# data[].attributes.headline
Appropriate Activities for School Counselors

# data[].attributes.subject
Appropriate Activities for School Counselors

# data[].attributes.body
Do vs. Don't

# data[].attributes.headline
What do Mental Health Professionals do in Schools

# data[].attributes.subject
What do Mental Health Professionals do in Schools

# data[].attributes.attachment_link.title
What do mental health professionals do in schools_ _1_(1)

# data[].attributes.body
http://www.parentcenterhub.org

# data[].attributes.body
https://childmind.org/

# data[].attributes.body
http://www.worrywisekids.org/

# data[].attributes.body
https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services

# data[].attributes.body
https://www.nytimes.com/2018/10/01/well/family/how-to-help-a-child-with-an-anxiety-disorder.html

# data[].attributes.body
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/

# data[].attributes.body
1.  Follow the link to visit the Annenberg Learner website.  http://www.learner.org/resources/series60.html#

# data[].attributes.body
This document is provided by the National Eating Disorders Association (NEDA) and gives a thorough breakdown of eating disorders and their impacts, strategies for schools and educators, and further resources.  The document is attached here as a PDF and is also available via this link:  https://www.nationaleatingdisorders.org/sites/default/files/Toolkits/EducatorToolkit.pdf

# data[].attributes.body
http://www.ccbd.net/about/ebddefintion

# data[].attributes.body
This is a "quick sheet" that was originally provided by the National Dissemination Center for Children with Disabilities (NICHCY).

# data[].attributes.body
As a school counselor, you will undoubtedly encounter IEPs of all shapes and sizes.  Just as professionals must be aware of the possibilities in the educational setting, parents must also be educated on how to understand the process and advocate for their child.  Here are a few links to some resources out there that discuss IEPs specifically related to bipolar disorder.

http://www.jbrf.org/page-for-families/educational-issues-facing-children-with-bipolar-disorder/how-to-prepare-for-the-iep-meeting/

http://ibpf.org/article/accommodations-students-bipolar-disorder-and-related-disabilities

http://bipolarchild.com/resources/model-iep/

http://www.bipolarchildsupport.com/sampleIEPsupports.html

# data[].attributes.body
IDEA defines emotional disturbance as follows:

“…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Click on the link below to access the more detailed information.

http://idea.ed.gov

# data[].attributes.headline
Project IDEAL: Informing and Designing Education for All Learners

# data[].attributes.subject
Project IDEAL: Informing and Designing Education for All Learners

# data[].attributes.body
This site provides some great information on emotional disturbances and resources for serving students.

http://www.projectidealonline.org/v/emotional-disturbance/

# data[].attributes.body
https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans

# data[].attributes.body
In a past term, some candidates expressed confusion as to when and if a student should be provided with an IEP or 504 services.

Andrew Lee (2019) explains that, "The Individuals with Disabilities Education Act (IDEA) requires schools to provide special education and related services to eligible students. But not every child with learning or attention issues qualifies. To be covered, a child’s school performance must be “adversely affected" (para 1).

Here are some other things you need to consider:

Just because a student receives a medical or outside diagnosis, they may or may not get an IEP.  There has to be an educational need.  So, for instance, a student may be autistic but extremely high-performing.  This student may not need an IEP.  There has to be proof of an educational need.  There are a lot of students out there with “diagnosed” emotional disturbances who do not show an educational need.  So, basically, a diagnosis does not automatically mean that a student needs an IEP.  A diagnosis PLUS an educational need equals a need for IEP and services under IDEA.

504 is much broader.  This is generally employed to cover kids who have some kind of need that might not be covered under official IDEA processes or that may be temporary—it can be as broad as kids who have asthma and need to have a management plan on file at the school all the way to kids who may not qualify under special ed but have needs to be addressed.  It could even cover a student who breaks his arm and needs to have his work transcribed or needs other services to fill his need while he is healing.

So remember, both bipolar and depression MAY warrant an IEP, but only if there is an educational need.

https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea

# data[].attributes.body
The Learning Disabilities Association of Texas recently posted this graphic on their social media.  It is an easy breakdown of the difference between modifications and accommodations.  You can view more of their resources by clicking this link to their website: http://ldatx.org/.  It is also attached as a PDF file.

# data[].attributes.attachment_link.title
Is it a modification or is it an accommodation(1)

# data[].attributes.body
This is an interesting read that connects the ASCA's national model to addressing conduct disorder in elementary school children.  It is attached as a PDF here and is also available via the following link:  http://files.eric.ed.gov/fulltext/EJ901145.pdf

# data[].attributes.attachment_link.title
Addressing Conduct Disorder in Elementary School Children An Application of the ASCA Model

# data[].attributes.body
This site contains information on learning and teaching specific to emotional disturbances and behavior issues.  Use the menu to the left to navigate to information on serving students with other disabilities.

https://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/conduct-disorder/tips-learning-and-teach

# data[].attributes.body
This site has a wealth of information on ADD and ADHD including resources and answers to common questions like "What is the difference between ADD and ADHD?"

https://add.org/

# data[].attributes.body
ADHD-FS.pdf (74.114 KB)

adhdfactsheetenglish.pdf (682.245 KB)

Attention-Deficit-Hyperactivity-Disorder.pdf (680.877 KB)

Disruptive-and-Conduct-Disorders.pdf (701.243 KB)

Conduct Disorder.pdf (449.604 KB)

Conduct_Disorder_Fact_Sheet_2016.07.pdf (461.703 KB)

Childrens-Disruptive-Behavior-ODD-EBPs.pdf (37.165 KB)

These are several "fact sheets" for families and educators that contain some concise information about different conduct disorders.

# data[].attributes.body
This link is to the National Science Teachers Association's information on teaching science to students with behavioral disorders.

http://www.nsta.org/disabilities/behavioral.aspx

# data[].attributes.body
Attached Files

conduct-disorder.pdf (180.107 KB)

counseling-youth-with-adhd.pdf (264.039 KB)

These are American Counseling Association (ACA) Practice Briefs that address conduct disorder and ADHD. They are attached as PDF files.

# data[].attributes.body
Attached Files

OCD in School Setting.pdf (688.176 KB)

This article examines obsessive-compulsive disorder in the school setting specific to building a comprehensive guidance program. It is attached here as a PDF and is also available via the following link:  https://www.counseling.org/docs/default-source/vistas/article_17.pdf?sfvrsn=12

# data[].attributes.body
The Child Mind Institute has resources OCD as well as several other concerns and disorders.  Check out the menu across the top for Topics A-Z, Family Info, Educator Info, and Research.

https://childmind.org/guide/a-teachers-guide-to-ocd-in-the-classroom/

The Institute has also produced the following guide for teachers:

https://www.schoolcounselor.org/asca/media/asca/ASCAU/Anxiety-Stress-Management-Specialist/Teachers-Guide-to-OCD-v1.pdf

# data[].attributes.headline
Dysfunctional Behavior Portrayed in Film

# data[].attributes.subject
Dysfunctional Behavior Portrayed in Film

# data[].attributes.body
This list provides a great list of movies that you can use for this module.  Of course, these do not list all the options for the assignment in this module.  However, they can give you some ideas to get you started.  If you choose to do a movie that is not on the list, please email your section instructor for approval.

Module 6 Dysfunctional Behavior Portrayed in Film.docx

Module 6 Dysfunctional Behavior Portrayed in Film.pdf

# data[].attributes.body
The IRIS Center offers a wide variety of resources for educators working with students.  There are a wealth of topics included on the site including a list of children's books that portray people with different disorders and disabilities like eating disorders, OCD, and schizophrenia.

https://iris.peabody.vanderbilt.edu/

# data[].attributes.body
This link was provided in a recent edition of the Texas Counselors Association (TCA) Newsline.  It has some interesting information on some current research into the cause of OCD.

https://medicalxpress.com/news/2017-03-obsessive-compulsive-disorder.html

# data[].attributes.body
Attached Files

SchoolMentalHealthToolKit-ReferralPathways.pdf (4.595 MB)

This toolkit has great information on formalizing the referral process and ensuring a solid protocol for supporting students and their mental health needs. It is attached here as a PDF.

# data[].attributes.body
Attached Files

addressingmentalhealth_resourceFINALforBoard.pdf (2.118 MB)

Although prevention is our ultimate goal, we must also plan for crisis response and recovery.  This document gives some great information on the different phases of prevention, response, and recovery and provides a ton of resources and samples to help you build your own program. It is attached here as a PDF and is available at the following link:

http://wvde.state.wv.us/counselors/documents/addressingmentalhealth_resourceFINALforBoard.pdf

# data[].attributes.body
https://www.healthcaretoolbox.org/what-providers-can-do/when-and-how-to-refer-for-mental-health-care.html#Referral