnostic criteria for ODD is similar across all ages. Males have a greater incidence of ADHD and ODD, as do children of divorced parents and mothers with low socioeconomic status. Children with the ADHD combined subtype seem to be more likely to have ODD.

In some cases, children with ADHD may eventually develop conduct disorder (CD), a more serious pattern of antisocial behaviors.Conduct disorder may occur in 25 percent of children and 45 percent of adolescents with ADHD.CD is more commonly seen in boys than girls, and increases in prevalence with age. Children with ADHD who also meet diagnostic criteria for CD are twice as likely to have difficulty reading, and are at greater risk for social and emotional problems.Non-aggressive conduct problems increase with age, while aggressive symptoms become less common.

Given the high co-occurrence of ADHD with disruptive behavior disorders, all children with ADHD symptoms and disruptive behaviors need to be assessed for the possibility that ODD or CD may be present in addition to ADHD.

Risks of having ADHD and a disruptive behavior disorder

Children with ADHD and CD are often at higher risk for contact with the police and the court system than children with ADHD alone. These children frequently lie or steal and tend to disregard the welfare of others. In addition, they risk getting into serious trouble at school or with the police. The risk for legal troubles may be mostly attributable to the symptoms of CD rather than ADHD.

Disruptive behavior disorders and untreated ADHD have been found to lead to an increased risk of substance use disorders.In addition, adolescents with disruptive behaviors disorders and ADHD are more likely to be aggressive and hostile in their interactions with others, and to be arrested. It has also been suggested that the greater impulsivity associated with the ADHD may cause greater antisocial behavior and its consequences.Thus, early recognition and treatment of both the ADHD and disruptive behaviors in children is essential.

Treatment of ADHD and Disruptive Behavior Disorders

All children with symptoms of ADHD and ODD/CD need to be assessed so that both types of problem behaviors can be treated. These children are difficult to live with and parents need to understand that they do not need to deal with their ADHD and ODD/CD child alone. Interventions such as parent training at home and behavioral support in the school can make a difference and parents should not hesitate to ask for assistance.

Home Interventions

Parent Training (PT): Parent training has been shown to be effective for treating oppositional and defiant behaviors. Standardized parent training programs are short-term interventions that teach parents specialized strategies including positive attending, ignoring, the effective use of rewards and punishments, token economies, and time out to address clinically significant behavior problems. Such training programs may include periodic booster sessions.

Severe cases of CD may require multisystemic therapy, an intensive family- and community-based treatment that addresses the multiple causes of serious antisocial behavior in youth. This approach is very comprehensive and demanding. The therapist using such an approach must possess access to developmental and clinical expertise. These intervention services are delivered in a variety of settings, such as home, school and peer groups. Academic and school-based problems are included and some therapists work directly with an entire peer group to influence change.

Parent-child interaction therapy is a treatment that teaches parents to strengthen the relationship with their child and to learn behavior management techniques. It has been found to be effective in the long term for young children with ODD and ADHD. Three to six years after treatment, the mothers of children with these disorders reported that the changes in their children's behavior and their own feelings of control had lasted. Mothers' reports of disruptive behavior decreased with time after treatment.

Collaborative Problem Solving (CPS): Another technique that seems to be promising for children with ADHD and ODD is collaborative problem-solving (CPS).CPS is a treatment that teaches difficult children and adolescents how to handle frustration and learn to be more flexible and adaptable. Parents and children learn to brainstorm for possible solutions, negotiate, make decisions, and implement solutions that are acceptable to both. They learn to resolve disagreements with less conflict.

Family Therapy: Often a child's behavior can have an effect on the whole family. Parents of children with ADHD often report marital difficulties. Mothers may be more depressed and siblings may also develop behavior problems. Family therapy is critical to helping a family address these issues and cope with the realities of having a child with ADHD and disruptive behaviors. Seeking out a counselor or family therapist in your neighborhood can help the entire family address these issues.

School Interventions

School-wide Positive Behavioral Supports: In addition to the environment at home, the school can have a significant impact on a child's behavior patterns. Many school systems now have programs in place to provide school-wide positive behavioral supports. The aim of these programs is to foster both successful social behavior and academic gains for all students. These programs consist of: (1) clear, consistent consequences for inappropriate behaviors; (2) positive contingencies for appropriate behaviors; and (3) team-based services for those students with the more extreme behavioral needs.

Tutoring: Children's ADHD symptoms, as well as oppositional symptoms, have been found to be significantly lower in one-on-one tutoring sessions than in the classroom.

Classroom Management: Providing appropriate instructional supports in the classroom can also lessen disruptive behavior. These include: creating an accepting and supportive classroom climate, promoting social and emotional skills, establishing clear rules and procedures, monitoring child behavior, utilizing rewards effectively, responding to mild problem behaviors consistently and effectively managing anger or aggressive behavior.

Medication

Overall results from several clinical studies indicate that medications used for the treatment of ADHD (stimulants as well as non-stimulants) remain an important component in the treatment of ADHD and coexisting ODD/CD.Children with these disorders treated with these medications were not only more attentive, but less antisocial and aggressive. ADHD medications are often effective treatments for aggressive or antisocial behavior in patients with ADHD and certainly play a role in any treatment program. See Managing Medication for Children with ADHD for more information.

In addition to using stimulant medications alone, medication combinations to reduce behavioral and conduct symptoms associated with attention-deficit/hyperactivity disorder appear to be very effective. In several studies, this treatment combination was reported to be well tolerated and unwanted effects were transient.
What can a parent do?
To increase the chance for a successful future and to discourage delinquent behaviors in children with ADHD, diagnosis and intervention is extremely important. It is essential for parents to provide structure and reinforce appropriate behavior. In addition, a positive behavior management plan to lessen anti-social behavior is important. Parents should discuss their child's behavioral symptoms with the pediatrician or family practitioner and seek a referral to a mental health professional who can suggest effective parenting strategies.

In addition, parents should contact their child's school counselor or school psychologist to discuss possible interventions to improve behaviors at school. Having the counselor or psychologist support the teacher in handling classroom behaviors often results in significant behavioral changes and decreases the incidence of expulsion. Consistent behavior management at home, school and elsewhere needs to be enforced.

For more information and further reading

Barkley, Russell. (1998). Your defiant child: 8 steps to better behavior . New York, NY: Guilford Press. This book is divided into two parts, "Getting to Know Your Defiant Child" and "Getting Along with Your Defiant Child." Part two contains an eight-step parenting program built on consistency.

Clark, Lynn. (1996) SOS! Help for parents . Berkeley, CA: Parents Press. This book helps parents learn methods for helping children to improve their behavior and techniques for aiding a variety of child personalities, from the stubborn and willful child to time-out basics. It focuses on the basic skills of time-out and how parents can use these techniques to further a child's behavior modification.

Forgatch, Marion S. and Gerald R. Patterson. (2005) Parents and adolescents living together: Family problem solving. Champaign, IL: Research Press. This book shows parents how to improve their communication and problem-solving skills, hold family meetings and get the whole family involved in solving problems. It explains how parents can teach their teenaged children to be responsible about schoolwork, sexual behavior and drugs and alcohol.

Goldstein, Sam; Robert Brooks and Sharon K. Weiss. (2004) Angry children, worried parents: Seven steps to help families manage anger . Plantation, FL: Specialty Press. This book helps parents cope with anger in their children. It presents the following seven steps to help children learn to manage anger: (1) understand why children become angry; (2) determine when your child needs help; (3) help the child become an active participant in the process; (4) use strategies to manage and express anger; (5) develop and implement a daily management plan; (6) assess and solve problems; and (7) instill a resilient mindset in the child.

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Having ADHD along with a coexisting disruptive behavior disorder (ODD/CD) can complicate diagnosis and treatment and also worsen the prognosis. Even though many children with ADHD ultimately adjust, some (especially those with an associated conduct or oppositional defiant disorder) are more likely to drop out of school, have fewer years of overall education, have less job satisfaction and fare less well as adults.Early diagnosis and treatment of these conditions is by far the best defense against these poorer outcomes.

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This informational fact sheet is a loaded with useful information.

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According to the Child Mind Institute (2018), OCD is a condition an individual is plagued by thoughts that they tend to neutralize by performing compulsions.

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Welcome to Ms. Garza's Behavioral Resources Corner!

Dealing with an Emotional Disturbance (ED) can be extremely difficult to cope with for both the family and the individual, if neither party is aware or educated. Luckily, you have come to the right place!

By the time you leave today, you will be well-versed on everything involving ED.

Please feel free to browse around! If you have any questions, please comment below and I will answer them as soon as possible.

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According to the American School Counselor Association (ASCA) School Counselor Competencies (2012), a school counselor must demonstrate an advocacy for all students by collaborating with all stakeholders: parents, teachers, and community leaders in an effort to promote and support student success.  In doing so, it is my duty to help educate the masses about ED in hopes that we can collectively attribute to better academic achievement, career development, and personal/social development for every student dealing with an ED (ASCA, 2012).

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All kids have their ups and downs, but if your child is unusually irritable, sad or withdrawn for a prolonged period of time she may be showing signs of depression. Depression is more than moodiness - it can affect all parts of a child's life, including behavior, appetite, energy level, sleep patterns, relationships and academic performance. In this section you'll find expert information on spotting and understanding different kinds of depression in children and adolescents, and how to get the most effective treatment for your child.

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Childhood and Teen Depression | Child Mind Institute

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All kids have their ups and downs, but if your child is unusually irritable, sad or withdrawn for a prolonged period of time she may be showing signs of depression. Depression is more than moodiness - it can affect all parts of a child's life, including behavior, appetite, energy level, sleep patterns, relationships and academic performance.

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Depressive and Bipolar Disorders: Crash Course Psychology #30

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The following link will take you directly to the Depression Bipolar Support Alliance where you can locate hotline and helpline information.

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Hotline & Helpline Information - Depression and Bipolar Support Alliance

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Find help now from a directory of 24-hour hotlines and resources for suicide prevention, survivor support, and information and statistics about suicide.

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This is a great resource for educators! Informative for parents as well.