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Addressing Eating Disorders in Middle and High Schools

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Addressing Eating Disorders in Middle and High Schools

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This article gives resources to Middle schools and High schools to support children with eating disorders as well as aid in their prevention. Charged with the care of children who may be suffering from these disorders for the majority of their waking day, schools need to be aware of the needs of children in treatment.  In many cases schools may be an important partner in treatment.  Through the power of the social milieu, they can also play a significant role in prevention.
The link is the following:
http://www.feast-ed.org/news/253577/Addressing-Eating-Disorders-in-Middle-and-High-Schools.htm

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Psychotic Disorders in School - Symptoms and Strategies 

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Psychotic Disorders in School - Symptoms and Strategies 

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This website has very useful information about psychotic disorders in schools.

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Strategies for Learning and Teaching | Special Education Support Service

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Copyright © Special Education Support Service is a service of Teacher Education Section of the Department of Education and Skills

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Helping People with Eating Disorders : A Clinical Guide to Assessment and Treatment

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Helping People with Eating Disorders : A Clinical Guide to Assessment and Treatment

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An online book that discusses the types of eating disorders and their causes, reviews treatment methods and their outcomes, and provides guidance on dealing with challenging cases Illustrates concepts and methods using several case studies that run throughout the book.

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Helping People with Eating Disorders : A Clinical Guide to Assessment and Treatment

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Screenreader assistance: To improve accessibility we have several tips for navigating the Main eBook Content section of this eBook Viewer. For users choosing to interact with the PDF eBook instead of the ASCII Full Text version, access keys are available for easier visual navigation of this page:

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Depression (major depressive disorder or clinical depression) is a common but serious mood disorder. It causes severe symptoms that affect how you feel, think, and handle daily activities, such as sleeping, eating, or working. To be diagnosed with depression, the symptoms must be present for at least two weeks.

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Understanding how 504 plans work and who is eligible for it.

This type of plan falls under Section 504 of the Rehabilitation Act of 1973. This is the part of the federal civil rights law that prohibits discrimination against public school students with disabilities. That includes students with learning and attention issues who meet certain criteria.

Has a physical or mental impairment that “substantially” limits one or more major life activity (such as reading or concentrating).

Has a record of the impairment.

Is regarded as having an impairment, or a significant difficulty that isn’t temporary. For example, a broken leg isn’t an impairment, but a chronic condition, like a food allergy, might be.

Link attached: https://www.understood.org/en/school-learning/special-services/504-plan/understanding-504-plans

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In children with Oppositional Defiant Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the youngster’s day to day functioning. Symptoms of ODD may include:

Frequent temper tantrums

Excessive arguing with adults

Often questioning rules

Active defiance and refusal to comply with adult requests and rules

Deliberate attempts to annoy or upset people

Blaming others for his or her mistakes or misbehavior

Often being touchy or easily annoyed by others

Frequent anger and resentment

Mean and hateful talking when upset

Spiteful attitude and revenge seeking

The symptoms are usually seen in multiple settings, but may be more noticeable at home or at school. One to sixteen percent of all school-age children and adolescents have ODD. The causes of ODD are unknown, but many parents report that their child with ODD was more rigid and demanding that the child’s siblings from an early age. Biological, psychological and social factors may have a role.

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A book addressing anxiety in schools.

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This article talks about kids refusing going to school based on anxiety

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School refusal describes the disorder of a child who refuses to go to school on a regular basis or has problems staying in school.

Symptoms

Children with school refusal may complain of physical symptoms shortly before it is time to leave for school or repeatedly ask to visit the school nurse. If the child is allowed to stay home, the symptoms quickly disappear, only to reappear the next morning. In some cases a child may refuse to leave the house.

Common physical symptoms include headaches, stomachaches, nausea, or diarrhea. But tantrums, inflexibility, separation anxiety, avoidance, and defiance may show up, too.

Reasons

Starting school, moving, and other stressful life events may trigger the onset of school refusal. Other reasons include the child's fear that something will happen to a parent after he is in school, fear that she won't do well in school, or fear of another student.

Often a symptom of a deeper problem, anxiety-based school refusal affects 2 to 5 percent of school-age children. It commonly takes place between the ages of five and six and between ten and eleven, and at times of transition, such as entering middle and high school.

Children who suffer from school refusal tend to have average or above-average intelligence. But they may develop serious educational or social problems if their fears and anxiety keep them away from school and friends for any length of time.

What Parents Can Do

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School refusal describes the disorder of a child who refuses to go to school on a regular basis or has problems staying in school. Symptoms Children with school refusal may complain of physical symptoms shortly before it is time to leave for school or repeatedly ask to visit the school nurse.

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Anxiety, fearful anticipation of impending danger, the source of which is unknown or unrecognized. The central feature of anxiety is intense mental discomfort, a feeling that one will not be able to master future events. The person tends to focus only on the present and on pursuing one task at a time.. Physical symptoms include muscle tension, sweaty palms, upset stomach, shortness of breath, feelings of faintness, and a pounding heart.

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Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way.

Children or adolescents with conduct disorder may exhibit some of the following behaviors:

Aggression to people and animals

bullies, threatens or intimidates others

often initiates physical fights

has used a weapon that could cause serious physical harm to others (e.g. a bat, brick, broken bottle, knife or gun)

is physically cruel to people or animals

steals from a victim while confronting them (e.g. assault)

forces someone into sexual activity

Destruction of Property

deliberately engaged in fire setting with the intention to cause damage

deliberately destroys other's property

Deceitfulness, lying, or stealing

has broken into someone else's building, house, or car

lies to obtain goods, or favors or to avoid obligations

steals items without confronting a victim (e.g. shoplifting, but without breaking and entering)

Serious violations of rules

often stays out at night despite parental objections

runs away from home

often truant from school

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In some schools, large numbers of students have problems learning; only a few have
learning disabilities. Individuals suffering from true internal pathology represent a
relatively small segment of the population. A caring society tries to provide the best
services for such individuals; doing so includes taking great care not to misdiagnose
others whose "symptoms" may be similar, but are caused by factors other than
internal pathology. Such misdiagnoses lead to policies and practices that exhaust
available resources in ineffective ways. A better understanding of how the
environment might cause problems and how focusing on changing the environment
might prevent problems is essential.

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Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person seems to move about constantly, including in situations in which it is not appropriate; or excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with constant activity.

Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.

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An excellent video that gives you an insight of what an eating disorder looks like.
Anorexia. Bulimia. Eating disorders have one of the highest mortality rates of all psychiatric conditions. After defining eating disorders from a clinical point of view, this three-section program explores possible underlying biological bases for eating disorders; considers sociocultural influences on young adults that equate “thin” with “good”; and questions to what extent eating disorders may originate within the family structure. The program concludes with a look at treatments of eating disorders. A part of the series Applied Psychology.
mind, body, and society

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks.

There are four basic types of bipolar disorder; all of them involve clear changes in mood, energy, and activity levels. These moods range from periods of extremely “up,” elated, and energized behavior (known as manic episodes) to very sad, “down,” or hopeless periods (known as depressive episodes). Less severe manic periods are known as hypomanic episodes.

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Classroom Tips for Bipolar Disorder and Depression

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Classroom Tips for Bipolar Disorder and Depression

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This is a good resource to pass along with the faculty.

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The most common types of disruptive behavior disorders include oppositional defiant disorder (ODD), conduct disorder and Attention Deficit Hyperactivity Disorder (ADHD).

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Obsessive-Compulsive Disorder (OCD) is a common, chronic and long-lasting disorder in which a person has uncontrollable, reoccurring thoughts (obsessions) and behaviors (compulsions) that he or she feels the urge to repeat over and over.

Obsessions are unwanted, intrusive thoughts, images or urges that trigger intensely distressing feelings. Compulsions are behaviors an individual engages in to attempt to get rid of the obsessions and/or decrease his or her distress.

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Psychotic disorders are severe mental disorders that cause abnormal thinking and perceptions. People with psychoses lose touch with reality. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you or that the TV is sending you secret messages. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there.

Schizophrenia is one type of psychotic disorder. People with bipolar disorder may also have psychotic symptoms. Other problems that can cause psychosis include alcohol and some drugs, brain tumors, brain infections, and stroke.

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Under IDEA, schools are responsible for identifying and evaluating students with disabilities who may need special education and services. This federal law also requires schools to continue providing services for the student as long as they are needed through their K-12 schooling and up to age 22. The services are provided through a plan or blueprint called an Individualized Education Program—the IEP.

IDEA lists 13 different disability categories
under which 3- through 21-year-olds may be
eligible for services. The disability categories listed
in IDEA are:
• autism;
• deaf-blindness;
• deafness;
• emotional disturbance;
• hearing impairment;
• intellectual disability;
• multiple disabilities;
• orthopedic impairment;
• other health impairment;
• specific learning disability;
• speech or language impairment;
• traumatic brain injury; or
• visual impairment (including blindness).

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THE ROLE OF SCHOOL COUNSELORS IN MEETING STUDENTS' MENTAL HEALTH NEEDS: EXAMINING ISSUES OF PROFESSIONAL IDENTITY.

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THE ROLE OF SCHOOL COUNSELORS IN MEETING STUDENTS' MENTAL HEALTH NEEDS: EXAMINING ISSUES OF PROFESSIONAL IDENTITY.

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This article traces the roles of educational leader and mental health professional. The potential loss of the unique school counselor role, and the natural link between the mental health professional role and the array of personal-social factors that impact student achievement. A conjoint professional school counselor identity that includes the roles of both educational leader and mental health professional positions school counselors to better respond to all students, including those with mental health needs.

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School refusal may indicate that a child suffers from school anxiety, the topic of this informative video. Treating school anxiety starts with a general understanding of how anxiety disorders manifest in children, and where parents can turn for help.

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SCHOOL & ED? How do we deal with both? - Eating Disorder Video #27

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In this video I start to address the topic of dealing with eating disorders and school. I have received a lot of feedback about this on my website and many have requested I do a video addressing this topic.

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Depressive and Bipolar Disorders: Crash Course Psychology #30

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Disruptive and Conduct Disorders in School

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Disruptive and Conduct Disorders in School

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Disruptive, impulse control, and conduct disorders

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An OCD Action film about supporting young people with OCD in the the classroom.

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IDEA Basics: (504 Plan) How is an IEP Different from a 504 Plan?

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IDEA Basics: (504 Plan) How is an IEP Different from a 504 Plan?

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IDEA Basics: (504 Plan) How is an IEP Different from a 504 Plan?

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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