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This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, Internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.

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Cite this

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html

Including 2010 and 2016 Amendments

Introduction and Applicability

The American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A-E) and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical.

This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, Internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.

Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct.

The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or students whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record.

The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.

The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time.

In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights.

Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work.

This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline.

The development of a dynamic set of ethical standards for psychologists' work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.

This section consists of General Principles. General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose.

Section 1: Resolving Ethical Issues

(b) Where scientific or professional knowledge in the discipline of psychology establishes that an understanding of factors associated with age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status is essential for effective implementation of their services or research, psychologists have or obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals, except as provided in Standard 2.02, Providing Services in Emergencies .

(c) Psychologists planning to provide services, teach, or conduct research involving populations, areas, techniques, or technologies new to them undertake relevant education, training, supervised experience, consultation, or study.

(d) When psychologists are asked to provide services to individuals for whom appropriate mental health services are not available and for which psychologists have not obtained the competence necessary, psychologists with closely related prior training or experience may provide such services in order to ensure that services are not denied if they make a reasonable effort to obtain the competence required by using relevant research, training, consultation, or study.

(e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.

(f) When assuming forensic roles, psychologists are or become reasonably familiar with the judicial or administrative rules governing their roles.

2.05 Delegation of Work to Others
Psychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies ; 3.05, Multiple Relationships ; 4.01, Maintaining Confidentiality ; 9.01, Bases for Assessments ; 9.02, Use of Assessments ; 9.03, Informed Consent in Assessments ; and 9.07, Assessment by Unqualified Persons .)

(b) When psychologists become aware of personal problems that may interfere with their performing work-related duties adequately, they take appropriate measures, such as obtaining professional consultation or assistance, and determine whether they should limit, suspend, or terminate their work-related duties. (See also Standard 10.10, Terminating Therapy .)

Section 3: Human Relations

Section 4: Privacy and Confidentiality

(b) Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant.

(c) Psychologists who offer services, products, or information via electronic transmission inform clients/patients of the risks to privacy and limits of confidentiality.

(b) Psychologists discuss confidential information obtained in their work only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters.

(b) Psychologists disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose such as to (1) provide needed professional services; (2) obtain appropriate professional consultations; (3) protect the client/patient, psychologist, or others from harm; or (4) obtain payment for services from a client/patient, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose. (See also Standard 6.04e, Fees and Financial Arrangements .)

Section 5: Advertising and Other Public Statements

(b) Psychologists do not make false, deceptive, or fraudulent statements concerning (1) their training, experience, or competence; (2) their academic degrees; (3) their credentials; (4) their institutional or association affiliations; (5) their services; (6) the scientific or clinical basis for, or results or degree of success of, their services; (7) their fees; or (8) their publications or research findings.

(c) Psychologists claim degrees as credentials for their health services only if those degrees (1) were earned from a regionally accredited educational institution or (2) were the basis for psychology licensure by the state in which they practice.

(b) Psychologists do not compensate employees of press, radio, television, or other communication media in return for publicity in a news item. (See also Standard 1.01, Misuse of Psychologists' Work .)

(c) A paid advertisement relating to psychologists' activities must be identified or clearly recognizable as such.

Section 6: Record Keeping and Fees

Section 7: Education and Training

(b) When engaged in teaching or training, psychologists present psychological information accurately. (See also Standard 2.03, Maintaining Competence .)

(b) Faculty who are or are likely to be responsible for evaluating students' academic performance do not themselves provide that therapy. (See also Standard 3.05, Multiple Relationships .)

(b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements.

Section 8: Research and Publication

History and Effective Date

Amendments to the 2002 "Ethical Principles of Psychologists and Code of Conduct" in 2010 and 2016

2010 Amendments

Introduction and Applicability
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing authority in keeping with basic principles of human rights.

1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists clarify the nature of the conflict , make known their commitment to the Ethics Code, and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code . If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing legal authority. Under no circumstances may this standard be used to justify or defend violating human rights .

1.03 Conflicts Between Ethics and Organizational Demands
If the demands of an organization with which psychologists are affiliated or for whom they are working are in conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code, and to the extent feasible, resolve the conflict in a way that permits adherence to the Ethics Code. take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights .

2016 Amendment

3.04 Avoiding Harm
(a) Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.

(b) Psychologists do not participate in, facilitate, assist, or otherwise engage in torture, defined as any act by which severe pain or suffering, whether physical or mental, is intentionally inflicted on a person, or in any other cruel, inhuman, or degrading behavior that violates 3.04(a).

Contact APA Ethics Office

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Ethical principles of psychologists and code of conduct

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The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct provides guidance for psychologists in professional, scientific and educational roles. The Ethics Code also outlines standards of professional conduct for APA members and student affiliates.

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School safety programs, ideas and how to create a successful team in a traumatic event.

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K-12 schools and school districts are often a frequent target for ransomware, phishing, and other cyberattacks. Defending against these threats takes teamwork, and everyone in the school community can play a role in reducing cyber risk. Learn more about the simple, proactive steps students, educators, administrators, and school personnel can take to better protect themselves and their school systems online in SchoolSafety.gov's cybersecurity infographic.

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SchoolSafety.gov was created by the federal government to provide schools and districts with actionable recommendations to create a safe and supportive learning environment where students can thrive and grow.

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"What happened to you?"
instead of - what is wrong with you?...

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Mental Health First Aid USA - Mental Health First Aid

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Mental Health First Aid is a national program to teach the skills to respond to the signs of mental illness and substance use.

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This assignment was interesting and helpful with the how the counselor demonstrates and communicates with the client. I am delighted to have the resources you provided, and I will continue to use these in my graduate studies and years to come!
I know eye contact is beneficial but mirroring the client's posture is interesting and helpful.

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If you are reading this, you are Amazing!

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Crisis Prevention & Threat Assessment for Bullying.  The link I included are the laws for Texas and how to use a report system.

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Helping at-risk kids

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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I have enjoyed the research about crisis intervention. This course has created a desire to learn more about trauma and continue my passion of researching the related topics! My passion is to study the effects children face with trauma and hopefully gain a career in this field.

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Appendix_E2_Connecting with Others-Giving  PFA

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This training offered reliable information when dealing with a traumatic event. My hometown, West, TX, was devasted by an explosion in 2013. This information I learned will be beneficial in my future career.

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I have 2 beautiful daughters!
Fun Fact: I am ambidextrous!
Pets: 2 Bassett Hounds

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Read More At Mental Health America, we believe in the power of storytelling. Our Chiming In blog represents stories from our staff, volunteers, affiliates, partners, and networks. All views in all blogs are the views of the author and do not represent the views of MHA - including blogs written by our staff.

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Development discussion on Trauma
After reading, reviewing and watching a lot about trauma, I realize I enjoy it. It's the excitement, amazing facts that follow trauma that keep me interested. I know I have experiences with trauma and I feel great empathy for the people who encounter trauma. We all experience trauma-related events differently and this is why I feel its important to continue this research.

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I truly enjoyed creating the reference guide for mental health disorders. I am not an organized individual but this assignment kept me focused and I will definitely use this resource in the future.

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Intro to and assessing prior knowledge.
I am new to the graduate program here at Angelo State University and this is my second semester.  I am excited to learn and continue my research after this course.  I am new to trauma-related instruction.

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Research shows that students who are taught skills for managing emotions, establishing and maintaining positive relationships, and responsible decision-making have better academic performance, and students whose mental health needs are met with effective school and community supports are more likely to stay in school, graduate, and have positive life outcomes. The Texas School Mental Health website strives to provide districts and campuses with the resources and tools needed to develop a comprehensive school mental health system.

Find out about upcoming events related to student mental health.

Find tools and resources to help build school mental health systems.

Participate in online training on school mental health.

Texas School Mental Health is a Partnership Between:

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The Texas School Mental Health website strives to provide districts and campuses with the resources and tools needed to develop a comprehensive school mental health system.

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If you or a loved one is having a mental health crisis, please call 9-1-1 immediately. Texas Health and Human Services operates nine state hospitals and one residential youth center for people with mental health issues. These facilities are located across the state. Each serves a different population, which may include:

Adults.

Children.

People involved with the justice system.

Admissions

If you would like to seek admission or discuss whether inpatient hospitalization is appropriate, please contact your local mental health or behavioral health authority.

The Role of the LMHA/LBHA

The appropriate Local Mental Health Authority or Local Behavioral Health Authority screens patients seeking admission to the hospital to determine the least restrictive treatment environment. This includes private providers.

The LMHA or LBHA gives important facts to the facility, including patient identifying information, legal status, medical and medication information, behavioral data and other treatment information.

If a person seeks admission without prior screening by the LMHA, the hospital conducts an emergency medical screening, in compliance with Emergency Medical Treatment and Active Labor Act and consults with the LMHA. EMTALA is a federal law that requires hospital emergency departments to medically screen every patient who seeks emergency care and to stabilize or transfer those with medical emergencies, regardless of health insurance status or ability to pay. The admitting physician has the final authority regarding admission of an individual, consistent with resources available at the hospital. All patients sent to the facility through court commitments are evaluated for admission. In general, to be involuntarily admitted, you must show symptoms of mental illness and that you are a danger to yourself or others.

The appropriate LMHA routinely screens all requests for voluntary admission to ensure hospitalization is the least restrictive treatment alternative. No person is denied voluntary admission without thorough documentation and appropriate referral, as recommended by the screening physician.

What to Expect during the Admissions Process

Almost all hospital admission departments are open 24 hours a day, seven days a week. Admitting procedures include a psychiatric evaluation, a nursing assessment, creating a patient record and taking an identification photograph for the patient's medical record. We provide the booklet, Your Rights in Facilities, to all incoming patients. We will also give you an Admitting Rights Packet, and we make a record of all your belongings and money.

IMPORTANT: We encourage families to take home valuables and other items you don't need during hospitalization. Valuables kept at the facility are at the patients' and families' own risk.

Patients should bring no more than five changes of clothing. Bring comfortable items such as sports shoes, loose fitting clothing that is easy to wash and comfortable sleeping clothes.

Admission staff search incoming patients and all their personal property to make sure all personal items that can be dangerous to the patient or others are removed and held for safekeeping.

How Forensic Admissions Work

If a judge rules that a defendant is incompetent to stand trial:

The judge issues an order for inpatient competency-restoration.

The court mails a copy of the commitment order to the state hospital system's forensic mailbox to add the person to the waitlist for admission to a state hospital.

Patients needing maximum security because of the level of the charged offense will be admitted to either North Texas State Hospital in Vernon or Rusk State Hospital.

All other patients are admitted to one of the other seven state hospitals across Texas as determined by the county of commitment.

Patients are admitted in the order that their commitment is received.

Email the state hospital system if you have questions about their forensic process.

Assessment of Patients

The physician assigned to admission duty provides an admission psychiatric evaluation, physical assessment and admitting orders. Upon arrival to the appropriate treatment program, a physical examination is completed within 24 hours. Admission procedures include tuberculosis skin testing, appropriate laboratory tests, and other diagnostics. Staff conduct a dental screening, address the patient's past medical history and the need for any special precautions, and complete a psychiatric evaluation, nursing assessment, rehabilitation assessment, and social history. Assessments are culturally sensitive and appropriate. With the patient's permission, a treatment team representative, usually the social worker, initiates contact with the patient's family or significant others. Patients are encouraged to include family members and/or significant others in their treatment, as appropriate.

State Hospitals Fee Assessment

Charges to an individual served at a state hospital will not exceed the facility's current daily maximum rate. The current maximum rate is established by HHSC and reflects the average daily cost of support, maintenance, and treatment.

Facility

Adult Inpatient Services

Child and Adolescent Services

Geriatric Services

Residential Services

Assessing fees for services provided to a minor individual in a state hospital:

The following sources of funds are property from which the state may be reimbursed for a minor individual's SMT and are considered separately in assessing a fee:

third-party coverage of the minor individual;

the minor individual's benefits from governmental and non-governmental agencies and institutions;

child support ordered in a divorce or attorney general proceeding or a suit affecting the parent-child relationship pursuant to Texas Health and Safety Code §552.014 and §593.077;

real or personal property in the minor individual's guardianship estate or owned by the minor individual; and

the net taxable income of the minor individual's parent, in accordance with the Taxable Income of Parents (PDF) formula.

Assessing fees for services provided to an adult individual in a state hospital:

The following sources of funds are considered separately in assessing a fee:

third-party coverage of the adult individual;

the adult individual's benefits from governmental and non-governmental agencies and institutions;

real or personal property in the adult individual's guardianship estate or owned by the adult individual or spouse; and

monthly gross income of the adult individual (excluding income from the adult individual's benefits from governmental and non-governmental agencies and institutions) and income of the spouse, in accordance with the Adult Individuals in Inpatient Mental Health Facilities (PDF) formula.

Appealing charges

If the individual or legally authorized representative (LAR) has provided complete financial information and disagrees with any fees assessed by HHSC, the individual or LAR is entitled to appeal such fees.

If considering filing an appeal, the individual or LAR must contact the reimbursement office of the facility providing services. HHSC reimbursement staff will determine if HHSC received complete financial information and notify the individual or LAR of the determination. HHSC recommends learning of the determination prior to initiating an appeal.

To initiate an appeal, the individual or LAR must complete and submit the Request for Appeal form (PDF) to the HHSC Appeals Division per the instructions on the form. If you are unable to access the Request for Appeal form, contact the facility providing services and request to speak with the Reimbursement Office.

Further information

For further information, see the Texas Administrative Code pertaining to charges for services in state facilities: Title 26, chapter 910 relating to Charges for Services in State Facilities.

Tobacco-Free Facilities

All tobacco products are banned on state hospital property. This includes cigarettes, e-cigarettes, cigars, snuff, chewing tobacco and any other tobacco products. Lighters and matches are also banned.

Access to Tobacco

Employees are prohibited from sharing any tobacco products with any person served. Employees, volunteers, visitors, vendors, contractors or anyone on the campus who uses tobacco products must make sure patients cannot access, nor are offered these products. All visitors must store tobacco products and lighters securely out of sight, including tobacco products left in private vehicles parked on hospital property.

Cessation Aids

We permit nicotine patches, nicotine gum, nicotine nasal spray or similar aids designed to help people quit using tobacco. When cessation aids are required for patients, the patient's doctor in coordination with the treatment team will order them. Patients must have a doctor's order to use them while in treatment. Employees may not share tobacco cessation aids with patients.

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HHS operates nine state hospitals and one residential youth center for people with mental health issues. These facilities are located across the state.

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

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Important Mental Health Issues

Advocacy makes a difference in the lives of people with mental health conditions and their loved ones.

Together for Mental Health

NAMI is here to help. With your support, we can continue fighting for higher-quality, culturally competent care for people living with mental health conditions.

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If you or someone you know is struggling, you are not alone. There are many support services and treatment options that may help.

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Policy change is one major way we can make a difference in the lives of people living with mental health conditions and their families. Limits the...

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NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

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Centers for Disease Control and Prevention

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Mental health is an important part of children's overall health and well-being. Mental health includes children's mental, emotional, and behavioral well-being. It affects how children think, feel, and act. It also plays a role in how children handle stress, relate to others, and make healthy choices.

Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the day. Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety, and behavior disorders.

There are different ways to assess mental health and mental disorders in children. CDC uses surveys, like the National Survey of Children's Health, to describe the presence of positive indicators of children's mental health and to understand the number of children with diagnosed mental disorders and whether they received treatment. In this type of survey, parents report on indicators of positive mental health for their child and report any diagnoses their child has received from a healthcare provider. The information on this page provides data about indicators of positive mental health in children and mental health disorders that are most common in children.

Facts about mental health in U.S. children

National data on positive mental health indicators that describe mental, emotional, and behavioral well-being for children are limited. Based on the data we do have:

Facts about mental disorders in U.S. children

ADHD, anxiety problems, behavior problems, and depression are the most commonly diagnosed mental disorders in children. Estimates for ever having a diagnosis among children aged 3-17 years, in 2016-19, are given below.

ADHD 9.8% (approximately 6.0 million)

Anxiety 9.4% (approximately 5.8 million)

Behavior problems 8.9% (approximately 5.5 million)

Depression 4.4% (approximately 2.7 million)

Some of these conditions commonly occur together. For example, among children aged 3-17 years in 2016:

Having another mental disorder was most common in children with depression: about 3 in 4 children with depression also had anxiety (73.8%) and almost 1 in 2 had behavior problems (47.2%).

For children with anxiety, more than 1 in 3 also had behavior problems (37.9%) and about 1 in 3 also had depression (32.3%).

For children with behavior problems, more than 1 in 3 also had anxiety (36.6%) and about 1 in 5 also had depression (20.3%).

For adolescents, depression, substance use and suicide are important concerns. Among adolescents aged 12-17 years in 2018-2019 reporting on the past year:

Learn more about high-risk substance use among youth. Learn more about suicide.

Mental, behavioral, and developmental disorders begin in early childhood
1 in 6 U.S. children aged 2-8 years (17.4%) had a diagnosed mental, behavioral, or developmental disorder.

Prevalence of mental disorders change with age

Diagnoses of ADHD, anxiety, and depression become are more common with increased age.

Behavior problems are more common among children aged 6-11 years than younger or older children.

Adverse childhood events (ACEs) are associated with children's physical and mental health. In 2016-2019, among children aged 6-17 years:

Children who were discriminated against based on race or ethnicity had higher percentages of one or more physical health conditions (37.8% versus 27.1%), and one or more mental health conditions (28.9% versus 17.8%).

Racial/ethnic discrimination was almost seven times as common among children with three other ACEs compared to those with no other ACEs.

Note: The estimates reported on this page are based on parent report, using nationally representative surveys. This method has several limitations. It is not known to what extent children receive these diagnoses accurately. Estimates based on parent-reported diagnoses may match those based on medical records, but some children may also have mental disorders that have not been diagnosed, or receive diagnoses that may not be the best fit for their symptoms. Limited information on measuring children's mental health nationally is available.

Read more about children's mental health from a community study.

Access to mental health treatment

Early diagnosis and appropriate services for children and their families can make a difference in the lives of children with mental disorders. Access to providers who can offer services, including screening, referrals, and treatment, varies by location. CDC is working to learn more about access to behavioral health services and supports for children and their families.
View information by state describing the rates of different types of providers who can offer behavioral health services providers by county. Read a recent report describing shortages of services, barriers to treatment, and how integration of behavioral health care with pediatric primary care could address the issues. Read a policy brief on potential ways to increase access to mental health services for children in rural areas
Data sources for mental health and related conditions

There are many different datasets which include information on children's mental health and related conditions for children living in the United States.

Healthy People 2030
Healthy People 2030 sets data-driven national objectives to improve health and well-being over the next decade, including children's mental health and well-being.

National Survey of Family Growth (NSFG)
NSFG gathers information on family life, marriage and divorce, pregnancy, infertility, use of contraception, and general and reproductive health.

National Health and Nutrition Examination Survey (NHANES)
NHANES assesses health and nutritional status through interviews and physical examinations, and includes conditions, symptoms, and concerns associated with mental health and substance abuse, as well as the use and need for mental health services.

National Health Interview Survey (NHIS)
NHIS collects data on children's mental health, mental disorders, such as ADHD, autism spectrum disorder, depression and anxiety problems, and use and need for mental health services.

National Survey of Children's Health (NSCH)
NSCH examines the health of children, with emphasis on well-being, including medical homes, family interactions, the health of parents, school and after-school experiences, and safe neighborhoods. This survey was redesigned in 2016.

For previous versions of this survey, see also:
National Survey of Children's Health (NSCH 2003, 2007, 2011-12)
National Survey of Children with Special Healthcare Needs (NS-CSHCN 2001, 2005-6, 2009-10)

National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA)
NS-DATA collects information about children, 2-15 years old in 2011-2012, who had ever been diagnosed with ADHD and/or Tourette syndrome (TS), with the goal of better understanding diagnostic practices, level of impairment, and treatments for this group of children.

National Survey on Drug Use and Health (NSDUH)
NSDUH, administered by the Substance Abuse and Mental Health Services Administration (SAMHSA), provides national- and state-level data on the use of tobacco, alcohol, and illicit drugs (including non-medical use of prescription drugs), as well as data on mental health in the United States.

National Vital Statistics System (NVSS)
NVSS contains vital statistics from the official records of live births, deaths, causes of death, marriages, divorces, and annulment recorded by states and independent registration areas

National Youth Tobacco Survey (NYTS)
NYTS is a nationally representative school-based survey on tobacco use by public school students enrolled in grades 6-12.

School Associated Violent Death Study (SAVD)
SAVD plays an important role in monitoring trends related to school-associated violent deaths (including suicide), identifying the factors that increase the risk, and assessing the effects of prevention efforts.

School Health Policies and Programs Study (SHPPS)
SHPPS is a national survey assessing school health policies and practices at the state, district, school, and classroom levels. Collected data includes mental health and social service policies.

Web-based Injury Statistics Query and Reporting System (WISQARS)
WISQARS is an interactive database system that provides customized reports of injury-related data.

Youth Risk Behavior Surveillance System (YRBSS)
The YRBSS monitors health-risk behaviors, including tobacco use, substance abuse, unintentional injuries and violence, sexual behaviors that contribute to unintended pregnancy, and sexually transmitted diseases.

References

1. Perou R, Bitsko RH, Blumberg SJ, Pastor P, Ghandour RM, Gfroerer JC, Hedden SL, Crosby AE, Visser SN, Schieve LA, Parks SE, Hall JE, Brody D, Simile CM, Thompson WW, Baio J, Avenevoli S, Kogan MD, Huang LN. Mental health surveillance among children - United States, 2005-2011. MMWR 2013;62(Suppl; May 16, 2013):1-35. [Read summary]

2. Bitsko RH, Claussen AH, Lichtstein J, Black LJ, Everett Jones S, Danielson MD, Hoenig JM, Davis Jack SP, Brody DJ, Gyawali S, Maenner MM, Warner M, Holland KM, Perou R, Crosby AE, Blumberg SJ, Avenevoli S, Kaminski JW, Ghandour RM. Surveillance of Children's Mental Health - United States, 2013 - 2019 MMWR, , 2022 / 71(Suppl-2);1-42. [Read article]

3. Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print October 12, 2018 [Read summary]

4. Bitsko RH, Holbrook JR, Ghandour RM, Blumberg SJ, Visser SN, Perou R, Walkup J. Epidemiology and impact of healthcare provider diagnosed anxiety and depression among US children. Journal of Developmental and Behavioral Pediatrics. Published online before print April 24, 2018 [Read summary]

5. Cree RA, Bitsko RH, Robinson LR, Holbrook JR, Danielson ML, Smith DS, Kaminski JW, Kenney MK, Peacock G. Health care, family, and community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2-8 years - United States, 2016. MMWR, 2018;67(5):1377-1383. [Read article]

6. Hutchins HJ, Barry CM, Valentine V, Bacon S, Njai R, Claussen AH, Ghandour RM, Lebrun-Harris LA, Perkins K, Robinson LR (submitted). Perceived racial/ethnic discrimination, physical and mental health conditions in childhood, and the relative role of other adverse experiences. Adversity and Resilience Science published online May 23, 2022. [Read summary]

7. US Department of Health and Human Services Health Resources and Services Administration & Maternal and Child Health Bureau. Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, and National Institutes of Health, National Institute of Mental Health; 1999. [Read report]

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Data and Statistics on Children's Mental Health | CDC

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Read data highlights about children's mental health.

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Sandstone Care: Mental Health, Drug, & Alcohol Rehab For Teens & Young Adults

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We help teens, young adults, and their families overcome challenges with substance use, addiction, and mental health conditions.

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Master of Arts in Mental Health and Wellness

A personal goal of mine is to become organized with the abundant information I obtain and use during my graduate year. This will consist of organized folders in Google Drive, articles saved in Google Scholar, a library of books, and/or websites such as this Padlet.

A professional goal of mine is to continue researching the latest treatments and effects of mental illness. I plan to enroll in the LPC bridge program and pursue a counseling position in rehabilitation or working with adolescents.

This course is interesting and fascinating! I look forward to the upcoming assignments! Intro to Trauma has gained my research interest in trauma-related therapy and I plan to continue my studies on various trauma and crisis.