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During a child's developmental years, they are constantly growing and changing. It is imperative to note that one must keep this in mind when diagnosing and treating emotional and behavioral disorders in children.

If a problem, is not temporary or short-lived, then should parents seek out a trained and qualified professional to help their children. Health professionals once thought that brain disorders such as bipolar disorder, anxiety disorders, or even depression occurred after childhood but now, it is widely held that these brain disorders can begin in early childhood. According to the National Institute of Mental Health (NIMH), emotional and behavioral disorders affect 10-15 percent of children globally. One of particular childhood-onset mental disorder that is widely studied, treated, and diagnosed is ADHD, attention deficit/hyperactivity disorder, and the NIMH cites that 3-5 percent of children globally suffer from this disorder.

Attention-Deficit Hyperactivity Disorder (ADHD)

This disorder is one of the most common mental disorders among children, and two to three more boys than girls are affected. Many children are unable to sit still, finish tasks, plan ahead, or even be aware what is going on around them. Some days, children with ADHD seem fine and the next could be a whirlwind of frenzied and disorganized activity. ADHD can continue on into adolescence and even adulthood, however, within the past decade scientists have learned more about it and how to treat it. From medications, to therapy, and varying educational options, children with ADHD can learn to function in new ways.

Autism

Children with autism appear to be remote, indifferent, isolated in their own world, and are unable to form emotional connections with other poeple. Autism is a found in every region of the country, it is more common in boys than girls, and affects about 1 or 2 people in every thousand. This brain disorder can manifest itself in mental retardation, language delays, and other children are very high-functioning with intelligence and speech in tact. Because their brains do not function in the same way other children's do, consistency is the key when dealing with an autistic child.

Bi-polar Disorder

Bi-polar disorder generally begins during early childhood and continues into adulthood. It is characterized by intense mood swings. For example, a child may have excessive "high" or euphoic feelings, then suddenly, sadness depression. This is thought to be a genetic illness and diagnosis for children under 12 is generally not common and is often misdiagnoses as ADHD.

Anxiety

Anxiety disorders often cause children to feel distressed, uneasy, even frightened for no apparent reason. Some common anxiety disorders are panic disorders characterized by episodes of intense fear that occur without warning or provocation. Obsessive-Compulsive Disorder, which are compulsive, repeated behaviors or thoughts that seem like they are impossible to stop.

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Childrens Behavioral and Emotional Disorders

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­If a problem, is not temporary or short-lived, then should parents seek out a trained and qualified professional to help their children. Health professionals once thought that brain disorders such as bipolar disorder, anxiety disorders, or even depression occurred after childhood but now, it is widely held that these brain disorders can begin in early childhood.

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Looking for a resource at NICHCY?
We regret to tell you that you've come to a page that no longer exists, via a link to the website of the National Dissemination Center for Children with Disabilities (NICHCY).
NICHCY was funded for decades by the Office of Special Education Programs, at the U.S. Department of Education. The project's funding ended on September 30, 2014.

Much of the rich library of materials and publications that NICHCY produced over the years has a new home here, on this website of the Center for Parent Information and Resources (CPIR). The page that forwarded you here from NICHCY:

was either not transferred to the CPIR because it was no longer accurate or up-to-date, or

is here, most likely updated, and with a new Web address.

CPIR would urge you to roam our site and look through the wealth of current information we are pleased to offer, including many of the resources originally developed by NICHCY.

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We regret to tell you that you've come to a page that no longer exists, via a link to the website of the National Dissemination Center for Children with Disabilities (NICHCY). NICHCY was funded for decades by the Office of Special Education Programs, at the U.S. Department of Education.

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How Bipolar Disorder Affects Everyday Life

Effects of bipolar disorder can be far-reaching, both into the lives of patients and those around them. Bipolar disorder affects work, school, relationships, physical health and many other aspects of everyday life. In fact, in the early 1990s, it was calculated that the loss of productivity due to bipolar disorder cost $15.5 billion annually.

The most severe effect of bipolar disorder is suicide. Unfortunately, 25% - 50% of people with bipolar disorder attempt suicide and 11% commit suicide.

The best way to lessen the effects of bipolar disorder is an accurate, professional bipolar diagnosis and early, appropriate bipolar treatment.

Psychological Effects of Bipolar Disorder

Bipolar disorder is a mental illness known as a mood disorder (read: what is bipolar disorder). In mood disorders, the patient suffers from severe emotional states. In bipolar disorder, the patient suffers from "highs" known as or hypomania and "lows" or depressions.

Psychological effects of bipolar are broken down by the type of episodes the person is experiencing. Symptoms during mania / hypomania may include:

Auditory and visual hallucinations

Delusions, including delusions of grandeur and thoughts that objects are sending special messages

Intense anxiety, agitation, aggression, paranoia

Obsessive worried thoughts and feelings; feeling the need to check something

Feeling like life is spinning out of control

Heightened mood, exaggerated optimism and self-confidence

Racing thoughts; rapidly changing streams of thought; easily distractible

(Read more information about bipolar manic episodes.)

Vast psychological effects are also seen during depressive episodes:

Prolonged sadness

Feeling helpless, hopeless and worthless; feelings of guilt

Pessimism, indifference; reoccurring thoughts of death and suicide

Inability to concentrate, indecisiveness

Inability to take pleasure in former interests

(Read more information about bipolar depression.)

When the person is not in either type of episode, it's common for them to feel guilt and shame over what they have done, said or felt during the bipolar episode.

Physical Effects of Bipolar Disorder

The physical effects of bipolar disorder come from both the disorder itself as well as its indirect effects. For example, many people with bipolar disorder also develop substance abuse problems in an attempt to medicate the symptoms of bipolar disorder.

The effects of bipolar disorder can also result in negative productivity - in depressive episodes, but productivity can actually increase during hypomanic episodes. This irregularity often leads to job loss and emotional instability results in relationship loss. Physical effects of bipolar disorder include:

Increased physical and mental activity and energy; hyperactivity

Significant changes in appetite and sleep patterns

Trouble breathing

Racing speech

Social withdrawal

Loss of energy, persistent lethargy; aches and pains

Unexplained crying spells

Poor overall health

Weight gain; blood pressure and heart problems; diabetes

article references
next: Celebrities and Famous People with Bipolar Disorder
~ all bipolar disorder articles

Last Updated: 11 July 2017

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Effects of bipolar disorder can be far-reaching, both into the lives of patients and those around them. Bipolar disorder affects work, school, relationships, physical health and many other aspects of everyday life. In fact, in the early 1990s, it was calculated that the loss of productivity due to bipolar disorder cost $15.5 billion annually.

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The mission of the International OCD Foundation is to help those affected by obsessive compulsive disorder (OCD) and related disorders to live full and productive lives. Our aim is to increase access to effective treatment through research and training, foster a hopeful and supportive community for those affected by OCD and the professionals who treat them, and fight stigma surrounding mental health issues.

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http://www.beaujolais-challenge.com/?nikolsa=rencontre-africaine-100-gratuit&759=6a Temper outbursts, also called rages, qualify for both inpatient and outpatient care.[1] Frequently associated with mania, intermittent explosive disorder, conduct disorder, autism/Asperger disorder, and other conditions,[2] rages are a part of severe mood dysregulation, by which there is an increased reaction to negative emotional stimuli that occurs at least three times per week.[3] Oftentimes, symptoms of rages co-occur with symptoms of attention-deficit/hyperactivity disorder (ADHD) or anxiety.

http://fgsk.de/?kraevid=sind-bin%C3%A4re-optionen-gl%C3%BCcksspiel&484=64 Director of Child and Adolescent Psychiatry at Stony Brook University School of Medicine, Gabrielle Carlson, M.D. and colleagues collected data over a period of 18 months to better understand rages. They examined 130 children for 151 hospitalizations, and after analyzing first admissions, found that 71 were admitted for rages but only 44 had an outburst while hospitalized. ¹ Of the 44, 23 had just one episode of rage and 21 had between two and nine. ¹ Carlson and colleagues defined a rage as beginning when the child became verbally loud and defiant when asked by the staff to do or cease doing something. ¹ Outbursts were observed at 5, 15, 30, 45, 60, 90, and 120 minutes after the onset, and behaviors coded included verbal acts (whining, verbal threats, cursing, screaming), physical acts (stamping, pushing, throwing, biting, scratching, hitting, kicking), and psychomotor behaviors (tearful/sad, anxious/fearful, and withdrawn/unresponsive). ¹

http://uplaf.org/index.php?option=com_user After 18 months of data collection, Carlson and colleagues recorded 117 outbursts for 49 patients. ¹ Coded behaviors most frequently seen were yelling, screaming, cursing, violent threats, stamping, kicking, hitting and throwing objects, which occurred in 93 percent of the observed episodes. ¹ An episode usually lasted over 45 minutes; however, length did vary greatly, with 19 percent of outbursts lasting less than 30 minutes, and 19 percent lasting longer than 60 minutes. 1 Carlson and colleagues found that younger children were more likely to have rages, and their IQ, history of abuse, and living status seemed to have no effect. ¹ Regarding psychiatric diagnoses, children with rages were five times as likely to have ADHD than children without rages. ¹ Also, they were more than five times as likely to have a learning/language disorder and three times more likely to have three or more concurrent disorders. ¹

How to Treat Rages

http://fcl-feytiat.fr/?sdrer=recherche-femmes-pour-relation-serieuse&7e5=00 Treatment for ADHD and aggression typically consists of medicine and behavior modification. ¹ If treatment resistance should occur, an atypical antipsychotic is usually added, followed by lithium or divalproex.[4] Although treatment does have a positive impact upon patients with ADHD and rage, it is rare for those patients to see complete remission. ¹ Carlson and colleagues state that in their sample, children with rages had a wide variety of treatments as outpatients, including ADHD medicine, atypical antipsychotics, and mood stabilizers. ¹ Also, many improved with a combination of behavior modification, family treatment, academic intervention, and medicine. ¹

watch Carlson and colleagues' inpatient behavior modification approach focused on teaching children self-control and helping parents learn correct responses to their child's behavior. Children who were hospitalized could earn points towards fun activities or home visits in appropriate behavior was seen. ¹ Also, children were taught to take a time out by sitting quietly in a chair for 10 minutes and then talking about their feelings with a therapist or staff member. ¹ This way, children are able to learn what triggers their rage and how to mitigate an episode. ¹ Those who are unable to take a time out are brought to a quiet room where the door remains open (as long as the child stays in the room) and a nurse observes until the child has been quiet for 10 minutes. ¹ Then, the child will talk with a therapist or staff member about their feelings and behavior. Some children are completely unable to calm themselves are require an immediate medication intervention. Oftentimes, an oral alternative, such as risperidone, is offered first, but if it is unsuccessful, an injection of diphenhydramine is given. ¹

Controlling Rages at Home

follow To enable parents to maintain their child's progress after hospitalization ends, parents begin to work on skills with a therapist immediately upon admission. ¹ The therapist explains to the parent that they did not cause their child's behavior, eliminating any defensive feelings, and discusses how the behavior requires a particular approach to handle. ¹ Parents are taught how to use the time out procedure when the child is not following directions or has become verbally or physically aggressive. The parent needs to be able to successfully guide their child into time out before they are able to have home visits. ¹ Also, their child should be returned promptly to the hospital should the child not agree to time out at home. A confident and well-trained parent helps the child succeed after discharge. ¹

[2] Connor D, McLaughlin TJ. Aggression and diagnosis in psychiatrically referred children. Child Psychiatry Hum Dev. 2006;37:1-14.

prednisolone tablets to buy [4] Pliszka SR, Crismon ML, Hughes CW, et al; Texas Consensus Conference Panel on Pharmacotherapy of Childhood Attention Deficit Hyperactivity Disorder. The Texas Children's Medication Algorithm Project: revision of the algorithm for pharmacotherapy of attention-deficit/hyperactivity disorder (ADHD). J Am Acad Child Adolesc Psychiatry. 2006;45:642-657. Rages.

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Helping Children Hospitalized for Rages -

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Temper Outbursts: Rages Temper outbursts, also called rages, qualify for both inpatient and outpatient care.[1] Frequently associated with mania, intermittent explosive disorder, conduct disorder, autism/Asperger disorder, and other conditions,[2] rages are a part of severe mood dysregulation, by which there is an increased reaction to negative emotional stimuli that occurs at least three times per week.[3] Oftentimes, symptoms of rages co-occur with symptoms of attention-deficit/hyperactivity disorder (ADHD) or anxiety.

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Nearly 70 percent of children with autism spectrum disorders (ASD) experience emotional trauma as a result of being bullied, according to findings published today in the Journal of Developmental & Behavioral Pediatrics, while a significant portion were concerned for their own safety at school. The study also found that children with ASD who presented with pre-existing psychiatric diagnoses were at increased risk for involvement in bullying, with children diagnosed with ASD and attention deficit hyperactivity disorder (ADHD) or depression at highest risk of being victimized over a one month period.

This study was led by researchers from the Interactive Autism Network, a project of the Kennedy Krieger Institute that is the nation's first online autism registry with participants from 47 states, making it the largest collection of autism data in the world.

"Recent research indicates that children receiving special education services are at risk of being victimized at higher rates than regular education students," says Dr. Paul Law, senior study author and director of the Interactive Autism Network at Kennedy Krieger. "Our findings show that not only are these children being bullied more, but they are also experiencing significant short-term, and likely long-term, effects of being bullied."

Participants in the study included parents of 1,221 children with ASD recruited through an online questionnaire. Researchers utilized the Bullying and School Experiences of Children with ASD Survey, a 63-item questionnaire, to collect key data from parents regarding their child's school environment, involvement in bullying, and the child's educational and psychological functioning. Additionally, researchers used the Parent Observation of Child Adaptation (POCA) to reflect parents' ratings of their child's behaviors and level of psychological distress after a bullying incident. The study's findings on the characteristics and psychiatric comorbidities most associated with bullying are below.
Characteristics of Children with ASD Involved in Bullying

Over a one month period, 38 percent of children with ASD were bullied, with 28 percent frequently bullied.

Immediate consequences of being bullied included emotional trauma (69 percent) and physical injuries (8 percent).

Nearly 14 percent of children who were bullied reported being scared for their own safety.

Eighteen percent of children were reported to have been triggered into fighting back, with 40 percent having an emotional meltdown or outburst that resulted in disciplinary action from school staff.

Nine percent of children with ASD acted as bullies, with five percent identified as frequent perpetrators of bullying.

Psychiatric Comorbidity and Bullying Behaviors

Children with ASD who also presented with ADHD and depression were more likely to be bullied.

Children with ASD who also presented with conduct disorder or oppositional defiant disorder were more likely to be bullies.

Children with ASD who also presented with ADHD, conduct disorder or oppositional defiant disorder were most likely to be bully-victims, characterized as being both victims of bullying and behaving as bullies.

According to Dr. Law, it is well documented that short-term consequences of bullying include poor mental and physical health outcomes. The long-term consequences can also have a serious effect on the well-being of an individual with ASD. In many cases, the effects of bullying can extend into adulthood with an increased risk for later psychiatric illness.

"Our results provide insights that will help teachers and school staff identify children with autism who may be at the greatest risk for bullying involvement, either as victims or perpetrators," says Dr. Law. "Outside of school, parents should be encouraged to talk to their child about bullying, particularly if they are concerned their child may be a victim. Parents should also set up appointments to talk to the staff or teachers at their child's school to learn more about how they can work to prevent bullying and help children involved in bullying cope with the consequences."

Future research is needed to clinically validate the correlation between a child's psychiatric diagnosis and bullying behavior. Longitudinal study designs will also help to provide insight into the sequence of events related to bullying behaviors and psychological and physical issues. Researchers hope that with greater information on the bullying behaviors and the consequences of bullying on children with ASD, parents, school staff, teachers and health care providers can better protect this particularly vulnerable population.

Other researchers who contributed to the study were Benjamin Zablotsky, PhD and Catherine Bradshaw, PhD, MEd, of the Johns Hopkins Bloomberg School of Public Health; and Connie Anderson, PhD, of Kennedy Krieger Institute.

The Interactive Autism Network is supported by grants from the Simons Foundation, Autism Speaks and the National Institute of Mental Health (NIMH).

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children's health; attention deficit disorder; mental health research; infant's health; child psychology; autism; child development; learning disorders

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Bullying causes significant short-term emotional and physical consequences for children with autism

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Nearly 70 percent of children with autism spectrum disorders (ASD) experience emotional trauma as a result of being bullied, according to findings of a new study, while a significant portion were concerned for their own safety at school.

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Co-occurring disorders were previously referred to as dual diagnoses. According to SAMHSA's 2014 National Survey on Drug Use and Health (NSDUH) (PDF | 3.4 MB), approximately 7.9 million adults in the United States had co-occurring disorders in 2014.

People with mental health disorders are more likely than people without mental health disorders to experience an alcohol or substance use disorder. Co-occurring disorders can be difficult to diagnose due to the complexity of symptoms, as both may vary in severity. In many cases, people receive treatment for one disorder while the other disorder remains untreated. This may occur because both mental and substance use disorders can have biological, psychological, and social components. Other reasons may be inadequate provider training or screening, an overlap of symptoms, or that other health issues need to be addressed first. In any case, the consequences of undiagnosed, untreated, or undertreated co-occurring disorders can lead to a higher likelihood of experiencing homelessness, incarceration, medical illnesses, suicide, or even early death.

People with co-occurring disorders are best served through integrated treatment. With integrated treatment, practitioners can address mental and substance use disorders at the same time, often lowering costs and creating better outcomes. Increasing awareness and building capacity in service systems are important in helping identify and treat co-occurring disorders. Early detection and treatment can improve treatment outcomes and the quality of life for those who need these services.

Learn more about treatment for co-occurring mental and substance use disorders.

Addressing Co-occurring Disorders in Different Settings

SAMHSA offers guidance aimed at helping practitioners improve services to people with co-occurring disorders in the following social service settings:

Co-occurring Disorders in the Criminal Justice System

Many people in the criminal justice system have co-occurring disorders. Providing integrated treatment to address mental and substance use disorders can lead to positive outcomes such as reduced substance use and arrests.

Failure to effectively screen and assess inmates with co-occurring disorders is a major concern in the criminal justice system. As part of the full protocol, an effective screening process should include the following:

Routine screening at entry points to criminal justice settings

Use of standardized instruments that include cut-off points to determine whether a person should be referred for a follow-up assessment

Trained staff to administer the screening instruments and refer people for assessment

A response for incarcerated people experiencing a behavioral health crisis, such as intoxication or drug use that requires medical attention, or if an individual is experiencing suicidal thoughts

Health care records being maintained by the agency conducting the screening

Review Screening and Assessment of Co-occurring Disorders in the Justice System at the CSG Justice Center - 2008 (PDF | 3 MB).

Learn about SAMHSA's efforts to address criminal and juvenile justice and trauma and violence.

Co-occurring Disorders and Homelessness

Co-occurring disorders are common among people experiencing homelessness. This population often has a variety of issues that require services beyond behavioral health treatment, such as life skills development, employment assistance, and housing.

While treating people experiencing homeless who are suffering from co-occurring disorders through integrated care is important to recovery, few have access to it. People experiencing homelessness may be isolated or have little to no access to health and behavioral health services, and therefore their health issues may go undiagnosed or untreated. This can lead to chronic homelessness and further deterioration in physical and behavioral health, as well as social and economic functioning.

One way to improve access to integrated care for people experiencing homelessness is to implement integrated screening and assessment throughout the homeless system of care. Integrated screening determines the likelihood that people experiencing homelessness may or may not have co-occurring disorders or whether co-occurring disorders are influencing their presenting signs, symptoms, or behaviors. Assessment is an ongoing process of collecting and organizing clinical information, and interpreting the information on the basis of diagnostic criteria and professional judgment.

Learn about SAMHSA's efforts to address homelessness and housing for people with mental and/or substance use disorders.

Co-occurring Disorders and Primary Care

People who receive primary care often may have multiple health issues, including co-occurring disorders. Integrating behavioral and primary care is especially important to meeting their needs.

People with co-occurring disorders may seek primary care services first before seeking behavioral health services. As a result, primary care practitioners have unique opportunities to identify people with co-occurring disorders through screening. Screening for co-occurring disorders in primary care settings can assist practitioners in recognizing and addressing conditions early. Screening also can serve as a baseline to measure clinical progress.

A variety of screening and assessment tools are available for primary care practitioners. These screening and assessment tools can help determine if the need for further assessment is necessary, provide background on a client's substance use and mental health disorders and the severity, and estimate how effective they respond to interventions.

Learn about SAMHSA's efforts to promote health care and health systems integration.

Co-occurring Disorders Among Veterans and the Military Community

Co-occurring disorders, such as post-traumatic stress disorder (PTSD) and substance use, is prevalent among veterans and the military community. According to the Veterans Affairs Department (VA), approximately one-third of veterans seeking treatment for substance use disorders also met the criteria for PTSD.

Veterans and service members benefit from integrated care for mental and substance use disorders. However, some veterans may not seek medical treatment for one of many reasons, including a fear of being treated differently.

To promote wellness among veterans, service members, and their families, practitioners are encouraged to collaborate with other organizations to develop a training plan in effective integrated care techniques. The following organizations provide guidance on treating PTSD and substance use disorders:

Learn about SAMHSA's efforts to address the behavioral health needs of veterans and military families.

Practitioner Competencies for Treating Co-occurring Disorders

States working to improve treatment for people with co-occurring disorders have established practitioner competencies that define roles and create a common framework for working collaboratively across social service systems. These competencies have been developed as guidelines or checklists for clinical supervisors to use when assessing practitioner performance in providing integrated services. The competencies can be incorporated into existing job descriptions, training plans, supervision meetings, personal evaluation, and credentialing and licensure.

Learn more about Integrated Treatment for Co-Occurring Disorders Evidence-Based Practices (EBP) Kit - 2010 as well as SAMHSA's efforts to grow the nation's behavioral health workforce.

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Co-occurring disorders were previously referred to as dual diagnoses. According to SAMHSA's 2014 National Survey on Drug Use and Health (NSDUH) (PDF | 3.4 MB), approximately 7.9 million adults in the United States had co-occurring disorders in 2014. People with mental health disorders are more likely than people without mental health disorders to experience an alcohol or substance use disorder.

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Education.com | #1 Educational Site for Pre-K through 5

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As kids head back to school, our crew of trusted teachers are here for you. Our Pre-K - 5th Grade resources support children in all the different ways they learn, so parents and teachers always have what they need to boost each kid's unique potential.

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12 Facts About Emotional or Behavioral Disorders

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Did you know that kids can be depressed or suffer from schizophrenia? Find out more here.