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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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While the role of school counselors does not include diagnosing mental health conditions or providing long-term counseling or therapy, it is expected that within their role school counselors will enounter students in need of additional services. Being able to recognize symptoms and signs of mental health issues therefore becomes crucial in order to connect students and families to the care they need. As outlined in the Washington State Comprehensive Guidance and Counseling Model (2017), school counselors provide crisis response when faced with critical and emergency situations, and also make use of referrals through maintaining a collaborative relationship with community agencies.

Reference: Jeffries-Simmons, T. (2017). Washington state comprehensive school counseling and guidance program model. Office of Superintendent of Public Instruction.

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National Institute of Mental Health (NIMH)

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What is anxiety?

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

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

What are the signs and symptoms of anxiety?

What are the risk factors for anxiety?

How is anxiety treated?

How can I find a clinical trial for anxiety?

Where can I learn more about anxiety?

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Learn about anxiety disorders, including signs and symptoms, types, risk factors, and potential treatments and therapies.

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

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anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

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Anxiety in Teens is Rising: What's Going On?

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The number of teens with anxiety disorders has been rising steadily―along with hospital admissions for teens who are suicidal. This leaves parents, teachers, and anyone who interacts with these kids with many concerning questions. Read on.

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- Characterized by excessive worry about everyday things.
- There may be no apparent trigger.
- Students may have trouble concentrating in class, arrive to school tired, and may also seem "on edge."
- Different from normal anxiety or worry in that symptoms are present for months.

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Snapshot of Child Mind Institute, with specific details around Anxiety Disorders.

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Snapshot of Child Mind Institute, with specific details around Anxiety Disorders.

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Awareness Campaigns

2018 Children's Mental Health Report

This 2018 Children's Mental Health Report looks at how widespread these disorders are, how they develop, and the risks of untreated anxiety.

Download Full Report
Download Teen Supplement

AT A GLANCE
Regular anxiety becomes a disorder when young people have out-of-proportion responses to things most of us cope with easily.

In the past 10 years, there has been increasing recognition of anxiety in young people by health care providers, including a 17% increase in anxiety disorder diagnosis.

Yet anxiety symptoms are minimized or ignored. As little as 1% of youth with anxiety seek treatment in the year symptoms begin.

At some point, anxiety affects 30% of children and adolescents, yet 80% never get help.

Untreated anxiety disorders are linked to depression, school failure and a two-fold increase in risk for substance use disorder.

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2018 Children's Mental Health Report: Understanding Anxiety in Children and Teens - Child Mind Institute

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Download Full ReportDownload Teen Supplement AT A GLANCERegular anxiety becomes a disorder when young people have out-of-proportion responses to things most of us cope with easily. In the past 10 years, there has been increasing recognition of anxiety in young people by health care providers, including a 17% increase in anxiety disorder diagnosis.

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Online quiz to help determine possibility of Eating Disorder

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Online quiz to help determine possibility of Eating Disorder

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Concerned that you or a loved one have issues with food, but you're not sure if it's an eating disorder? It's easy to feel overwhelmed when you don't know what's going on. You're not alone. Take the first step now and complete the quiz below, then give us a call at 1-888-364-5977 or connect online to discuss your results.
Get help now

Take the first step now. Answer a few questions
and reflect on your responses.

For You

For Parents

For Adult Family and Friends

For Healthcare Professionals

Quizzes adapted from the Scoff Questionnaire by Morgan, Reid & Lacy-BMJ, 1999.

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Concerned that you or a loved one have issues with food, but you're not sure if it's an eating disorder? It's easy to feel overwhelmed when you don't know what's going on. You're not alone. Take the first step now and complete the quiz below, then give us a call at 1-888-364-5977 or connect online to discuss your results.

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National Eating Disorder Tookits (educator, parent, coach, workplace)

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National Eating Disorder Tookits (educator, parent, coach, workplace)

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NEDA Toolkits are free resources designed to educate on eating disorders.

Parent Toolkit

The NEDA Parent Toolkit is for anyone who wants to understand more about how to support a family member or friend affected by an eating disorder. You will find answers to your insurance questions; signs, symptoms and medical consequences; information about treatment and levels of care; and questions to ask when choosing a treatment provider.
Download the Parent Toolkit >
Educator Toolkit

The NEDA Educator Toolkit is a resource for educators, staff who work in a school setting or those who work with youth outside of school. If you want to understand more about eating disorders, if you'd like to know how to support students and young people who may be affected, this information will help you.
Download the Educator Toolkit >
Coach & Athletic Trainer Toolkit

The Coach & Athletic Trainer Toolkit is a resource for staff who work in gyms, school settings, outside athletic groups, dance studios, etc. who would like to know how to support athletes who may be affected by eating disorders. We've included frequently asked questions and common myths about eating disorders, strategies for assisting athletes and much more.
Download the Coach & Trainer Toolkit >
WORKPLACE TOOLKIT

Maintaining a healthy workplace environment is vital to the happiness and productivity of your organization. If an employee or coworker is struggling with an undetected eating disorder or disordered eating, it can take a major toll on them. Encourage eating disorders screenings to improve overall workplace wellness and to get help to those who need it.
Download the Workplace Toolkit >

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NEDA Toolkits are free resources designed to educate on eating disorders. Parent Toolkit The NEDA Parent Toolkit is for anyone who wants to understand more about how to support a family member or friend affected by an eating disorder.

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Bipolar and related disorders are a general term referring to mental disorders that cause unusual shifts in mood, energy, focus, and activity. These changes are so severe that they impact the ability for one to carry out day to day tasks. Patients experience extreme highs and intense lows, also known as manic or depressive states.

Reference: Lacaman, R. (2022). Community resource guide: Bipolar & depressive https://www.canva.com/design/DAE-BYx1XHw/txh9KpWBT9EQ7p0HvvO6ug/edit?utm_content=DAE-BYx1XHw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
disorders.

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National Institute of Mental Health (NIMH)

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Does your child go through extreme changes in mood and behavior? Does your child get much more excited or much more irritable than other kids? Do you notice that your child goes through cycles of extreme highs and lows in mood and energy levels more often than other children? Do these mood changes affect how your child acts at school or home?

Some children and teens with these symptoms may have bipolar disorder, a mental illness that causes unusual shifts in mood, energy, activity levels, and day-to-day functioning. With treatment, children and teens with bipolar disorder can improve over time.

What is bipolar disorder?

Bipolar disorder (formerly called manic-depressive illness or manic depression) is a mental illness that causes people to experience noticeable, sometimes extreme, changes in mood and behavior. It is a common misperception that children cannot have bipolar disorder. Although most people are diagnosed with bipolar disorder in adolescence or adulthood, the symptoms can appear earlier in childhood.

Bipolar disorder is not the same as the typical ups and downs every child goes through. The mood changes in bipolar disorder are more extreme, often unprovoked, and accompanied by changes in sleep, energy level, and the ability to think clearly.

Children with bipolar disorder sometimes feel very happy or "up" and are much more energetic and active than usual. This is called a manic episode. Children with bipolar disorder sometimes feel very sad or "down" and are much less active than usual. This is called a depressive episode. Bipolar disorder is often episodic, but it usually lasts a lifetime.

Bipolar disorder symptoms can make it hard to perform well in school or get along with friends and family members. Some children and teens with bipolar disorder may try to hurt themselves or attempt suicide. Early diagnosis and treatment can lead to better functioning and well-being over the long term.

Signs and symptoms of bipolar disorder may overlap with symptoms of other disorders that are common in young people, such as attention-deficit/hyperactivity disorder (ADHD), conduct problems, major depression, and anxiety disorders.

Diagnosing bipolar disorder can be complicated and requires a careful and thorough evaluation by a trained, experienced mental health professional.

With treatment, children and teens with bipolar disorder can manage their symptoms and lead full, active lives.

What causes bipolar disorder?

The exact causes of bipolar disorder are unknown, but several factors may contribute to the illness.

For example, researchers are beginning to uncover genetic factors linked to bipolar disorder and other mental illnesses. Research shows that a person's chances of having bipolar disorder are higher if they have a close family member with the illness, which may be because they have the same genetic variations. However, just because one family member has bipolar disorder does not mean other family members will have it. Many genes are involved in the disorder, and no single gene causes it.

Research also suggests that people with a genetic risk of having bipolar disorder may be more likely to develop the disorder after experiencing trauma or other stressful life events.

Some research studies have found differences in brain structure and function between people with bipolar disorder and people without it. Researchers are examining these differences to learn more about possible causes and effective treatments.

What are the symptoms of bipolar disorder?

Mood episodes in bipolar disorder include intense emotions and significant changes in sleep habits, activity levels, thoughts, or behaviors. Children and teens with bipolar disorder may have manic episodes, depressive episodes, or "mixed" episodes. A mixed episode has both manic and depressive symptoms. These mood episodes cause symptoms that often last for several days or weeks. During an episode, symptoms occur every day and last for most of the day.

These mood and activity changes are very different from the child's usual behavior and the behavior of healthy children and teens.

Children and teens having a manic episode may:

Show intense happiness or silliness for long periods of time.

Have a very short temper or seem extremely irritable.

Talk fast about a lot of different things.

Have trouble sleeping but do not feel tired.

Have trouble staying focused and experience racing thoughts.

Seem overly interested or involved in pleasurable but risky activities.

Do risky or reckless things that show poor judgment.

Have an inflated sense of ability, knowledge, and power.

Children and teens having a depressive episode may:

Feel frequent and unprovoked sadness.

Show increased irritability, anger, or hostility.

Complain a lot about physical pain, such as stomachaches and headaches.

Start sleeping a lot more.

Have difficulty concentrating.

Feel hopeless and worthless.

Have difficulty communicating or maintaining relationships.

Eat too much or too little.

Have low energy and no interest in activities they usually enjoy.

Think about death or have thoughts of suicide.

Can children and teens with bipolar disorder have other problems?

Young people with bipolar disorder can have several problems at the same time. For example, they may also be at risk of misusing alcohol or drugs. Sometimes extreme behaviors go along with mood episodes. During manic episodes, young people with bipolar disorder may take extreme risks that they wouldn't usually take or that could cause them harm or injury. During depressive episodes, some young people with bipolar disorder may think about running away from home or have thoughts of suicide.

If your child shows signs of suicidal thinking, take these signs seriously and call your child's health care provider.
If your child is struggling or having thoughts of suicide, call or text the 988 Suicide & Crisis Lifeline at 988 or chat at 988lifeline.org . This service is confidential, free, and available 24 hours a day, 7 days a week.

How is bipolar disorder diagnosed?

A health care provider will ask questions about your child's mood, sleeping patterns, energy levels, and behavior. There are no blood tests or brain scans that can diagnose bipolar disorder. However, the health care provider may use tests to determine if something other than bipolar disorder is causing your child's symptoms. Health care providers may need to know about medical conditions in the family, such as depression or substance use.

Other disorders-such as ADHD, disruptive mood dysregulation disorder, oppositional defiant disorder, conduct disorder, and anxiety disorders-have symptoms like those of bipolar disorder. It can be challenging to distinguish bipolar disorder from depression that occurs without mania, referred to as "major depression." A health care provider who specializes in working with children and teens can carefully evaluate your child's symptoms to provide an accurate diagnosis.

How is bipolar disorder treated?

Children and teens can work with their health care provider to develop a treatment plan to help them manage their symptoms and improve their quality of life. It is important to follow the treatment plan, even when your child is not currently experiencing a mood episode. Steady, dependable treatment works better than treatment that starts and stops.

Several types of medication can help treat symptoms of bipolar disorder. Children respond to medications in different ways. They may need to try different types of medication to find the one that works best for them. Some children may need more than one type of medication because their symptoms are complex. Health care providers usually try to prescribe the fewest number of medications and the smallest doses possible to help treat a child's symptoms. Always tell your child's health care provider about any medication side effects. Do not stop giving your child a prescribed medication without speaking to a health care provider. Stopping medication suddenly can be dangerous and can make symptoms worse.

Different kinds of psychosocial therapy can also help children and their families manage the symptoms of bipolar disorder. Therapies based on scientific research-including cognitive behavioral approaches and family-focused therapy-can provide support, education, and guidance to youth and their families. These therapies teach skills that can help people manage bipolar disorder, including skills for maintaining routines, enhancing emotion regulation, and improving social interactions.

What can children and teens expect from treatment?

With treatment, daily functioning and well-being can improve over time. Treatment is more effective when health care providers, caregivers, and young people work together.

Sometimes a child's symptoms may change or disappear and then come back. When this happens, your child's health care provider may recommend changes to the treatment plan. Treatment can take time but sticking with the treatment plan can help young people manage their symptoms and reduce the likelihood of future episodes.

Your child's health care provider may recommend keeping a daily life chart or mood chart to track your child's moods, behaviors, and sleep patterns. This may make it easier to track the illness and see whether treatment is working.

How can I help my child or teen?

Help begins with an accurate diagnosis and treatment. Talk to your child's health care provider about any symptoms you notice.

If your child has bipolar disorder, here are some basic things you can do:

Be patient.

Encourage your child to talk, and listen to your child carefully.

Pay attention to your child's moods, and be alert to any major changes.

Understand triggers and learn strategies for managing intense emotions and irritability.

Help your child have fun.

Remember that treatment takes time: Sticking with the treatment plan can help your child get better and stay better.

Help your child understand that treatment can make life better.

How does bipolar disorder affect caregivers and families?

Caring for a child or teenager with bipolar disorder can be stressful for parents and families. Coping with a child's mood episodes and other symptoms-such as short tempers and risky behaviors-can challenge any caregiver.

It is important that caregivers take care of themselves, too. Find someone you can talk to or consult your health care provider about support groups. Finding support and strategies for managing stress can help you and your child.

Where do I go for help?

If you're unsure of where to get help, your doctor, pediatrician, or other family health care provider is a good place to start. A health care provider can refer you to a qualified mental health professional, such as a psychiatrist or psychologist, who has experience treating bipolar disorder and can evaluate your child's symptoms.

Learn more about getting help on the NIMH website. The Substance Abuse and Mental Health Services Administration has an online treatment locator to help you find mental health services in your area.

What should I know about clinical trials?

NIMH supports a wide range of research, including clinical trials that look at new ways to prevent, detect, or treat diseases and conditions-including bipolar disorder. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Researchers at NIMH and around the country conduct clinical trials with patients and healthy volunteers. Talk to a health care provider about clinical trials, their benefits and risks, and whether one is right for you. Learn more about  participating in clinical trials.

Reprints

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

For More Information

MedlinePlus (National Library of Medicine) ( En español )

ClinicalTrials.gov ( En español )

NIH Publication No. 23-MH-8081
Revised 2023

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Information about bipolar disorder in children and teens including causes, signs and symptoms, diagnosis, treatment options, and how to help a child or teen who has bipolar disorder.

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Resource Page for Parents & Educators of Bipolar Children

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Resource Page for Parents & Educators of Bipolar Children

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Helping children with bipolar disorder learn about their illness and find success. Connecting parents and teachers with the tools and information to help children with bipolar disorder.

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Major Depressive Disorder - Symptoms and Causes

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Major Depressive Disorder - Symptoms and Causes

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Overview

What is depression? A Mayo Clinic expert explains.

Learn more about depression from Craig Sawchuk, Ph.D., L.P., clinical psychologist at Mayo Clinic.

Hi, I'm Dr. Craig Sawchuk, a clinical psychologist at Mayo Clinic. And I'm here to talk with you about depression. Whether you're looking for answers for yourself, a friend, or loved one, understanding the basics of depression can help you take the next step.

What is depression?

Depression is a mood disorder that causes feelings of sadness that won't go away. Unfortunately, there's a lot of stigma around depression. Depression isn't a weakness or a character flaw. It's not about being in a bad mood, and people who experience depression can't just snap out of it. Depression is a common, serious, and treatable condition. If you're experiencing depression, you're not alone. It honestly affects people of all ages and races and biological sexes, income levels and educational backgrounds. Approximately one in six people will experience a major depressive episode at some point in their lifetime, while up to 16 million adults each year suffer from clinical depression. There are many types of symptoms that make up depression. Emotionally, you may feel sad or down or irritable or even apathetic. Physically, the body really slows down. You feel tired. Your sleep is often disrupted. It's really hard to get yourself motivated. Your thinking also changes. It can just be hard to concentrate. Your thoughts tend to be much more negative. You can be really hard on yourself, feel hopeless and helpless about things. And even in some cases, have thoughts of not wanting to live. Behaviorally, you just want to pull back and withdraw from others, activities, and day-to-day responsibilities. These symptoms all work together to keep you trapped in a cycle of depression. Symptoms of depression are different for everyone. Some symptoms may be a sign of another disorder or medical condition. That's why it's important to get an accurate diagnosis.

What causes depression?

While there's no single cause of depression, most experts believe there's a combination of biological, social, and psychological factors that contribute to depression risk. Biologically, we think about genetics or a family history of depression, health conditions such as diabetes, heart disease or thyroid disorders, and even hormonal changes that happen over the lifespan, such as pregnancy and menopause. Changes in brain chemistry, especially disruptions in neurotransmitters like serotonin, that play an important role in regulating many bodily functions, including mood, sleep, and appetite, are thought to play a particularly important role in depression. Socially stressful and traumatic life events, limited access to resources such as food, housing, and health care, and a lack of social support all contribute to depression risk. Psychologically, we think of how negative thoughts and problematic coping behaviors, such as avoidance and substance use, increase our vulnerability to depression.

The good news is that treatment helps. Effective treatments for depression exist and you do have options to see what works best for you. Lifestyle changes that improve sleep habits, exercise, and address underlying health conditions can be an important first step. Medications such as antidepressants can be helpful in alleviating depressive symptoms. Therapy, especially cognitive behavioral therapy, teaches skills to better manage negative thoughts and improve coping behaviors to help break you out of cycles of depression. Whatever the cause, remember that depression is not your fault and it can be treated.

To help diagnose depression, your health care provider may use a physical exam, lab tests, or a mental health evaluation. These results will help identify various treatment options that best fit your situation.

Help is available. You don't have to deal with depression by yourself. Take the next step and reach out. If you're hesitant to talk to a health care provider, talk to a friend or loved one about how to get help. Living with depression isn't easy and you're not alone in your struggles. Always remember that effective treatments and supports are available to help you start feeling better. Want to learn more about depression? Visit mayoclinic.org. Do take care.

Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depressive disorder or clinical depression, it affects how you feel, think and behave and can lead to a variety of emotional and physical problems. You may have trouble doing normal day-to-day activities, and sometimes you may feel as if life isn't worth living.

More than just a bout of the blues, depression isn't a weakness and you can't simply "snap out" of it. Depression may require long-term treatment. But don't get discouraged. Most people with depression feel better with medication, psychotherapy or both.
Depression care at Mayo Clinic
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Symptoms

Although depression may occur only once during your life, people typically have multiple episodes. During these episodes, symptoms occur most of the day, nearly every day and may include:

Feelings of sadness, tearfulness, emptiness or hopelessness

Angry outbursts, irritability or frustration, even over small matters

Loss of interest or pleasure in most or all normal activities, such as sex, hobbies or sports

Sleep disturbances, including insomnia or sleeping too much

Tiredness and lack of energy, so even small tasks take extra effort

Reduced appetite and weight loss or increased cravings for food and weight gain

Anxiety, agitation or restlessness

Slowed thinking, speaking or body movements

Feelings of worthlessness or guilt, fixating on past failures or self-blame

Trouble thinking, concentrating, making decisions and remembering things

Frequent or recurrent thoughts of death, suicidal thoughts, suicide attempts or suicide

Unexplained physical problems, such as back pain or headaches

For many people with depression, symptoms usually are severe enough to cause noticeable problems in day-to-day activities, such as work, school, social activities or relationships with others. Some people may feel generally miserable or unhappy without really knowing why.

Depression symptoms in children and teens

Common signs and symptoms of depression in children and teenagers are similar to those of adults, but there can be some differences.

In younger children, symptoms of depression may include sadness, irritability, clinginess, worry, aches and pains, refusing to go to school, or being underweight.

In teens, symptoms may include sadness, irritability, feeling negative and worthless, anger, poor performance or poor attendance at school, feeling misunderstood and extremely sensitive, using recreational drugs or alcohol, eating or sleeping too much, self-harm, loss of interest in normal activities, and avoidance of social interaction.

Depression symptoms in older adults

Depression is not a normal part of growing older, and it should never be taken lightly. Unfortunately, depression often goes undiagnosed and untreated in older adults, and they may feel reluctant to seek help. Symptoms of depression may be different or less obvious in older adults, such as:

Memory difficulties or personality changes

Physical aches or pain

Fatigue, loss of appetite, sleep problems or loss of interest in sex - not caused by a medical condition or medication

Often wanting to stay at home, rather than going out to socialize or doing new things

Suicidal thinking or feelings, especially in older men

When to see a doctor

If you feel depressed, make an appointment to see your doctor or mental health professional as soon as you can. If you're reluctant to seek treatment, talk to a friend or loved one, any health care professional, a faith leader, or someone else you trust.

When to get emergency help

If you think you may hurt yourself or attempt suicide, call 911 in the U.S. or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your doctor or mental health professional.

Contact a suicide hotline.

In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. Services are free and confidential.

U.S. veterans or service members who are in crisis can call 988 and then press "1" for the Veterans Crisis Line. Or text 838255. Or chat online.

The Suicide & Crisis Lifeline in the U.S. has a Spanish language phone line at 1-888-628-9454 (toll-free).

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If you have a loved one who is in danger of suicide or has made a suicide attempt, make sure someone stays with that person. Call 911 or your local emergency number immediately. Or, if you think you can do so safely, take the person to the nearest hospital emergency room.

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Causes

It's not known exactly what causes depression. As with many mental disorders, a variety of factors may be involved, such as:

Biological differences. People with depression appear to have physical changes in their brains. The significance of these changes is still uncertain, but may eventually help pinpoint causes.

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that likely play a role in depression. Recent research indicates that changes in the function and effect of these neurotransmitters and how they interact with neurocircuits involved in maintaining mood stability may play a significant role in depression and its treatment.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression. Hormone changes can result with pregnancy and during the weeks or months after delivery (postpartum) and from thyroid problems, menopause or a number of other conditions.

Inherited traits. Depression is more common in people whose blood relatives also have this condition. Researchers are trying to find genes that may be involved in causing depression.

Risk factors

Depression often begins in the teens, 20s or 30s, but it can happen at any age. More women than men are diagnosed with depression, but this may be due in part because women are more likely to seek treatment.

Factors that seem to increase the risk of developing or triggering depression include:

Certain personality traits, such as low self-esteem and being too dependent, self-critical or pessimistic

Traumatic or stressful events, such as physical or sexual abuse, the death or loss of a loved one, a difficult relationship, or financial problems

Blood relatives with a history of depression, bipolar disorder, alcoholism or suicide

Being lesbian, gay, bisexual or transgender, or having variations in the development of genital organs that aren't clearly male or female (intersex) in an unsupportive situation

History of other mental health disorders, such as anxiety disorder, eating disorders or post-traumatic stress disorder

Abuse of alcohol or recreational drugs

Serious or chronic illness, including cancer, stroke, chronic pain or heart disease

Certain medications, such as some high blood pressure medications or sleeping pills (talk to your doctor before stopping any medication)

Complications

Depression is a serious disorder that can take a terrible toll on you and your family. Depression often gets worse if it isn't treated, resulting in emotional, behavioral and health problems that affect every area of your life.

Examples of complications associated with depression include:

Excess weight or obesity, which can lead to heart disease and diabetes

Pain or physical illness

Alcohol or drug misuse

Anxiety, panic disorder or social phobia

Family conflicts, relationship difficulties, and work or school problems

Social isolation

Suicidal feelings, suicide attempts or suicide

Self-mutilation, such as cutting

Premature death from medical conditions

Prevention

There's no sure way to prevent depression. However, these strategies may help.

Take steps to control stress, to increase your resilience and boost your self-esteem.

Reach out to family and friends, especially in times of crisis, to help you weather rough spells.

Get treatment at the earliest sign of a problem to help prevent depression from worsening.

Consider getting long-term maintenance treatment to help prevent a relapse of symptoms.

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Depression (major depressive disorder) - Symptoms and causes

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Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest and can interfere with your daily functioning.

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Best practices for working with students who have behavioral or developmental disorders. 

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Best practices for working with students who have behavioral or developmental disorders. 

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Working to deliver a better special education service

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ABCT - Association for Behavioral and Cognitive Therapies

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Autism Spectrum Disorder (ASD) has two parts: difficulty using language to communicate and restricted and repetitive behaviors. Symptoms must be present early in life, cause significant impairment to functioning, and are not the result of another disability like developmental delay. Clinicians rate the severity of impairment (from level 1 with minimal support needed to level 3 designating the need for "very substantial" support).

Diagnostic Process

When trying to figure out whether or not a child can be diagnosed with ASD, it is important to get information from many different sources. First, a psychologist or other clinician will want to see the child in person to observe and determine whether he or she has certain behaviors that would suggest a diagnosis of ASD. Also, the child will undergo different types of tests to help figure out where he or she is having trouble (e.g., with language or in other areas of functioning). The clinician will also want to get information from caregivers who have known the child since he or she was very young, as well as contact teachers or other counselors. Additional medical tests might also be helpful to figure out whether the symptoms may be due to a medical problem, especially if the child's symptoms don't clearly match the diagnosis of ASD.

Treatment

Effective treatments for individuals with ASD are based on behavioral psychology. For children, adolescents, and adults with ASD, Applied Behavior Analysis (ABA) helps in improving language, play, adaptive, social, and vocational skills. ABA also helps reduce problematic behaviors (especially repetitive behaviors, sensory seeking behaviors, and aggression). In ABA treatments a trained therapist may interview caregivers, observe the individual, and simulate the individual's environment to identify what triggers behaviors we don't want and what we might do to get between the trigger and the unwanted behavior. Many times, caregivers are trained on how to use these treatments at home.

Social skills groups have also shown effectiveness in teaching social skills, such as conversational skills (starting a conversation and taking turns), nonverbal communication (eye contact, gestures), and play (sportsmanship skills). These treatments are mostly available for children and adolescents between 7 and 18 years of age and often include a parent training component. Completion of homework assignments helps the child carry these skills from the therapist's office to home and school and other outside situations. Although social skills groups have had some success in improving social competence, more work is needed to determine how well the skills maintain across time and how well they will work in new and different settings. And while social skills groups have been successful in children and adolescents, we still have lots to do to make it successful for adults with ASD.

To address other mental health problems, such as mood disturbances and anxiety that might also affect for children and adolescents with ASD, some therapists will use modified cognitive behavioral therapy (CBT). CBT addresses these problems by helping individuals change their thoughts and behaviors that are contributing to problems, such as depression and anxiety. This therapy also includes homework assignments and parent-only sessions with the therapist. For individuals with ASD, modifications to treatment are typically made to help make the treatment more concrete and understandable. For instance, more visual supports are typically used for children with higher cognitive abilities, while more behavioral strategies (e.g., simple coping skills) are used for individuals with lower cognitive abilities. Although there is promising evidence to suggest this therapy works for adults with ASD, more work is needed to verify these findings.

Let's Review!

Below are two recent reviews of utilizing CBT for ASD populations. Please visit the resources listed below to find additional research updates and reviews on etiological factors and treatment.

Ung, D., Selles, R., Small, B. J., & Storch, E. A. (2015). A systematic review and meta-analysis of cognitive-behavioral therapy for anxiety in youth with high-functioning autism spectrum disorders. Child Psychiatry & Human Development, 46(4), 533-547.

Nearly half of youth diagnosed with autism spectrum disorders (ASD) experience elevated levels of anxiety. To address the disproportionate need for targeted interventions in this subpopulation, cognitive-behavioral therapy (CBT) has been modified to treat anxiety symptoms in youth with high-functioning ASD. A systematic review and meta-analysis on 14 different studies with 511 participants was conducted to examine the efficacy of CBT for anxiety among youth with ASD and moderators of treatment outcomes. Results demonstrated that modified CBT is an efficacious treatment for youth with high-functioning ASD and co-occurring anxiety symptoms. The overall effect size was moderate and 13 out of 14 studies produced a positive treatment effect. Informant (i.e., child, parent, clinician) and treatment modality (i.e., group, individual) were not significant moderators of treatment outcome.

Hassenfeldt, T. A., Lorenzi, J., & Scarpa, A. (2015). A review of parent training in child interventions: Applications to cognitive-behavioral therapy for children with high-functioning autism. Review Journal of Autism and Developmental Disorders, 2(1), 79-90.

Including a parent training (PT) component when treating children has been related to better outcomes for a variety of childhood disorders (e.g., disruptive behaviors, attention-deficit/hyperactivity disorder, anxiety disorders). Parent involvement is specifically recommended when using cognitive-behavioral therapy (CBT) with children. PT may be particularly effective for families of a child with autism spectrum disorders (ASD) as it may help children generalize skills to multiple settings, and help children maintain gains made in treatment, while also being a cost-effective intervention. Research has demonstrated that including PT when working with children with ASD is related to improvements for both parents and children, such as decreased child behavior problems, ASD symptoms, and parental distress. This article overviews the Stress and Anger Management Program (STAMP), a group-based CBT program treating emotional dysregulation for children (ages 5-7 years) with high-functioning ASD and their parents. Results indicate that STAMP is effective in both improving child behavior and coping skills and increasing parental confidence.

References & Resources

Cohen, D., Pichard, N., Tordjman, S., Baumann, C., Burglen, L., Excoffier, E., & ... Heron, D. (2005). Specific genetic disorders and autism: Clinical contribution towards their identification. Journal of Autism and Developmental Disorders, 35(1), 103-116. doi: 10.1007/s10803-004-1038-2

Huerta, M. & Lord, C. (2012). Diagnostic evaluation of autism spectrum disorders. Pediatric Clinicians of North America, 59(1), 103-111. doi: 10.1016/j.pcl.2011.10.018

Kanne, S.M., Gerber, A., Quirmbach, L., Sparrow, S., Cicchetti, D., & Saulnier, C.A. (2011). The role of adaptive behavior in autism spectrum disorders: Implications for functional outcome. Journal of Autism and Developmental Disorders, 41(8), 1007-1018.

http://abctautism.com
The Autism Spectrum and Developmental Disorders Special Interest Group of ABCT.

http://www.ninds.nih.gov/disorders/autism/autism.htm
The National Institute of Neurological Disorders and Stroke provides a basic overview of ASD and current research and clinical trials as well as links to organizations

http://autismsciencefoundation.org/what-is-autism/treatment-options
The Autism Science Foundation overviews empirically supported treatments for ASD

http://autismpdc.fpg.unc.edu/evidence-based-practices
The National Professional Development Center on Autism Spectrum Disorder Report on Evidence Based Practices

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Autism Spectrum Disorder | Fact Sheet - ABCT - Association for Behavioral and Cognitive Therapies

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Autism Spectrum Disorder (ASD) has two parts: difficulty using language to communicate and restricted and repetitive behaviors. Symptoms must be present early in life, cause significant impairment to functioning, and are not the result of another disability like developmental delay.

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Teaching Resource - Association for Behavioral and Cognitive Therapies

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Teaching Resource - Association for Behavioral and Cognitive Therapies

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ABCT - Association for Behavioral and Cognitive Therapies

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In This Section

The principles and techniques behind cognitive and behavioral therapies provide a fertile ground for instruction. ABCT's Academic Training and Education Standards Committee encourages both ABCT members and nonmembers in the role of educators are encouraged to take advantage of CBT teaching resources below.

ABCT is constantly evaluating how to best serve the teaching community. Please take advantage of the growing number of helpful resources for teachers listed below.

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Teaching Resources - For Professionals - ABCT - Association for Behavioral and Cognitive Therapies

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The principles and techniques behind cognitive and behavioral therapies provide a fertile ground for instruction. ABCT's Academic Training and Education Standards Committee encourages both ABCT members and nonmembers in the role of educators are encouraged to take advantage of CBT teaching resources below. ABCT is constantly evaluating how to best serve the teaching community.

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ABCT - Association for Behavioral and Cognitive Therapies

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Although once thought to be a relatively rare condition, obsessive-compulsive disorder (OCD) is now recognized to be a common and often debilitating form of mental illness. Two to three percent of the population experience OCD during their life. OCD affects people throughout the world, regardless of the culture in which they live. In adults more women than men experience OCD, but in children, it is almost twice as likely to affect boys.

There are two different times that OCD manifests itself initially, and they are distinguishable onset patterns. For the early-onset group, OCD begins on average at about age 11. The late-onset OCD group first experiences the condition in their early 20s. Early-onset OCD occurs in about three-quarters of the individuals who suffer from the disorder. In the current classification system for mental health problems, OCD is no longer considered an anxiety condition but is grouped with several other problems considered to have important similarities to OCD. OCD is understood to involve the frequent experience of obsessions, compulsions, or both. Most people who experience OCD have both obsessions and compulsions. Obsessions are unwanted or distressing thoughts, images, or urges. Compulsions are defined as repetitive behaviors or thoughts (e.g., having a "good" thought to cancel out a "bad" thought) people feel driven to do to reduce distress. Often compulsions are intended to reduce distress related to obsessions (e.g., repetitive washing in response to concerns about germs and disease). While periodic negative thoughts are a common experience for all people, OCD is defined by the related significant distress and life interference that results from these thoughts.

What Are Obsessions?

Obsessions are ideas, thoughts, images, or impulses that are senseless and "get in the way." They continue even though a person may try to ignore or forget about them. They are experienced as unpleasant and unwanted and may provoke anxiety, guilt, shame, or other uncomfortable emotions.

The most common obsessions are concerns that objects or other people might be "contaminated" by contact with germs, disease, dirt, chemicals, or some other source. The feeling of contamination is accompanied by an urge to wash or to clean. Other obsessions focus on fears that doors or windows have been left unlocked, appliances have been left on, important papers have been thrown away, mistakes have been made, and so forth.

Frightening thoughts about burglary, fire, and other losses often accompany these fears, forming part of the obsessive ideas. Some obsessive thoughts concern accidents or unfortunate events that might occur unless one superstitiously repeats particular actions or thoughts to prevent the disaster. Other obsessions take the form of unwanted urges or impulses to do something harmful, such as to stab one's child with a kitchen knife. Some people experience horrific or upsetting images having to do with religious figures.

Obsessions can take many forms. Ordinary people are concerned by many of the ideas, thoughts, images, or impulses underlying obsessive fears. Most of us are concerned about AIDS and other diseases, and about harmful chemicals in the environment. We are careful not to leave hot appliances near materials that might catch fire. We periodically experience odd impulses or form upsetting images. However, for those with OCD, the fear and guilt or other unpleasant emotions are out of proportion to the actual risk of danger or harm, driving them to carry out compulsions to rid themselves of the worry.

What Are Compulsions?

Compulsions, also called rituals, are usually actions that are repeated, but sometimes are thought patterns that are performed to rid oneself of a disturbing obsession. Rituals are usually carried out according to certain rules or in a rigid fashion and are clearly excessive. The person recognizes that the rituals are not reasonable but feels unable to control them. Most compulsions are logically related to the type of obsessive ideas they attempt to reduce or prevent, although this is not always true. Because they temporarily reduce discomfort, rituals become habitual, and the person with OCD often has difficulty controlling them.

Examples of compulsions include hand-washing, showering, or cleaning to remove "contamination"; checking to prevent feared dangers such as theft, fire, or loss of important things; repeating actions or thoughts to prevent a catastrophic event from happening; having to arrange objects in a particular way before beginning an activity; or needing repeated reassurance from others that a feared event has not or cannot happen. Some compulsions are performed mentally without any behavioral manifestation. Examples include praying to relieve guilt about an unwanted idea and repeating phrases or images in one's mind to prevent a catastrophe.

Common Characteristics

Those who suffer from obsessions and compulsions vary widely in their personality characteristics, life circumstances, and the degree to which their lives are disrupted by these symptoms. Thus, it is difficult to make general statements about their habits. Some researchers have suggested that those with OCD tend to come from more perfectionistic and possibly more moralistic upbringings. They are more concerned with avoiding mistakes than are people who do not get so anxious.

Many OCD sufferers appear to overestimate the risk involved in their obsessive concern, and some dislike taking even small risks of any type. Many doubt their own decision-making ability and request reassurance from others to confirm their choices. On the other hand, many people with OCD do not exhibit these traits, but appear to be quite normal in their social, recreational, and work lives.

While obsessions and related compulsions can take a near infinite number of forms, there are several symptom patterns that are regularly seen in OCD. A common type of OCD involves contamination obsessions and associated washing and/or cleaning compulsions. Another variation of OCD symptoms involves obsessions about bad things happening (e.g., leaving something cooking on the stove and inadvertently causing a fire). To prevent harm from occurring, the individual becomes stuck respectively checking. Other people with OCD experience distress when things are not ordered or arranged in a particular manner, while others are troubled by constant concerns about morality and the implications it might have for their behavior. The heterogeneous nature of OCD, and its frequent occurrence with anxiety, depression, and other problems, can present challenges to its identification by health and mental health professionals.

There is no clear understanding of what causes OCD, although research over the last several decades indicates that multiple factors are involved. There is a significant genetic component with people closely related to those with OCD being more likely to have or develop the condition. Some models of the development of OCD emphasize differences in specific brain neurotransmitters and abnormalities in specific brain circuits. In behavioral models of OCD, specific types of learning and conditioning experiences are emphasized. The cognitive model of OCD emphasizes the common nature of negative intrusive thoughts and the important role the misappraisal of these thoughts has in the condition's development. For example, having a thought that a loved one could be in a car accident can be understood as a passing negative thought and is easily dismissed. Alternatively, the thought could be inaccurately appraised as an indication that an accident is more likely to occur, in which case one would be obligated to prompt the person to drive carefully. The latter appraisal, understood as driven by specific types of dysfunctional beliefs, is believed to play an important role in OCD development and the continuation of symptoms.

Treatment

A number of treatments help. One includes a specific form of behavior therapy, exposure and response (ritual) prevention (ERP). OCD has also been effectively treated by a form of cognitive-behavior therapy focused on how negative intrusive thoughts are understood. Most mental health professionals and scientists with expertise in OCD see ERP as a critical treatment for the condition. ERP first involves careful identification of the individual's obsessions and the related distress- reducing compulsions or avoidance behaviors. Often people's obsessional concerns and compulsions are highly idiosyncratic. Once obsessions and related compulsions are understood, an exposure hierarchy is structured. The exposure hierarchy is a listing of less difficult to more difficult OCD-related activities. For example, for a person with contamination concerns, touching and not washing might begin with a table used by others at home and progress to touching a sink in a public restroom. It is very important that during each exposure exercise the individual be guided to continue the activity until they experience a significant reduction in anxiety or distress. Individuals willing to complete this treatment often experience significant symptom reduction in several weeks.

Getting Help

Unfortunately, many health and mental health professionals are not expert in the identification of OCD, or in its treatment using ERP. Professional organizations such as ABCT provide listings of practitioners expert in cognitive-behavioral therapy, including providers who specialize in treating OCD. You can visit the ABCT website and click on "Find a CBT Therapist" to find treatment providers in your area who treat OCD ( https://www.abct.org/Help/?m=mFindHelp &fa=dFindHelp). Additionally, there are several international, national, or regional organizations that provide information about health care professionals' expertise in treating OCD, information about OCD broadly, and advice on screening OCD treatment providers. The International OCD Foundation provides information about OCD and related problems and information on where to find treatment ( https://iocdf.org/about-ocd/treatment/). The Anxiety and Depression Association of America also provides information about OCD and its treatment ( https://www.adaa.org/sites/default/files/Relief-from-OCD.pdf). Beyond OCD is a provider of information and treatment for OCD in Chicago and the Midwest ( http://beyondocd.org/).

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Obsessive-Complusive Disorder | Fact Sheet - ABCT - Association for Behavioral and Cognitive Therapies

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Although once thought to be a relatively rare condition, obsessive-compulsive disorder (OCD) is now recognized to be a common and often debilitating form of mental illness. Two to three percent of the population experience OCD during their life. OCD affects people throughout the world, regardless of the culture in which they live.

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Resource for educators working with students who have OCD.

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Resource for educators working with students who have OCD.

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

Children who have obsessive-compulsive disorder (OCD) are plagued with unwanted thoughts, images or impulses that are difficult to suppress, causing them great stress and worry. These are called obsessions. To alleviate the anxiety caused by their obsessive thoughts, they perform repetitive, ritualized actions called compulsions. A child with OCD might need to line things up, touch things in a certain order when leaving the room or wash his hands repeatedly.

Obsessions Common in Kids With OCD

Contamination: Kids with this obsession are sometimes called "germaphobes." In schools, this plays out with kids worrying about other kids sneezing and coughing, touching things that might be dirty or getting sick in many different ways. This is the most common obsession seen in children.

Magical thinking: This is a kind of superstition, like "step on a crack, break your mother's back," taken to extremes. For example, kids might worry that their thoughts can cause someone to get hurt, or get sick. A child might think, "Unless my things are lined up in a certain way, mom will get in a car accident."

Catastrophizing: Some kids easily jump to the conclusion that something terrible has happened. For example, if her parents are five minutes late picking her up, a girl who is catastrophizing might tell herself that they've decided to abandon her.

Scrupulosity: This is when kids have obsessive worries about offending God or being blasphemous in some way.

What ifs: Kids may be plagued by a lot of different kinds of thoughts about bad things they could do. "What if I hurt someone? What if I stab someone? What if I kill someone?"

The "just right feeling": When OCD first develops, from about 6 to 9 years of age, kids may not know why they are doing something, but just that they need to do it until they get what we call the "just right feeling." So: "I'll line these things up until it just kind of feels right, and then I'll stop." And then over time - in the 9- to 12-year-old range - it evolves into magical thinking and becomes more superstitious in nature.

Behaviors You Might See in Students With OCD

Frequent requests to go to the bathroom: This could be to wash hands, if someone near the child was coughing or sneezing, or if she touched something that she perceives as contaminated. She could be washing items-pens, pencils, backpacks, books. It could also be an excuse to get out the classroom and just be away from everyone, and have some respite.

Constant reassurance-seeking: This takes the form of repetitive questions. "Are you sure that's the answer? Could you tell me again? Did you hear what I said?" Checking doors, windows, lockers, desks. Over and over and over again.

Getting stuck on tasks: Sometimes kids with OCD will need to finish something to completion, or understand it to completion, before they're able to move on. So if a child is working out what he did wrong on a math test, and the teacher says, "Now let's open the textbook and start a new chapter," he's not going to be able to shift gears.

Retracing: If a child leaves the classroom and worries that she left a pencil behind, she'll go back into the classroom and go to her desk and check. If she had a bad thought as she went through the doorway, she might have to "fix it" by going back through the doorway again saying a good word. If she had a bad thought when she went down a flight of stairs on the way to class, she might need to go back up that same stairway at the end of the period, even if it means being late to her next class.

Obsessive erasing: A child could be erasing a lot because the letters have to look perfect. Or he could have used a word that disturbs him. For example, if he has a fear of vomiting and he's written the word vomit, he might not be able to stand seeing that word, so he erases it. Kids start having erasers worn down to the metal. Teachers start to see holes in the paper. Words will be drawn over on the back of the page. A lot of different areas of writing become problematic.

Behaviors Often Confused With Another Disorder

Some behaviors associated with OCD are easy to confuse with ADHD, learning problems or being oppositional.

Distraction: If a child is busy thinking that if she doesn't turn the pen cap and count to four the right way then her mom is going to get sick, she's not going to be paying attention in class. And if her teacher calls on her to answer a question, her distraction might look like ADHD, but it isn't.

Slowness on exams, papers and tasks: Sometimes when kids take a long time, they're struggling with the perfectionism of needing to do things the right way. This could look like learning problems, or inattention, but it isn't.

Avoidance: Teachers might see a child who doesn't want to sit on the floor, or pick things up that touched the floor, or get his hands dirty in art class. He may avoid a lot of playground activities - kids with germ fears will view the playground the way some adults view the subway: it's gross. Why touch anything there?

Tapping and touching symmetrically: If a child sits down at her desk and she accidentally kicks the chair of the kid next to her with her right foot, she's going to have to then kick it with her left foot. That might look like somebody who's being oppositional, or somebody who's got too much energy, but actually it's OCD.

Complaints of anxiety and fatigue: There's one interesting theory that kids with OCD are smarter than other kids. And if you consider how much thinking they're doing, they're really using their brain more frequently than a lot of other kids are. But when that's coupled with a lot of anxiety, you can have a lot of fatigue. So it's common for kids with OCD to want to come home and take a nap after school.

How to Help Students With OCD

For children struggling with OCD, functioning in school can be complicated and very difficult. Here are some things you can do to help them, and the class as a whole, focus on learning:

Seating arrangement: If the school has noisy hallways, you might not want to have a child with OCD sit by the door. You might have her sit in the front, where she's less able to hear the noise and can stay more focused on her work. On the other hand, a child who has very observable symptoms, and doesn't want other kids to see her fidgeting with her hands, rocking or getting up a lot, might be better off closer to the door, toward the back of the room.

Extended time for tests and papers: If writing is a problem for a child who needs to find the perfect way to say something, he's going to need more time to finish those essay questions or papers.

Laptops for writing: If writing and rewriting/erasing is really problematic for a child, consider letting her use a laptop for taking notes, and having all assignments be typed instead of handwritten.

Private testing rooms: Research is quite clear that kids with OCD do better, are less overwhelmed and are more in control of their thoughts and their reactions if they're in a quiet place away from the other kids.

Skip reading out loud: Kids who feel they need to read perfectly may have to go back and reread sentences or whole paragraphs over and over to make sure they've got them right. So reading becomes a very laborious task, and reading in front of the class can become a nightmare. So if we know doing this is a problem for children, we can spare them.

Books on tape: If kids get so hung up reading that it takes forever, listening to the books can be a solution.

Break homework into chunks: If looking at a whole page of math makes kids feel overwhelmed and anxious - think of the potential for mistakes! - the problems can be broken up over four pages. It helps kids stay focused on doing the problems instead of worrying.

How to Minimize Behavioral Problems

Plan an escape route: Try working out a communication system so that if the student feels symptoms coming on, she can signal to you and leave the classroom, or go to a protected place in the classroom, without interrupting the class. It can prevent an embarrassing and disruptive blowup of symptoms in the classroom, and the other kids picking on or bullying her about it.

Be aware of triggering events: It's very important for teachers to know what kind of things might trigger the symptoms. Fatigue is a huge piece of OCD, and it can be exacerbated by medication. So it's important to know that if a child is drowsy in class, and maybe he's putting his head down, it's not because he's being oppositional or disrespectful, but because he's overwhelmed with fatigue.

Advance notice: Irritability and frustration are two of the longer-lasting things that kids with OCD are feeling on a daily basis. Changes in schedule can be very disruptive for a child with OCD, so it can be helpful for teachers to give advance notice of things. Kids who know what to expect are less likely to be thrown by the change.

Children with OCD are often teased and bullied because of their symptoms. Kids feel very uncomfortable about their rituals, knowing that they're being watched. It can be helpful to educate the whole class about what's going on, especially if a child is going to be in the same school for a number of years, and it can inspire a surprising amount of support from other children.

Peer understanding program: A peer understanding program includes a presentation in the classroom that explains (with the child participating) what OCD is. The child might say, "Listen, I have OCD. It's an anxiety disorder. It makes me think that my hands are dirty and I have to wash my hands a lot, so if you see me getting up and going to the sink to wash my hands, that's why." Psychologists can role-play with the teacher and child ahead of time, to anticipate questions his classmates might ask, and how to answer them.

A buddy system: A buddy is like a peer coach who sits next to the child and prompts him to keep up with note taking and staying on task. It can be great for the buddy, to foster a sense of confidence and pride and to be able to help someone in need, and great for fostering friendship.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. Children who have obsessive-compulsive disorder (OCD) are plagued with unwanted thoughts, images or impulses that are difficult to suppress, causing them great stress and worry.

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Resource for Educators: Child/Youth literature that portray people with disabilities 

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Resource for Educators: Child/Youth literature that portray people with disabilities 

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Children's Books: Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

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Professional development certificates are available for the IRIS STAR Legacy Modules listed on this page. You can read a more detailed description of each Module by clicking on its title. When you have selected the Module(s) for which you would like to earn a certificate, click Add to Cart.

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Resource for working with students with disabilities

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Resource for working with students with disabilities

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An introduction to inclusive practices for learning communities to support children and young people with developmental delay or disability.

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What Is an IEP?

An Individualized Education Plan (IEP) is guided by the Individuals with Disabilities Education Act (IDEA) and provides special education and related services to a student who is identified as having a disability that negatively impacts her ability to receive academic instruction. A student who receives special education services is entitled to modification of curriculum, classroom accommodations, specialized instruction, and related services such as occupational therapy, physical therapy, speech therapy and/or counseling.

A student with an IEP is re-evaluated every three years to determine continued eligibility. However, a parent can request a re-evaluation sooner than three years, but not less than one year. An IEP is also reviewed annually.

What Does an IEP Include?

A good IEP will include the following components:

Present Levels of Performance (PLP): This is a summary that describes current specific, measurable, objective baseline information for each area affected by the disability.

Goals: These are descriptions of what a student can reasonably be expected to accomplish within a 12-month period with the provision of special education services. Goals should be SMART: Specific, Measurable, Achievable Results, Time-limited.

Benchmarks and Objectives: Benchmarks are major milestones that specify skill or performance levels a student needs to accomplish to reach his annual goal. Objectives are measurable, intermediate steps between a student's PLP and the annual goals established for the student.

Least Restrictive Environment (LRE): According to IDEA, IEPs should provide the greatest exposure to and interaction with general education students and persons without disabilities.

Assistive Technology (AT): Every IEP must consider technology programs, services, or devices that a student must have to be successful.

Description of Special Education Services: This indicates the time, frequency, and any related services that the student needs, as well as the amounts of time these services will be provided. The amount of time and areas in which the student will be removed from the general education setting are also identified.

What Is a 504 Plan?

A 504 Accommodation Plan is guided by the Americans with Disabilities Act (ADA) to ensure that a student with a disability has access to accommodations that improve academic functioning.

In order to qualify for a 504 Plan, a student must have a diagnosis for a physical or emotional disability, or impairment (e.g., ADHD) that restricts one or more major life activities (e.g., attention, class participation).

A 504 Accommodation Plan can also provide extended time or small group administration for statewide testing for your child. It can allow for accommodations like frequent breaks, fidgets, or modified homework assignments.

Note that a student is not able to receive specialized instruction or related services, such as occupational therapy, speech therapy or physical therapy - through a 504 Accommodation Plan.

Who Qualifies for an IEP or a 504 Plan?

IDEA regulations issued by the U.S. Department of Education in 1999 make it clear that attention deficit hyperactivity disorder ( ADHD or ADD) is included in the list of "other health impairments" that could render a child eligible for special education services in an IEP. However, not all children with ADHD qualify for an IEP. To qualify, the ADHD must adversely affect a child's educational performance.

Students who do not meet the criteria spelled out by IDEA may still qualify for help under SECTION 504 of the Rehabilitation Act of 1973, also known simply as "Section 504" or "a 504 Plan."

IEP vs. 504 Plan

IEP plans under IDEA cover students who qualify for Special Education. Section 504 covers students who don't meet the criteria for special education but who still require some accommodations. Both ensure that students with disabilities have access to a free and appropriate public education.

Section 504 is actually a civil rights law, designed to protect the rights of individuals with disabilities in programs and activities that receive federal assistance from the Department of Education. A student is eligible as long he/she currently has or has had a physical or mental impairment which substantially limits a major life activity. Students who have ADHD may qualify if their ADHD "substantially limits" their ability to learn.

Instead of having an IEP, students who qualify under Section 504 are required to have a plan that specifies any accommodations that will be made in the classroom. Accommodations for the ADHD student may include allowing extra time to complete assigned work or breaking long assignments into smaller parts.

How Can I Get an IEP or 504 Plan for My Child?

What to Read Next:

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What Is an IEP? Everything You Need to Know About IDEA, IEPs, and 504 Plans

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What is an IEP? How does it differ from a 504 Plan? Which special education program is the best fit for your child and her ADHD? Read on for a breakdown of special education laws and services for students with attention deficit disorder, learning disabilities, and other related conditions.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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Professional school counselors should be familiar with these ethical standards to ensure that all students and families are treated with dignity and respect.

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

Schizophrenia is a mental health condition that can cause teenagers and young adults to lose touch with reality. They see, hear or believe things that aren't real or true. This is called psychosis. People with schizophrenia think and act in ways that don't make sense to other people. Many people with schizophrenia think that someone or something is reading their mind or trying to hurt them. These false beliefs are called paranoid delusions. Some also see things that aren't there, which are called hallucinations.

Schizophrenia is very rare in young children, but they can show some early signs. It is more often diagnosed in teenagers and young adults.

What are the symptoms of schizophrenia?

Kids with schizophrenia have strange thoughts and behaviors. Some signs include:

Ideas that don't make sense

Believing things that aren't true

Seeing, hearing or feeling things that aren't there

Seeming distracted

Speaking in ways that other people can't understand

Thinking that others want to hurt them

Hearing voices that tell them what to do

Thinking strangers know them or are talking about them

Believing that TV shows are sending them special messages

Trouble with regular tasks, such as eating, bathing and going to school

Withdrawing from friends and family

Not showing a lot of feelings

Moving around way too much or way too little

How is schizophrenia diagnosed?

Before diagnosing schizophrenia, a mental health professional will rule out other possible causes of the strange thoughts and behavior. This includes drug or alcohol abuse, medical issues and other mental health problems. Kids are only diagnosed with schizophrenia if they have had symptoms for at least six months. The symptoms also have to interfere with their regular lives.

It can be hard to tell schizophrenia apart from other mental health disorders. Sometimes, kids with schizophrenia are incorrectly diagnosed with conduct disorder because their delusions make them behave aggressively. It's important to get a thorough assessment that looks closely at the child's physical and mental health, as well as their family history.

What are the risk factors for schizophrenia?

Children are more likely to have schizophrenia if someone in their family has it or if there were problems during pregnancy or at birth. However, most children with these risk factors don't have schizophrenia.

How is schizophrenia treated?

Schizophrenia is usually treated with therapy and medication.

The recommended treatment is a special program called Coordinated Specialty Care. This should be done in the first two or three years after the child shows signs of schizophrenia. It can decrease symptoms in the future by a lot and help with many of the problems linked to this illness.

Coordinated Specialty Care teaches kids how to deal with their symptoms. It also helps them build a group of people who can help them. The treatment includes:

Low doses of antipsychotic medication

Cognitive behavioral therapy for psychosis (CBTp)

Family education and support

Learning skills for school and work

Children with schizophrenia are at risk of developing other disorders, including:

Obsessive-compulsive disorder (OCD)

Depression

Panic disorder

Post-traumatic stress disorder (PTSD)

Problems with drugs or alcohol, which can make symptoms of schizophrenia worse

We have over 60 guides and 700 articles available to help you (in Spanish too!).
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Quick Guide to Schizophrenia - Child Mind Institute

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. Schizophrenia is a mental health condition that can cause teenagers and young adults to lose touch with reality. They see, hear or believe things that aren't real or true.

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**TO ACCESS - OPEN IN NEW WINDOW**

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There are fewer more frightening or challenging psychiatric conditions for a family to face than psychosis, an extreme mental state in which impaired thinking and emotions cause a person to lose contact with reality. This could mean hearing or seeing things that aren't there (hallucinations), or believing things that aren't true (delusions).

The illness most often associated with psychosis, schizophrenia, usually doesn't show up until very late adolescence or early adulthood. Recently, however, experts in the field have been working to identify high-risk kids who show symptoms that could serve as early warning signs of psychosis, and several academic centers have been set up to focus on this crucial period when it may be possible to change the trajectory of mental illness.

Not all the kids who are identified with what experts call "prodromal" symptoms will progress, or "convert" to full-blown psychotic illness. But early intervention has been shown to improve outcomes for those who do. And since psychotic symptoms cause disruption across a teenager's life, from school to friendships to family, researchers are hoping quick action can prevent impairment and prolong typical functioning.

What's more, some of the approaches that show promise in delaying onset of psychosis or mitigating symptoms include fairly simple lifestyle changes like stress reduction and sleep hygiene, and managing co-occurring disorders like anxiety. The key: identifying at-risk kids earlier when these low-impact measures are still effective.

What are "prodromal" symptoms?

Prodromal symptoms are "attenuated" or weak symptoms of psychosis. Moreover, "they are a warning sign," says Dr. Christoph Correll, the medical director of the Recognition and Prevention Program (RAP) at Zucker Hillside Hospital in Queens, NY, which specializes in diagnosing and treating early symptoms of mental illness in teenagers and young adults. "These signs can happen in people who don't go on to develop psychosis-but if we follow these people who are in the risk state based on these watered-down versions, one third will probably go on to develop psychosis. That's a lot more than in the general population."

Prodromal symptoms occur on a spectrum from very, very mild to severe and can include:

Withdrawing from friends and family/feeling suspicious of others

Changes in sleeping or eating patterns

Less concern with appearance, clothes or hygiene

Difficulty organizing thoughts or speech

Loss of usual interest in activities or of motivation and energy

Development of unusual ideas or behaviors

Unusual perceptions, such as visions or hearing voices (or even seeing shadows)

Feeling like things are unreal

Change in personality

Feelings of grandiosity (belief he has a superpower, etc)

In some cases, these symptoms represent the early stages of a disorder, and will eventually convert. In others, the symptoms actually fade or remain mild. Dr. Tiziano Colibazzi is a psychiatrist at Columbia Presbyterian's COPE clinic (Center for Prevention and Evaluation), which was established to research and treat prodromal symptoms. "We can identify a group of people that are at clinically high risk," says Dr. Colibazzi. "What we can't do is narrow that group down further to identify the 30 percent who will convert."

First step if you feel your child is at risk: An evaluation

The right treatment for prodromal symptoms depends entirely on how severe they are when they are diagnosed. The first step is a proper and complete diagnosis by a mental health professional with experience in assessing psychotic illness.

If you see marked changes in motivation, thinking, and/or behavior in your child, the first place to start is with her pediatrician to rule out a medical illness. Substance use also needs to be ruled out as the cause of any behavior changes in adolescents. After that, you're going to want to have your child evaluated by a qualified psychiatrist or psychologist. This in itself might be a multi-step process.

"You can't just look at the kid once and get a bit of a history and then know what's going on, " says Dr. Correll. "Kids develop; symptoms develop. And the trajectory-how things change, get better or worse, what other symptoms add on to it-will be highly informative in telling us something about the prognosis, what we expect to happen."

One aid to predicting the evolution and severity of symptoms, notes Dr. Colibazzi, is the patient's ability to doubt his symptoms. If your child retains the self-awareness to know that it's his mind that is playing tricks on him, it's an indication that symptoms are still in the very early stages. As symptoms become more severe, the patient's beliefs (whether paranoid, grandiose or hallucinatory) become increasingly difficult to challenge.

Lifestyle and mental health options

Psychotic symptoms and illnesses have been shown to vary quite a bit depending on the environment-the health of our bodies, our interpersonal relationships, our mindsets. As with any illness, but particularly important in at-risk youth, healthy living is key. Regardless of the severity of prodromal symptoms, Dr. Correll says that your child's outcome can be improved by making sure your kid sticks to a routine that includes:

Eating well

Getting regular exercise

Adhering to a regular sleep schedule

Reducing stress as much as possible

Staying away from drugs-particularly marijuana, which can interact with prodromal symptoms and increase the risk for psychosis significantly

Also, don't forget to address depression and anxiety. According to Dr. Correll, "adults who eventually developed schizophrenia identified a three to five year period during which they experienced depression or anxiety before developing the prodromal symptoms of psychosis and then developed full-blown psychosis." "So treating the depression early," he says, "might actually interrupt the progression from depression to psychosis in some patients."

Treatment for prodromal psychotic symptoms

Dr. Correll recommends trying several approaches. Mild symptoms call for more low-key treatments including:

Psycho-education: teaching both the kid and the family more about the symptoms and the illness.

Therapy, particularly cognitive behavioral therapy: "CBT can be good to change one's thinking patterns," says Correll, "and also to address developing self-esteem. We have to be careful that kids with a psychiatric diagnosis don't self-stigmatize and get into a hopeless or negative mode where they feel they can't achieve."

Lifestyle adjustments: Assessing whether the current school environment is best for the child. Perhaps a therapeutic social group to help the child cope.

Reducing Stress: Stress is often a trigger for symptoms, so reducing stress in these kids' lives is crucial and may prevent or delay conversion to psychotic illness.

Understanding prodromal symptoms and monitoring kids who are at high risk for psychotic illness means that parents can do more for their kids than wait for symptoms to get worse or merely hope for the best. Early monitoring and intervention can give high-risk kids an advantage, which researchers hope will eventually change the odds when it comes to psychotic illness.

"The duration of untreated psychosis does actually seem to affect the course of the illness," Dr. Colibazzi says. The longer the illness goes untreated, the greater the chance that it will cause serious disruption in all areas of the patient's life. "So it is reasonable to think that just following someone very closely and treating them very early, as soon as they develop symptoms, would be helpful."

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Psychosis Symptoms and Signs in Teens | Child Mind Institute

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There are fewer more frightening or challenging psychiatric conditions for a family to face than psychosis, an extreme mental state in which impaired thinking and emotions cause a person to lose contact with reality. This could mean hearing or seeing things that aren't there (hallucinations), or believing things that aren't true (delusions).

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Mental Health Education for Families & Educators

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Mental Health Education for Families & Educators

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Offer local classes and support groups.

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Across the country, NAMI volunteers bring peer-led programs to a variety of community settings. Learn more about these programs and support groups.

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Although they share some similarities, schizoaffective disorder and schizophrenia are two distinctly different disorders.

Each has its own diagnostic criteria, as well as different treatment options. Both involve psychotic symptoms like hallucinations, delusions, and cognitive impairments, but schizoaffective disorder also has features of a mood disorder.

Read on to learn more about these two mental health conditions.

Schizoaffective disorder is a chronic mental health condition. According to the National Alliance on Mental Illness, the hallmarks of schizoaffective disorder include psychotic symptoms of schizophrenia-like hallucinations or delusions, with symptoms of a mood disorder like mania or depression. It's a rare condition, with a lifetime prevalence of just 0.3 percent.

What are the symptoms?

Symptoms of schizoaffective disorder need to be monitored, as they can be severe in some people. Symptoms can also vary depending on the mood disorder diagnosed (depression or bipolar disorder). They can include:

Other symptoms can include:

trouble concentrating

changes in appetite

poor personal hygiene

trouble sleeping

social isolation

How is it diagnosed?

Sometimes, it can be tricky to diagnose schizoaffective disorder, since it has symptoms of both schizophrenia and a mood disorder. There are two types of schizoaffective disorder:

Depressive type. With this type, you only have major depressive episodes.

Bipolar type. This type includes manic episodes, with or without depressive episodes.

Your doctor will do a physical exam to rule out any other causes for your symptoms. They will ask about any drugs or medications you may be taking. If you go to your primary care doctor, they may refer you to a mental health professional.

A psychiatrist or other mental health professional will talk with you to learn about your symptoms and what you are experiencing. They will ask about your family history and any other psychiatric history you might have. To make a diagnosis, they will use criteria from the "Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5)."

To get a schizoaffective disorder diagnosis, you must have these symptoms:

period when there is a major mood disorder at the same time when schizophrenia symptoms are present

delusions or hallucinations for 2 or more weeks without a major mood episode

symptoms meeting criteria for a major mood disorder occur for a majority of the time

symptoms cannot be explained by drug abuse or medication use

How is it treated?

Treatment for schizoaffective disorder involves:

medications, like mood stabilizers, antidepressants, and antipsychotic medications

psychotherapy, including cognitive behavioral therapy and family-focused therapy

self-management strategies and education

Schizophrenia is a chronic psychiatric condition that affects about 1 percent of the population. This disorder involves disturbances of reality, typically delusions or hallucinations.

It can affect how a person thinks, feels, and behaves. People with schizophrenia often feel like they have lost touch with reality.

What are the symptoms?

Symptoms typically start in the late teens or early 20s. Early symptoms can include:

isolating oneself from others

changes in concentration

changes in social groups

sleep disturbances

irritability or agitation

trouble with school

There are also "positive," "negative," and cognitive symptoms. Positive symptoms are symptoms not usually found in people who do not have schizophrenia, including:

hallucinations

delusions

thought disorders

movement disorders

disorganized thoughts and behavior

Negative symptoms are changes in behavior, emotions, and the ability to function. These can include:

disorganized speech

impulse control problems

odd emotional responses

lack of emotional responses

social isolation

loss of interest in life

inability to feel pleasure

trouble with everyday activities or functioning

Cognitive symptoms are more subtle, but affect memory and thinking:

impaired executive functioning

trouble learning information and then using it

lack of insight about or awareness of their symptoms

How is it diagnosed?

There is no one test for schizophrenia. A psychiatric exam, along with a physical exam, can help a clinician make a diagnosis.

Your doctor will do a physical exam to rule out any physical cause for your symptoms. They will take a medical history, a family history, and a mental health history, asking about your symptoms. Your doctor may also order blood work or imaging tests to rule out any medical causes.

They will also ask you about any medications you take, any substances you use, or any other mental illnesses you have.

To receive a schizophrenia diagnosis, a person must have two or more of the following symptoms, as well as reduced functioning, for at least 6 months:

hallucinations

delusions

negative symptoms

cognitive issues or disorganized thinking

How is it treated?

Treatment is necessary to control and reduce the severity of the symptoms. Treatment can include:

first-generation (typical) antipsychotics

second-generation (atypical) antipsychotics

psychotherapy, including supportive therapy and cognitive behavioral therapy

psychosocial treatments, such as peer support groups and assertive community treatment

While they are two different disorders, they do share characteristics, according to a . These include:

presence of positive and negative symptoms

cognitive impairment

psychotic symptoms

Based on a , the main difference between the two disorders is that schizoaffective disorder is defined by the presence of a mood disorder along with psychotic symptoms. Someone with schizoaffective disorder also must have psychotic symptoms for a period of time without a major mood episode.

Treatment for schizophrenia may not include treatment for a mood disorder, but treatment for schizoaffective disorder includes treating the accompanying mood disorder.

There is no cure for either schizoaffective disorder or schizophrenia, but there are treatment options.

Outlook for schizoaffective disorder

People with schizoaffective disorder may have a better outlook than those with schizophrenia and other psychotic disorders, according to a . Treatment is important to help manage the symptoms and improve functioning. How well the treatment works depends on the kind of schizoaffective disorder, its severity, and duration.

Outlook for schizophrenia

Schizophrenia requires lifelong treatment. That being said, with a variety of treatments and supports, it may be possible to manage symptoms.

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Schizoaffective Disorder vs. Schizophrenia: What's the Difference?

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Although they share some similarities, schizoaffective disorder and schizophrenia are two distinctly different disorders. Each has its own diagnostic criteria, as well as different treatment options. Both involve psychotic symptoms like hallucinations, delusions, and cognitive impairments, but schizoaffective disorder also has features of a mood disorder.

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Supporting Secondary Students with Psychosis

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Supporting Secondary Students with Psychosis