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What is the Individuals with Disabilities Education Act (IDEA)?

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What is the Individuals with Disabilities Education Act (IDEA)? IDEA is a federal law that lays out children’s rights in special education. Here’s how it works.

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand:

How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states;

What the law requires to determine whether your child has a learning disability;

What is new to IDEA since Congress last updated the law in 2004;

What questions you should ask and what information you should prepare in order to be a full and active advocate for your child, and

What resources are available to you.

In developing the IDEA Parent Guide, we worked with parents of students with learning disabilities from around the country. NCLD is thankful to these parents for their invaluable input. Together, we have tried to address the questions, challenges and barriers parents face as they navigate their way through the special education process. Parents have also contributed their own personal stories so that you can hear firsthand that you are not alone in this journey.

NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs.

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand: How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states; What the law requires to determine [...]

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Individuals with Disabilities Education Act

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Parents and families want the best for their family members. The Parents and Families Resource page brings together U.S. Department of Education-funded centers, department programs, and additional information of interest for parents and families.

Visit the IDEA Statute and Regulations and Policy Support pages for more specific, searchable IDEA law and policy information.

IDEA-Related Centers

The Department's Office of Special Education Programs ( OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children, and youth with disabilities.

These projects also support families whose children are suspected of having a disability or developmental delay or who may be inappropriately identified as needing special education and related services.

Information and assistance from these OSEP-funded projects are available free of charge. Families can find information about IDEA-specific topics through these centers.

The Parent Training and Information Centers (PTI) provide services in every state, the District of Columbia, Puerto Rico, the U.S. Virgin Islands and Pacific entities. PTIs are a rich source of information and training especially for parents, including parents whose primary language is not English or themselves have special training needs.

In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities.

To find the PTI or CPRC that serves your community or to locate additional informational materials for families, visit the Center on Parent Information and Resources.

For additional information about OSEP discretionary grant recipients, visit the Resource Centers' page or view OSEP IDEAs That Work.

IDEA Topic Areas

OSEP, along with other Department offices, Federal agencies, and OSEP discretionary grant recipients, provides numerous IDEA-topic area resources.

For Federal resources for IDEA stakeholders on college- and career-readiness standards, tool kits, topic issues in education, intervention IDEA briefs, and a resource library, visit OSEP IDEAs That Work.

For more specific resources on a variety of IDEA topics, visit the Topic Areas resource page. This resource page includes information and resources from the Department, other Federal agencies, and federally-funded technical assistance centers.

Early Learning

The Department has prioritized early learning in an effort to support our nation's youngest learners. A variety of resources and links to early learning-specific resources can be found on the Department's Early Learning Website.

Military Families

The Military-Connected Children with Disabilities page highlights resources to support states, parents, families, and others to meet the unique needs of military-connected children with disabilities and ensure the timely provision of required early intervention and special education and related services.

Disability Specific Groups

Numerous national, state, and local disability-specific groups exist in support of infants, toddlers, children, and youth with disabilities and their families.

The Department does not endorse particular groups and organizations; however, parents and families are encouraged to contact their Parent Training and Information Center. Parents and families may also find it helpful to connect with research groups and organizations that provide information and support for their child's disability.

Other Resources

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Parents and Families - Individuals with Disabilities Education Act

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Parents and families want the best for their family members. The Parents and Families Resource page brings together U.S. Department of Education-funded centers, department programs, and additional information of interest for parents and families. Visit the IDEA Statute and Regulations and Policy Support pages for more specific, searchable IDEA law and policy information.

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Learning Disabilities

The Learning Disabilities Association of America's
White Paper on Evaluation, Identification, and Eligibility Criteria
for Students with Specific Learning Disabilities

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Learning Disabilities The Learning Disabilities Association of America's White Paper on Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities

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Current as of September 2017
In Spanish | En español

IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. The law has been revised many times over the years.

The most recent amendments were passed by Congress in December 2004, with final regulations published in August 2006 (Part B for school-aged children) and in September 2011 (Part C, for babies and toddlers). The law has a long, detailed, and powerful history.

This website is full of information about IDEA. We are pleased to connect you with:

Summaries of IDEA's requirements, which shape what school systems do;

IDEA itself-to read IDEA's exact words, you can either download a copy of the law and its regulations, or read them here online;

Guidance on IDEA from the Office of Special Education Programs at the U.S. Department of Education; and

Training materials on IDEA that you can use to fully inform yourself and others.

Use the links above to find the type of information you're looking for on IDEA. It's a great law! Complicated, to be sure, but well worth understanding and implementing.

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Summaries of IDEA

If you're looking for summaries of what the law requires (rather than its word-for-word statute or regulations), let us point you to two other major sections of our website:

Services for babies and toddlers to the third birthday (Part C of IDEA)
https://www.parentcenterhub.org/babies/

Services for school-aged children, including preschoolers (Part B of IDEA)
https://www.parentcenterhub.org/schoolage/

Exact Words of IDEA Itself

To read IDEA's verbatim language can be a big help in understanding why local practices in schools and early childhood settings are as they are. Here is the place to connect with that language. Use the links below to explore the actual words of our nation's special education law.

Get a Copy of IDEA
Does your desk need a full copy of IDEA or its implementing regulations? Here's where!

Part C of IDEA: Early Intervention for Babies and Toddlers
Under IDEA Part C, infants and toddlers with disabilities (birth-3) and their families receive early intervention services.

Part B of IDEA: Services for School-Aged Children
Children and youth (ages 3-22) receive special education and related services under Part B of IDEA. Find out all about this extremely critical part of the law.

Guidance on IDEA from the U.S. Department of Education

The Office of Special Education Programs (OSEP) at the U.S. Department of Education regularly provides guidance to the field on IDEA. All are intended to clarify elements of the law and its regulations, and are an important part of understanding IDEA and how to implement it. To connect with this federal guidance, visit: https://www.parentcenterhub.org/doe/

Training Materials on IDEA

If you're a trainer or advocate who'd like to tell others about IDEA, or find materials to become fully informed yourself-including all those pesky little details-then visit the training curriculum on IDEA 2004 offered here on the CPIR's website. The training curriculum is divided into 2 parts:

Training materials for Part B (School-aged children)
Building the Legacy / Construyendo el Legado for Part B gives you 19 training modules in English and 8 in Spanish covering the major topics for school-aged children within IDEA 2004. Materials for each module include: a slideshow presentation, a trainer's guide, handouts for participants, and supplemental resources for trainers. You can use these materials to inform yourself or to train others.

Training materials for Part C (Babies and toddlers to the 3rd birthday)
This part of the training curriculum is based on the final Part C regulations released in September 2011. Materials for each module include: a slideshow presentation, handouts for participants, and a detailed trainer's guide. You can use these materials to inform yourself or to train others.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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IDEA-the Individuals with Disabilities Education Act

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Current as of September 2017 In Spanish | En español IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. The law has been revised many times over the years.

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A 504 plan, which falls under civil-rights law, is a plan to allow students with disabilities to participate freely and safely in school to get the same opportunities as everyone else. An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an or Individualized Education Plan, make up a small subset of all students with disabilities. They require significant special help, and are more likely to work on their own level at their own pace. Only certain disabilities are eligible for an IEP, and students who do not meet those classifications but still need some help to be able to participate fully in school would be candidates for a 504 plan.

" Previous FAQ | Next FAQ " | Back to FAQ index

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How is an IEP different from a 504 plan? - Kids Mental Health Info.com

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A 504 plan, which falls under civil-rights law, is a plan to allow students with disabilities to participate freely and safely in school to get the same opportunities as everyone else. An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services.

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An Individualized Education Plan, or IEP, is a document that describes the special services your child will get to meet their educational needs. It is a legal contract between you and the school.

IDEA: Individuals with Disabilities Education Act

The federal law that gives children with disabilities the right to have "equal access" to a free and appropriate" education. (See FAPE above.) It requires public schools to give them the services they need to meet their own educational goals.

LRE: Least Restrictive Environment

The IDEA law (see above) requires that students with disabilities must be taught with their non-disabled peers as much as possible. The closest they can get to being in a typical classroom is called the "least restrictive environment," or LRE. If extra supports and services will allow your child to make progress in the regular classroom, then that's what the school must offer. Only if that's not possible will your child go to a more restrictive setting like a special needs classroom. The most restrictive environment is a special needs school or hospital-based setting.

Placement

The school or type of classroom where your child will be taught. Based on your child's needs, these range from the regular classroom in the child's regular school to a special-needs classroom, a separate school, or a special program in the home or a hospital. Placement also refers to how often your child will be in the regular classroom with non-disabled peers, and how often they will be in a different classroom with specialists.

Procedural Safeguards

These are specific procedures that are required by law to protect the rights of students and parents. They include timelines, consent processes, and specific rules for getting the evaluation and creating the IEP. Click this to find the document that describes these in Massachusetts: Parents' Notice of Procedural Safeguards. (It comes in 11 languages.)

RTI: Response to Intervention

This is a system of trying different teaching strategies, or interventions, to help a child who is struggling in school before referring them for special education services. There are different levels that increase in intensity. When a lower level strategy doesn't work, the school will try the next level. If these do not help a child make progress, the next step is to get a special education evaluation.

Section 504 of the Rehabilitation Act

This is part of a federal civil rights law. It gives children with disabilities the right to get accommodations in public schools so they have equal access to education.
Find out how to get the most out of the Special Education program for your child:

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Special Education - Glossary of Terms & Acronyms - Exceptional Lives

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An Individualized Education Plan, or IEP, is a document that describes the special services your child will get to meet their educational needs. It is a legal contract between you and the school. The federal law that gives children with disabilities the right to have "equal access" to a free and appropriate" education.

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504 plans can help kids who need more support in public school. The name of this kind of plan can sound a bit scary. But the concept is straightforward. A 504 plan makes changes at school so that your child can learn.

Some people mix up 504 plans with special education . They're not the same. Special education is special instruction for kids who need more than standard teaching. A 504 plan, on the other hand, is about making sure the classroom fits how your child learns.

This overview can help you understand 504 plans and lead you to more in-depth information.

The main thing a 504 plan does is make changes at school to support your child's learning. These changes are called accommodations .

You may have heard of kids who get extra time on tests. Or kids who get audiobooks because of reading challenges. You might even have seen kids who have a keyboard for typing because they have a tough time with handwriting. These are all examples of accommodations.

With a 504 plan, the school will work with you to decide which accommodations your child needs. There's a lot of flexibility to come up with accommodations, as long as your child needs them.

The point of a 504 plan is not to change what your child learns. It's to change how your child learns. Your child will be reading the same books, doing the same math, and working on the same material as other kids. But your child might be doing it a little differently.

Though not as common, sometimes a 504 plan also offers services. A 504 plan might give your child a study skills class or some type of therapy, for example.

Not every child can get a 504 plan. To get a 504 plan, your child has to have a condition that gets in the way of learning. A common example is ADHD . A 504 plan may make changes - like frequent breaks in class - that help a child with ADHD focus.

Getting a 504 plan starts with the school evaluating your child . The school looks at different things to learn about your child. It may review your child's medical diagnosis, if there is one. The school may also look at your child's grades, test scores, and teacher recommendations.

Once the evaluation is finished, the school decides if your child needs a 504 plan. Sometimes, the school will evaluate your child for special education at the same time as a 504 plan.

Even though a 504 plan can help your child, you might still have concerns.

One worry you may have is that teachers won't follow what's in the plan to help your child. But the law is on your side - school staff are required to follow the plan.

Another common concern is what a 504 plan means for a child's future. You may worry that it will put your child on a lower academic track, or not lead to a high school diploma.

Keep in mind that kids with 504 plans stay in the general education classrooms. Your child can still be honors or even take AP classes. Also, by law, schools have to help kids with 504 plans graduate with the same high school diploma as other students.

Some families worry that a 504 plan will label their child. Schools must keep your child's records confidential, though. Nowadays, teachers also use different approaches with many kids, not just kids with 504 plans. Your child doesn't need to stick out.

No matter how you feel, it's a good idea to talk to your child about their challenges. You should also discuss what a 504 plan means. Kids do better in school and life when you talk openly.

A 504 plan can make changes at school that help your child learn.

Some examples of support are extra time on tests or audiobooks.

To get a 504 plan, your child needs to be evaluated by the school.

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504 plans and your child: A guide for families

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504 plans can help kids who need more support in public school. The name of this kind of plan can sound a bit scary. But the concept is straightforward. A 504 plan makes changes at school so that your child can learn. Some people mix up 504 plans with special education .

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Educators are often the first to notice mental health problems in children and young adults. Here are some ways you can help your students and their families.

What Educators Should Know

You should know:

What Educators Should Look for in Student Behavior

Consult with a school counselor, nurse, or administrator and the student's parents if you observe one or more of the following behaviors:

Feeling very sad or withdrawn for more than two weeks

Seriously trying to harm oneself, or making plans to do so

Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing

Involvement in many fights or desire to badly hurt others

Severe out-of-control behavior that can hurt oneself or others

Not eating, throwing up, or using laxatives to make oneself lose weight

Intense worries or fears that get in the way of daily activities

Extreme difficulty concentrating or staying still that puts the student in physical danger or causes problems in the classroom

Repeated use of drugs or alcohol

Severe mood swings that cause problems in relationships

Drastic changes in the student's behavior or personality

What Educators Can Do in Classrooms and Schools

You can support the mental health of all students in your classroom and school, not just individual students who may exhibit behavioral issues. Consider the following actions:

Learn more about mental health by taking a mental health awareness training

Promote social and emotional competency and build resilience

Help ensure a positive, safe school environment

Teach and reinforce positive behaviors and decision-making

Encourage helping others

Encourage good physical health

Help ensure access to school-based mental health supports

Developing Effective School Mental Health Programs

Efforts to care for the emotional well-being of children and youth can extend beyond the classroom and into the entire school. School-based mental health programs can focus on promoting mental wellness, preventing mental health problems, and providing treatment.

Effective programs:

Promote the healthy social and emotional development of all children and youth

Recognize when young people are at risk for, or are experiencing, mental health problems

Identify how to intervene early and appropriately when there are problems

Learn More about Ways to Support Your Students and Their Families

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Educators are often the first to notice mental health problems in children and young adults. Here are some ways you can help your students and their families.

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The prevalence of mental illness in children has reached an all time high, and it's a public health issue that up until recently has been widely ignored. According to the Centers for Disease Control and Prevention, ¹ an estimated 1 in 5 children are diagnosed with "mental disorders such as ADHD, Tourette syndrome, behavioral issues, mood and anxiety disorders, autism spectrum disorders, or substance abuse disorders."

Left undiagnosed or untreated, children's mental disorders can cause a number of problems both at home and in the classroom, affecting the way children learn, behave, and handle their emotions. Despite this, nearly 80 percent of adolescents who would benefit from mental health treatment do not receive it, and this disproportionately affects children of color and the uninsured.²

This gap in treatment for students can be explained by a number of factors. Counselors, parents, and teachers are constantly battling with challenges that include mental health stigma, budget constraints, inadequate insurance coverage, and availability of mental health services in the community.³

For students who do receive a diagnosis, schools are often the first providers of mental health resources. ⁴

The Role of the School Counselor

Throughout the week, many students spend more time in the classroom than they spend with their parents. As such, teachers, counselors, and other school staff are among the first to notice concerning changes in behavior that could signal a mental or behavioral health issue.
While teachers arguably spend the most time with their students, a study by the research journal School Psychology Quarterly found that a mere 34 percent of teachers surveyed felt that they had the skills needed to identify mental health issues in students and find resources for students with mental health conditions. ⁵

As such, school counselors become a crucial part of the education team, collaborating with teachers, administrators, parents, and social workers to ensure that each student receives the care and resources necessary to succeed in their academic and personal lives. ⁶
School counselors allocate much of their focus to designing and implementing programs which promote the academic and personal success for all of their students. These responsibilities include:

Enhancing the awareness of mental health in their schools, and aiming to remove shame and stigma

Provide external referrals, which may include short-term counseling or crisis intervention

Recognize and respond to warning signs, such as sudden changes in grades or attendance, disciplinary problems, or visible problems at home

Provide individual focus to students about issues surrounding their mental health, academic well being, and social and emotional needs

Provide resources and support for teachers, administrators, and parents ⁷

Barriers to Mental Health Treatment

Counselors are a vital part of the educational team, and in an ideal world, children would have adequate access to school counselors. But when districts are confronted with budget cuts, counselors are often among the first to be laid off.

As it stands, the national student-to-counselor ratio is much higher than the average 250-1 ratio recommended by the American School Counselors Association. ⁸ At some schools, the student-to-counselor ratio is as high as 781:1. ⁹

Additionally, counselors must also operate based on the mental health services readily available in their communities, and not all communities are equally prepared to handle mental health concerns.

When left unmet, students mental health needs can pose serious barriers to social and educational development. Counselors are a necessary part of an educational staff, as they have the unique qualifications required to provide education, intervention, and referral services to children, parents, and teachers. Although school counselors typically do not act as long-term therapists, they help foster an environment where mental health stigma is erased, help bridge the gap between student and community resources, and make sure the developmental needs of all students are met.

Students who obtain their Master's Degree in Counseling from Wake Forest University Online enter the field prepared to help students, parents, and teachers manage student mental health.

¹ http://www.cdc.gov/features/childrensmentalhealth/

² http://www.ncbi.nlm.nih.gov/pubmed/12202276

³ http://www.edweek.org/ew/articles/2014/06/20/36cottle.h33.html

4 http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1599&context=ehd_theses

5 https://edsource.org/2013/task-force-recommends-including-mental-health-training-in-teacher-credential/33503

6 http://www.mn2020.org/issues-that-matter/education/dont-forget-school-counselors-in-mental-health-debate

7 http://www.schoolcounselor.org/asca/media/asca/positionstatements/ps_studentmentalhealth.pdf

8 https://www.counseling.org/government-affairs/public-policy/public-policy-news-view/position-papers/2013/02/11/student-support-act-reducing-the-student-to-counselor-ratio

9 http://www.counseling.org/PublicPolicy/PDF/2010-2011_Student_to_Counselor_Ratio.pdf

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How Counselors Help Students Manage Their Mental Health - WFU Online Counseling

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The prevalence of mental illness in children has reached an all time high, and it's a public health issue that up until recently has been widely ignored. According to the Centers for Disease Control and Prevention, ¹ an estimated 1 in 5 children are diagnosed with "mental disorders such as ADHD, Tourette syndrome, behavioral issues, mood and anxiety disorders, autism spectrum disorders, or substance abuse disorders."

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The School Counselor and Student Mental Health

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(Adopted 2009, Revised 2015, 2020) School counselors recognize and respond to the need for mental health services that promote social/emotional wellness and development for all students. School counselors advocate for the mental health needs of all students by offering instruction that enhances awareness of mental health, appraisal and advisement addressing academic, career and social/emotional development; short-term counseling interventions; and referrals to community resources for long-term support.

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Over the last year, Texas children have experienced higher rates of clinical depression, anxiety and suicidal ideation as the pandemic leaves them socially isolated, scared and uncertain about the future.

Some already grappled with mental health challenges. Others experienced them for the first time.

Pediatric psychiatric hospitals, such as Cook Children's Medical Center in Fort Worth, report admitting more young people after suicide attempts this fall than ever before. But families seeking treatment struggle to navigate the complicated health care system. "Many of our families are unable to access the services they need for ongoing treatment," Kia Carter, the center's co-medical director of psychiatry, told state lawmakers in December.

The Texas Tribune put together this resource guide for Texas families with children who are struggling, drawn from interviews with experts, advice from mental health advocates and existing state-provided resources. The guide is not exhaustive but offers a first step for those looking for help.

What should I do if my child is struggling with their mental health?

If your child is in immediate danger of hurting themselves or others, call 911, take them to the closest emergency room or call a nearby psychiatric hospital.

For mental health support related to COVID-19, families can call the state's 24/7 toll-free support line at 833-986-1919. They can also call the National Suicide Prevention Lifeline at 800-273-8255 or text 741741 from anywhere in the country to text with a trained crisis counselor.

For ongoing care, family members who feel their child is experiencing mental health problems can seek outpatient counseling or psychiatric care, or short- or long-term care in a hospital or treatment center. Often, a pediatrician or other primary care doctor can refer families to other services.

One in Five Minds, a Texas-based mental health education program, published this parent guide, which explains how to recognize signs of mental illness, what to expect at the first visit to a psychiatrist and how to afford mental health care.

How can I find a Texas mental health provider?

Texas contracts with nearly 40 regional mental and behavioral health authorities that deliver and coordinate affordable mental health services in their communities. (That state website is also available in Spanish.) The Texas Psychological Association website also can help identify a local psychologist. And the Medicaid provider website can help families that have Medicaid, which covers some mental health services.

The state has created a website collecting available national, regional and local mental health resources.

Unfortunately, many mental health providers have waitlists of at least a few weeks right now for outpatient therapy or psychiatric care, since demand has increased significantly. Experts say families should ask their mental or behavioral health authorities for references to providers in other parts of the state who conduct virtual or psychiatric appointments through telehealth, which may cut down the wait time.

The National Alliance on Mental Illness in Texas also offers online support groups.

What role does my child's school play?

Public schools can be a major resource for families in need of help. In 2019, Texas lawmakers began requiring schools to train teachers in addressing student trauma and developing ways to prevent suicide and substance abuse.

Parents can reach out to teachers and counselors to refer them to outside resources. For example, the Texas Child Health Access Through Telemedicine program provides free virtual short-term psychiatric care for students referred through their schools. The program, which may have a shorter waitlist than longer-term providers, is coordinated through several medical centers across the state, including in Central Texas, El Paso, Houston, East Texas, the Brazos Valley, the Rio Grande Valley and the Panhandle.

Unfortunately, the program is still not available in many schools across the state, but parents can advocate for their school districts to make it available. You can search this map to see if your school is on the list.

School districts should also provide special education accommodations for children experiencing mental health challenges that interfere with their academic progress. Disability Rights Texas provides resources on how to request an initial evaluation for special education and how to file a formal complaint if a school mishandles special education. NAMI also published a guide on mental health and special education.

What else is out there?

The Tribune has created other resource guides during the pandemic, including one on how to find free meals, internet access and housing assistance and one on how to navigate the unemployment system.

Mental Health America provides information on how to find support groups, including online communities, for mental health recovery.

The Texas Family Voice Network, which partners with advocacy organizations and leaders across the state, created a resource guide with links in Spanish and English on where to seek out mental health and other services for your child.

Navigate Life Texas, a state health department project, created this easy-to-read rundown of which types of places provide mental health treatment for children, how to work with providers and how to pay for treatment.

The Trevor Project, which provides suicide prevention services for LGBTQ youth, has a 24/7 crisis intervention hotline at 866-488-7386.

The Texas Suicide Prevention Collaborative has mental health resource pages specifically for young people and their families. It also created a video series, in collaboration with Mental Health America of Texas and the state health department, to help community members identify and refer young people at risk of suicide. And it partners with local suicide prevention coalitions who have more information about local resources.

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Where parents and students in Texas can turn for help with mental health concerns

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Over the last year, Texas children have experienced higher rates of clinical depression, anxiety and suicidal ideation as the pandemic leaves them socially isolated, scared and uncertain about the future. Some already grappled with mental health challenges. Others experienced them for the first time.

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Health and Safety Code (outside source) states that the Department of State Health Services (DSHS), in coordination with TEA and regional education service centers (ESCs), shall provide and annually update a list of recommended best practice-based programs for implementation in public elementary, junior high, middle, and high schools within the general education setting. DSHS, TEA, and each ESC is required to make the list easily accessible on their websites. For more information about the list of recommended programs and other resources, please visit the Mental Health and Behavioral Health web page.

Texas school districts provide services to improve students' mental, emotional, and social health. These services include individual and group assessments, interventions, and referrals. Organizational assessment and consultation skills of counselors and psychologists contribute to the health of students and the health of the school environment. Professionals such as certified school counselors, psychologists, and social workers provide these services.

School Guidance and Counseling is implemented by Professional School Counselors to reduce dropout rates, improve academic performance, and increase participation in postsecondary education.

Mental Health Related Links

The following links provide information about mental health:

Healthy Place (outside source)

American Psychological Association (outside source)

National Alliance on Mental Illness (outside source)

Safe Alternatives (outside source)

Collaborative for Academic, Social, and Emotional Learning (outside source)

National Institute of Mental Health (outside source)

American Academy of Child and Adolescent Psychiatry (outside source)

The Center for Health and Health Care in Schools (outside source)

School Mental Health (outside source)

Center for Mental Health in Schools (outside source)

Virtual Toolbox for Mental Health in Schools (outside source)

Center for Disease Control (CDC) Mental Health Be Smart. Be Well (outside source)

Texas Department of State Health Services Mental Health and Substance Abuse (outside source)

SAMHSA Coping with Disasters and Traumatic Events (outside source)

Crisis Preparedness, Response, and Recovery Resources (outside source)

Suicide Prevention Related Links

The following links provide information about suicide prevention:

Society for the Prevention of Teen Suicide (outside source)

National Action Alliance for Suicide Prevention (outside source)

Jason Foundation (outside source)

Texas Department of State Health Services Suicide Prevention (outside source)

Recommendations for Reporting on Suicide (outside source)

Texas Suicide Prevention (outside source)

American Association of Suicidology (outside source)

Is Your Home Suicide Proof (outside source)

Center for Disease Control (CDC) Suicide Prevention (outside source)

The following resources are about suicide prevention:

Coming Together To Care: A Suicide Prevention and Postvention Toolkit for Texas Communities (outside source)

SAMHSA 2012 National Strategy for Suicide Prevention (outside source)

SAMHSA Preventing Suicide: A Toolkit for High Schools (outside source)

Children's Safety Network Suicide Prevention Resource Guide 2012 (outside source)

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Counseling and Mental Health Services of the Coordinated School Health Model

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Health and Safety Code (outside source) states that the Department of State Health Services (DSHS), in coordination with TEA and regional education service centers (ESCs), shall provide and annually update a list of recommended best practice-based programs for implementation in public elementary, junior high, middle, and high schools within the general education setting.

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Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, which cause distress and problems getting through the day. Many children occasionally experience fears and worries or display disruptive behaviors. If symptoms are serious and persistent and interfere with school, home, or play activities, the child may be diagnosed with a mental disorder.

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Children's Mental Health - American SPCC

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Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, which cause distress and problems getting through the day. Many children occasionally experience fears and worries or display disruptive behaviors.

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A suite of programs designed to allow educators to empower their students with an introduction to mental health, depression-literacy, help-seeking and what it takes to promote good mental health. Focused on grades 4-12, these no-cost, skills-based programs use diverse teen voices to spread awareness and reduce stigma.

We All Have Mental Health

Ideal for grades 4-6
An introduction to mental health by understanding everyday feelings vs. overwhelming feelings with a strong focus on help-seeking and good mental health.

Depression Awareness

Ideal for grades 5-9
An introduction to depression by recognizing signs and symptoms with a strong focus on help-seeking and good mental health.

Depression Education & Suicide Awareness

Ideal for grades 8-12
A deeper discussion about depression and suicide along with a strong focus on help-seeking and good mental health.

How Erika's Lighthouse Programs Work For Your School

Free mental health and depression awareness programs designed to create discussion in your classrooms. Comprehensive enough to use immediately. Flexible enough to fit every school.

Every school is different. Our videos, lesson plans, and assessments allow educators to adapt materials according to the needs of their classrooms so that we can forge a healthy environment for students to talk to educators, and to each other.

Ready to Go Materials

Our videos and lessons are completely turnkey: they're ready for you to use as soon as you set up an account. Opening up begins immediately.

Flexible and Free

Some schools only have a day to discuss mental health. Some schools don't benefit from small group work. Our material is adaptable to all situations. We want it to work for you.
Create an Account

School Support

All-inclusive support, at no cost. We work with you on best practices, how to adapt the materials, and how to raise awareness while raising hope.

Skills-Based

Erika's Lighthouse classroom education programs are skills-based, meeting National Health Education Standards. Curriculum has been written by leading skills-based experts to ensure our programs can meet the needs of classrooms across the country.

While skills-based programs are designed to be part of a broader health education curriculum, they also help students develop important skills that can be used throughout their lives. Our program address standards 1, 3, and 7.

Evidence-Informed

The way young people communicate with each other is always changing. School climate is always changing. Mental health research is always changing. That's why we're always changing.

Evidence-informed and data-driven - allowing you flexibility to adapt for your classroom

Independently evaluated by Dr. Michael S. Kelly, PhD, LCSW, Loyola University

Research into our work has been peer-reviewed

Consistent & Flexible

Video-based

4 Lessons with 1-day options

Flexible to allow for grade level crossover

Promote good mental health and help-seeking

Utilizing best practices and aligning seamlessly with other programs

Ideal for multi-disciplinary implementation within schools

Meet requirements for mandated mental health and suicide prevention education in many states

Depression Education is Suicide Prevention

Utilizing an upstream approach, depression education allows school communities to identify MORE students struggling with mental health challenges EARLIER than suicide prevention alone. This can result in early intervention and avoidance of suicidal ideations. Over 96% of students believe anxiety and depression are problems within their school building. Universal education around these topics is important, effective and necessary.
Read more about how we follow best practices in suicide prevention >

Mental Health Impacts the Whole Child

Our programs firmly center on the student, allowing them to find their voices and speak up about mental health. By building up students in their school, they have the ability to share their knowledge with the community around them, and in turn create a whole school and whole community that support their physical and mental health. These building blocks provide students the foundation to succeed and excel academically and socially.
Read more about how we fit within the WSCC Model >

Our Programs Bridge SEL and Mental Health

Social-Emotional Learning is key to student development, but SEL can only accomplish so much. In fact, mental health is an outcome of SEL. Our programs act as a bridge for students to put SEL into practice to benefit their mental health. Working with the CASEL 5 components - Erika's Lighthouse is helping schools to easily build on their programs and establish good mental health behaviors for students.

Nancy Watson, LCSW, CADC

Taking the stigma out of adolescent depression is our passion and our expertise.

You're the experts on your students. We'll meet you where you are, and help empower teens to take charge of their mental health. Access our free programs today.
Create An Account

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Classroom Education | Erika's Lighthouse

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A suite of programs designed to allow educators to empower their students with an introduction to mental health, depression-literacy, help-seeking and what it takes to promote good mental health. Focused on grades 4-12, these no-cost, skills-based programs use diverse teen voices to spread awareness and reduce stigma.

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Image Community mental health services are usually provided at an office or in the home. Services support families to make positive changes that help children recover from mental illness and foster resilience.

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Don't wait to ask for help until it's too late. Both TCC and Tarrant County offer services on campus and off campus to support your mental well-being.

Military veterans can find additional services under resources for veterans.

On-Campus Resources

Counseling
Services: Counseling offices are available at each of our five physical campus locations. In addition to academic advisement, our counselors are available to help you with personal and career concerns.

Student Accessibility Resources (SAR)
Services: SAR services are offered on each campus for enrolled students needing reasonable accommodations for a disability. SAR can also help if you are needing a referral for a possible evaluation to determine if you have a learning disability.

Health Services
Services: Each campus maintains a health center to promote a positive and balanced lifestyle for an enhanced collegiate experience. Your campus health center provides referrals to health care specialists, health counseling and more.

TCC Police Department's Victim Assistance Unit
Services: Supports victims and their families by providing services designed to lessen trauma experienced as a direct result of victimization. Available 24 hours a day, 7 days a week.

Off-Campus Resources

Baylor Health Fort Worth
1400 Eighth Ave.
Fort Worth, TX 76104
Phone: 817-926-2544
Services: Baylor treats adults 18 and over for psychiatric and/or addictive disorders in its Behavioral Health Outpatient Programs.

Lena Pope
Phone: 817-255-2500
Services: Lena Pope Counseling offers services to children, adolescents and families for various issues, including anxiety, depression, trauma, substance abuse and disruptive behavior.

MentalHealthTX
Phone: 1-800-273-TALK (8225)
Services: MentalHealthTX allows you to connect to a provider who can get help for you or someone else with anxiety, bipolar disorder, depression, IDD, psychosis, substance use, suicide and trauma.

My Health My Resources of Tarrant County (MHMRTC)
3840 Hulen Tower North
Fort Worth, TX 76107
Crisis Phone: 800-866-2465
Main Phone: 817-569-4300
Services: MHMR offers services for mental health, intellectual and developmental disabilities, addiction, early childhood intervention, criminal justice system support, homelessness and veterans.

Recovery Resource Council
2700 Airport Freeway
Fort Worth, TX 76111
Phone: 817-332-6329
Services: Recovery Resource Council offers a variety of services to help individuals recovering from alcohol, addiction and mental health issues.

Start Your Recovery
Services: Start Your Recovery offers a variety of services to help promote suicide awareness/prevention and services for individuals recovering from alcohol, addiction and mental health issues.

The Women's Center
1723 Hemphill
Fort Worth, TX 76110
Phone: 817-927-4040
Services: The Women's Center offers counseling and support groups, in addition to 24 hour crises hotline, rape exam support, and courtroom assistance.

ULifeline
Services: ULifeline is an online resource for mental health that helps you get help now, or helps you help a friend. Learn more about suicide prevention, drugs and mental health.

United Way of Tarrant County 2-1-1 Resource Directory
Services: When you need help, but don't know where to turn, call 2-1-1. A highly-trained information and referral specialist will listen to your needs and connect you with the right community organization or government agency. It's free and confidential.

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tcc police department's victim assistance unit

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my health my resources of tarrant county (mhmrtc)

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united way of tarrant county 2-1-1 resource directory

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Don't wait to ask for help until it's too late. Both TCC and Tarrant County offer services on campus and off campus to support your mental well-being. Military veterans can find additional services under resources for veterans. Counseling Services: Counseling offices are available at each of our five physical campus locations.

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Mental Health Connection of Tarrant County

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Service Providers | Mental Health Connection of Tarrant County

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NAMI Tarrant County is an advocacy, support, and education organization. We are not a mental health crisis organization or a mental health hotline.  If you are in need of immediate assistance, please call 911.  You may also dial your local MHMR crisis line or  1 (800) SUICIDE (784-2433)  for further help. We hope that you receive the assistance that you seek.

NAMI Tarrant County does not provide any legal representation, assistance with SSI applications or appeals, or housing services. If you are in need of these services NAMI Tarrant County can refer you to local agencies in your community that may assist you. If you are seeking information please check out the Resources page here.

You may also choose to:

NAMI's National Information Helpline
(800) 950-NAMI

By simply texting the word "NAMI" to 741741 Samuel-or anyone-you can directly connect with a crisis counselor trained to offer help. Mental health conditions can be unpredictable.

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Further Information or Support: NAMI Tarrant County is an advocacy, support, and education organization. We are not a mental health crisis organization or a mental health hotline. If you are in need of immediate assistance, please call 911. You may also dial your local MHMR crisis line or 1 (800) SUICIDE (784-2433)

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My Health My Resources of Tarrant County - We change lives

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My Health My Resources of Tarrant County

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Doctors group the symptoms of conduct disorder into four categories: Aggressive behavior, such as cruelty to animals, fighting and bullying.

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“Conduct disorder” refers to a group of behavioral and emotional problems in youngsters.

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Conduct disorder is a serious behavioral and emotional disorder that can occur in children and teens. A child with this disorder may display a pattern of disruptive and violent behavior and have problems following rules.

It is not uncommon for children and teens to have behavior-related problems at some time during their development. However, the behavior is considered to be a conduct disorder when it is long-lasting and when it violates the rights of others, goes against accepted norms of behavior and disrupts the child's or family's everyday life.

What Are the Symptoms of Conduct Disorder?

Symptoms of conduct disorder vary depending on the age of the child and whether the disorder is mild, moderate, or severe. In general, symptoms of conduct disorder fall into four general categories:

Aggressive behavior: These are behaviors that threaten or cause physical harm and may include fighting, bullying, being cruel to others or animals, using weapons, and forcing another into sexual activity.

Destructive behavior: This involves intentional destruction of property such as arson (deliberate fire-setting) and vandalism (harming another person's property).

Deceitful behavior: This may include repeated lying, shoplifting, or breaking into homes or cars in order to steal.

Violation of rules: This involves going against accepted rules of society or engaging in behavior that is not appropriate for the person's age. These behaviors may include running away, skipping school, playing pranks, or being sexually active at a very young age.

In addition, many children with conduct disorder are irritable, have low self-esteem, and tend to throw frequent temper tantrums. Some may abuse drugs and alcohol. Children with conduct disorder often are unable to appreciate how their behavior can hurt others and generally have little guilt or remorse about hurting others.

Continued

What Causes Conduct Disorder?

The exact cause of conduct disorder is not known, but it is believed that a combination of biological, genetic, environmental, psychological, and social factors play a role.

Biological: Some studies suggest that defects or injuries to certain areas of the brain can lead to behavior disorders. Conduct disorder has been linked to particular brain regions involved in regulating behavior, impulse control, and emotion. Conduct disorder symptoms may occur if nerve cell circuits along these brain regions do not work properly. Further, many children and teens with conduct disorder also have other mental illnesses, such as attention-deficit/hyperactivity disorder (ADHD), learning disorders, depression, substance abuse, or an anxiety disorder, which may contribute to the symptoms of conduct disorder.

Genetics: Many children and teens with conduct disorder have close family members with mental illnesses, including mood disorders, anxiety disorders, substance use disorders and personality disorders. This suggests that a vulnerability to conduct disorder may be at least partially inherited.

Environmental: Factors such as a dysfunctional family life, childhood abuse, traumatic experiences, a family history of substance abuse, and inconsistent discipline by parents may contribute to the development of conduct disorder.

Psychological: Some experts believe that conduct disorders can reflect problems with moral awareness (notably, lack of guilt and remorse) and deficits in cognitive processing.

Social: Low socioeconomic status and not being accepted by their peers appear to be risk factors for the development of conduct disorder.

How Common Is Conduct Disorder?

It is estimated that 2%-16% of children in the U.S. have conduct disorder. It is more common in boys than in girls and most often occurs in late childhood or the early teen years.

How Is Conduct Disorder Diagnosed?

As with adults, mental illnesses in children are diagnosed based on signs and symptoms that suggest a particular problem. If symptoms of conduct disorder are present, the doctor may begin an evaluation by performing complete medical and psychiatric histories. A physical exam and laboratory tests (for example, neuroimaging studies, blood tests) may be appropriate if there is concern that a physical illness might be causing the symptoms. The doctor will also look for signs of other disorders that often occur along with conduct disorder, such as ADHD and depression.

If the doctor cannot find a physical cause for the symptoms, he or she will likely refer the child to a child and adolescent psychiatrist or psychologist, mental health professionals who are specially trained to diagnose and treat mental illnesses in children and teens. Psychiatrists and psychologists use specially designed interview and assessment tools to evaluate a child for a mental disorder. The doctor bases his or her diagnosis on reports of the child's symptoms and his or her observation of the child's attitudes and behavior. The doctor will often rely on reports from the child's parents, teachers, and other adults because children may withhold information or otherwise have trouble explaining their problems or understanding their symptoms.

Continued

How Is Conduct Disorder Treated?

Treatment for conduct disorder is based on many factors, including the child's age, the severity of symptoms, as well as the child's ability to participate in and tolerate specific therapies. Treatment usually consists of a combination of the following:

Psychotherapy: Psychotherapy (a type of counseling) is aimed at helping the child learn to express and control anger in more appropriate ways. A type of therapy called cognitive-behavioral therapy aims to reshape the child's thinking (cognition) to improve problem solving skills, anger management, moral reasoning skills, and impulse control. Family therapy may be used to help improve family interactions and communication among family members. A specialized therapy technique called parent management training (PMT) teaches parents ways to positively alter their child's behavior in the home.

Medication: Although there is no medication formally approved to treat conduct disorder, various drugs may be used (off label) to treat some of its distressing symptoms (impulsivity, aggression, dysregulated mood), as well as any other mental illnesses that may be present, such as ADHD or major depression.

What Is the Outlook for Children With Conduct Disorder?

If your child is displaying symptoms of conduct disorder, it is very important that you seek help from a qualified doctor. A child or teen with conduct disorder is at risk for developing other mental disorders as an adult if left untreated. These include antisocial and other personality disorders, mood or anxiety disorders, and substance use disorders.

Children with conduct disorder are also at risk for school-related problems, such as failing or dropping out, substance abuse, legal problems, injuries to self or others due to violent behavior, sexually transmitted diseases, and suicide. Treatment outcomes can vary greatly, but early intervention may help to reduce the risk for incarcerations, mood disorders, and the development of other comorbidities such as substance abuse.

Can Conduct Disorder Be Prevented?

Although it may not be possible to prevent conduct disorder, recognizing and acting on symptoms when they appear can minimize distress to the child and family, and prevent many of the problems associated with the condition. In addition, providing a nurturing, supportive, and consistent home environment with a balance of love and discipline may help reduce symptoms and prevent episodes of disturbing behavior.

Sources

SOURCES:

American Academy of Child & Adolescent Psychiatry: "Conduct Disorder."

MedlinePlus: "Conduct Disorder."

HealthyChildren.org: "Disruptive Behavior Disorders."

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Conduct disorder is a serious behavioral and emotional disorder that can occur in children and teens. A child with this disorder may display a pattern of disruptive and violent behavior and have problems following rules. It is not uncommon for children and teens to have behavior-related problems at some time during their development.

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What is conduct disorder in children?

Conduct disorder is a type of behavior disorder. It's when a child has antisocial behavior. He or she may disregard basic social standards and rules. He or she may also:

Be irresponsible

Skip school or run away (delinquent behavior)

Steal or do other things to violate the rights of others

Physically harm animals or other people, such as committing assault or rape

These behaviors sometimes happen together. But one or more may occur without the others.

What causes conduct disorder in a child?

Experts believe that many factors play a role in conduct disorder. These are:

Some children with conduct disorders seem to have a problem in the frontal lobe of the brain. This interferes with a child's ability to plan, stay away from harm, and learn from negative experiences.

Some experts believe that a series of traumatic experiences occurs for a child to develop a conduct disorder. These experiences then often lead to depressed mood, behavior problems, and involvement in a deviant peer group.

Which children are at risk for conduct disorder?

A conduct disorder is more common in boys than in girls. It is also more likely to develop in children or teens who come from homes that are:

Children with these mental health problems are also more likely to have conduct disorder:

Mood or anxiety disorders

Posttraumatic stress disorder (PTSD)

Substance abuse

Attention-deficit/hyperactivity disorder (ADHD)

Learning problems or learning disorders

Children or teens who are considered to have a difficult temperament are more likely to develop behavior problems.

What are the symptoms of conduct disorder in a child?

Most symptoms seen in children with conduct disorder also happen at times in children without this problem. But in children with the disorder, these symptoms occur more often. They also interfere with learning, school adjustment, and sometimes with the child's relationships.

Each child's symptoms may vary. But the 4 main groups of behaviors are described below.

Aggressive conduct

Destructive conduct

Deceitfulness

Violation of rules or age-appropriate norms

These symptoms may look like other mental health problems. Have your child see his or her healthcare provider for a diagnosis.

How is conduct disorder diagnosed in a child?

A child psychiatrist or qualified mental health expert can diagnose a conduct disorder. He or she will talk with parents and teachers about the child's behavior and may observe the child. In some cases, your child may need mental health testing.

If you notice symptoms of conduct disorder in your child or teen, you can help by seeking a diagnosis right away. Early treatment can often prevent future problems.

How is conduct disorder treated in a child?

Treatment will depend on your child's symptoms, age, and general health. It will also depend on how severe the condition is.

Treatment for conduct disorder may include:

Cognitive-behavioral therapy. A child learns how to better solve problems, communicate, and handle stress. He or she also learns how to control impulses and anger.

Family therapy. This therapy helps make changes in the family. It improves communication skills and family interactions.

Peer group therapy. A child develops better social and interpersonal skills.

Medicines. These are not often used to treat conduct disorder. But a child may need them for other symptoms or disorders such as ADHD. These other disorders often occurs along with symptoms of conduct disorder.

How can I help prevent conduct disorder in my child?

Experts don't know exactly why some children develop conduct disorder. Things such as a traumatic experience, social problems, and biological factors may be involved. To reduce the risk for this disorder, parents can learn positive parenting strategies. They can be good role models for their children.. This can help to create a closer parent-child relationship and give the child with examples of how to respectfully treat other people, animals, and property. It can also create a safe and stable home life for the child.

How can I help my child live with conduct disorder?

Early treatment for your child can often prevent future problems. Here are things you can do to help your child:

Keep all appointments with your child's healthcare provider.

Take part in family therapy as needed.

Talk to your child's healthcare provider about other providers who will be involved in your child's care. Your child may get care from a team that may include counselors, therapists, social workers, psychologists, and psychiatrists. Your child's care team will depend on his or her needs and how serious the disorder is.

Tell others about your child's conduct disorder. Work with your healthcare provider and schools to develop a treatment plan.

Reach out for support. Being in touch with other parents who have a child with conduct disorder may be helpful. If you feel overwhelmed or stressed out, talk with your healthcare provider about a support group for caregivers of children with conduct disorder.

When should I call my child's healthcare provider?

Call your healthcare provider right away if your child:

Feels extreme depression, fear, anxiety, or anger toward him or herself or others

Feels out of control

Hears voices that others don't hear

Sees things that others don't see

Can't sleep or eat for 3 days in a row

Shows behavior that concerns friends, family, or teachers, and others express concern about this behavior and ask you to seek help

Call 911 if your child has suicidal thoughts, a suicide plan, and the means to carry out the plan. Never leave them alone until the situation is assessed and treatment laid out. This may include a hospital stay.

Key points about conduct disorder in children

Conduct disorder is a type of behavior disorder. It's when a child has antisocial behavior.

Both genetic and environmental factors may play a role.

Children with other mental health problems are more likely to have this disorder.

Symptoms are divided into 4 main groups. They are aggression, destruction, deceitfulness, and violation of rules.

Therapy that helps the child interact better with others is the main treatment. Therapy may include both individual and family counseling. Medicines may be needed for other problems, such as ADHD.

Reach out for support. Being in touch with other parents who have a child with conduct disorder may be helpful.

Call 911 if your child has suicidal thoughts, a suicide plan, and the means to carry out the plan. Never leave the child alone.

Next steps

Tips to help you get the most from a visit to your child's healthcare provider:

Know the reason for the visit and what you want to happen.

Before your visit, write down questions you want answered.

At the visit, write down the name of a new diagnosis, and any new medicines, treatments, or tests. Also write down any new instructions your provider gives you for your child.

Know why a new medicine or treatment is prescribed and how it will help your child. Also know what the side effects are.

Ask if your child's condition can be treated in other ways.

Know why a test or procedure is recommended and what the results could mean.

Know what to expect if your child does not take the medicine or have the test or procedure.

If your child has a follow-up appointment, write down the date, time, and purpose for that visit.

Know how you can contact your child's provider after office hours. This is important if your child becomes ill and you have questions or need advice.

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Conduct disorder is a type of behavior disorder. It's when a child has antisocial behavior. He or she may disregard basic social standards and rules. He or she may also: Be irresponsible Skip school or run away (delinquent behavior) Steal or do other things to violate the rights of others Physically harm animals or other people, such as committing assault or rape These behaviors sometimes happen together.

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Quick Guide to Conduct Disorder - Child Mind Institute

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Download our free guide to conduct disorder. Children who have conduct disorder are unkind and often violent, and they don’t care about other people’s feelings. Conduct disorder can also involve crimes like theft and vandalism.

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We used to think of people with psychological disorders as “crazy” types tucked away in institutions, barely able to speak a coherent sentence. No more.

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Centers for Disease Control and Prevention

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These depression organizations, articles, websites, and tools could help connect you with the support you need.

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Additional online informational websites*

Children and Adolescents

Teens and College Students
Food and Drug Administration Office of Women's Health provides these links:
Men

Mental Health - General

Medication

DrugNews.net provides the latest research, warnings, FDA recalls and legal news to those who use popular drugs or medical devices.

DrugWatch.com provides up-to-date information about prescription and over-the-counter medications, including details about associated side effects.

Mindfulness

Obsessive-Compulsive Disorder (OCD)

Posttraumatic Stress Disorder (PTSD)

Specific Phobias

Suicide Prevention

Related Resources

International Organizations
Disclaimer Statement
ADAA has not investigated these sites nor does it have the facilities to evaluate their recommendations in regards to treating anxiety, depression or co-occurring disorders. This list is a compilation of websites who have requested that their links appear on ADAA's website. ADAA doesn't recommend or endorse the competence or expertise of the information on any of these sites. The listing of a website is not an endorsement, but merely a source listing of informational sites that ADAA's website visitors might find helpful.

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Online Resources | Anxiety and Depression Association of America, ADAA

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Additional online informational websites* Food and Drug Administration Office of Women's Health provides these links: DrugNews.net provides the latest research, warnings, FDA recalls and legal news to those who use popular drugs or medical devices. DrugWatch.com provides up-to-date information about prescription and over-the-counter medications, including details about associated side effects.

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When Does Eating Become a Problem? | SBM - Society of Behavioral Medicine

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Most don’t take the time to think about their own eating habits such as what they eat, when they eat, and why they eat. Learn to recognize the signs of problematic eating.

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What is an Eating Disorder: Types, Symptoms, Risks, and Causes

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Eating disorders are serious mental and physical illnesses that involve complex and damaging relationships with food, eating, exercise, and body image.

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Anorexia, bulimia and binge-eating disorder affect physical and mental health. Learn about symptoms, causes, risk factors, diagnosis and treatment options.

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National Institute of Mental Health (NIMH) - Transforming the understanding and treatment of mental illnesses

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The Division of Intramural Research Programs (IRP) is the internal research division of the NIMH. Over 40 research groups conduct basic neuroscience research and clinical investigations of mental illnesses, brain function, and behavior at the NIH campus in Bethesda, Maryland. Learn more about research conducted at NIMH.

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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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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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In an effort to strengthen relationships between individuals living with OCD and their family members and to promote understanding and cooperation within households, the Mood Disorder Association of Ontario is providing a list of useful guidelines, adopted from the International OCD Foundation to be utilized by family members and caregivers:
1. Recognize Signals
The first guideline urges that family members learn to recognize the signs or signals of OCD.
The signals to watch for include, but are not limited to:

Large blocks of unexplained time that the person is spending alone (in the bathroom, getting dressed, doing homework, etc.).

1. Doing things again and again (repetitive behaviours).

2. Constant questioning of self-judgment; excessive need for reassurance.

3. Simple tasks taking longer than usual.

4. Perpetual tardiness.

5. Increased concern for minor things and details.

6. Severe and extreme emotional reactions to small things.

7. Inability to sleep properly.

8. Staying up late to get things done.

9. Significant change in eating habits.

10. Daily life becomes a struggle.

11. Avoidance.

12. Increased irritability and indecisiveness.

People with OCD usually report that their symptoms get worse the more they are criticized or blamed, because these emotions generate more anxiety. So, it is essential that you learn to view these features as signals of OCD and not as personality traits. This way, you can join the person with OCD to tackle the symptoms rather than become alienated from them.
2. Modify Expectations
People with OCD consistently report that change of any kind, even positive change, can be experienced as stressful. It is often during these times that OC symptoms tend to flare up; however, you can help to moderate their stress levels by modifying your expectations during these times of transition
3. Remember That People Get Better at Different Rates
There is a wide variation in the severity of OC symptoms between individuals. Remember to measure progress according to the individual's own level of functioning, not to that of yours or others. Just as there is a wide variation between individuals regarding the severity of their OCD symptoms, there is also wide variation in how people recover. Be patient. Slow, gradual improvement may be better in the end to prevent relapse.
4. Avoid Day-To-Day Comparisons
You may hear your loved ones say they feel like they are "back at the start" during symptomatic times. It is important to help them see the overall changes since treatment began. Day-to-day comparisons are misleading because they don't represent the bigger picture. When you see "slips," a gentle reminder of "tomorrow is another day" can help combat self-destructive labeling. You can make a difference with reminders of how much progress has been made since the worst episode and since beginning treatment. You may find that the use of a 1-10 rating scale can be helpful. Ask, "How would you rate yourself when OCD was at its worst? When was that? How is it today? Let's think about this again in a week."
5. Recognize the "Small" Improvements
People with OCD often complain that family members don't understand what it takes to accomplish something such as cutting down a shower by five minutes or resisting asking for reassurance one more time. While these gains may seem insignificant to family members, it is a very big step for your loved one. Acknowledgment of these seemingly small accomplishments is a powerful tool that encourages them to keep trying. This lets them know that their hard work to get better is being recognized and can be a powerful motivator.
6. Create a Supportive Environment
Try to learn as much about OCD as you can. Understanding the disorder can help you avoid personal criticism and focus on the symptoms rather than the individual. Your family member still needs your encouragement and your acceptance as a person, but remember that acceptance and support does not mean ignoring the compulsive behaviour. Gang up on the OCD not on each other!
7. Set Limits, But Be Sensitive to Mood
With the goal of working together to decrease compulsions, family members may find that they have to be firm about:

1) Prior agreements regarding assisting with compulsions;
2) How much time is spent discussing OCD;
3) How much reassurance is given; or
4) How much the compulsions infringe upon others' lives.

It is commonly reported by individuals with OCD that mood dictates the degree to which they can divert obsessions and resist compulsions. Likewise, family members have commented that they can tell when someone with OCD is "having a bad day." Those are the times when family may need to "back off," unless there is potential for a life-threatening or violent situation. On "good days," individuals should be encouraged to resist compulsions as much as possible. Limit setting works best when these expectations are discussed ahead of time and not in the middle of a conflict.

8. Support Taking Medication as Prescribed

All medications have side effects that range in severity. Ask your family member if you could periodically attend their appointments with the prescribing physician. In this way you can ask questions, learn about side effects, and report any behavioural changes that you notice.
9. Keep Communication Clear and Simple
Avoid lengthy explanations, rationales, and debates. This is often easier said than done, because most people with OCD constantly ask those around them for reassurance: "Are you sure I locked the door?" or "Did I really clean well enough?" Tolerating this uncertainty is an exposure for the individual with OCD and it may be tough. Recognize that the person with OCD is triggered by doubt, label the problem as one of trying to gain total certainty about something that cannot be provided; this is the essence of OCD and the goal is to accept uncertainty in life.
10. Separate Time Is Important
Family members often have the natural tendency to protect their loved one by caretaking all the time. This can be destructive because family members need their private time and opportunities for self-care practices too. Empower your loved one by fostering self-efficacy, give them the message that they can care for themselves. Engaging in your own self-care practices is also great role modelling for the person with the OCD.
11. It Has Become All About the OCD!
Whether it is about asking and providing reassurance to the family member with OCD or talking about the desperation and anxiety that the illness causes, families struggle with the challenge of engaging in conversations that are "symptom free," an experience that feels liberating when achieved. We have found that it is often difficult for family members to stop engaging in conversations around the anxiety because it has become a habit and such a central part of their life. It is okay not to ask, "How is your OCD today?" Some limits on talking about OCD and the various worries is an important part of establishing a more normative routine.
12. Keep Your Family Routine "Normal"
Often families ask how to undo all of the effects of months or years of succumbing to their loved one's OCD symptoms. For example, to "keep the peace" a husband allowed his wife's contamination fear to prohibit their children from having any friends into the household. An initial attempt to avoid conflict by giving in just grows; however, obsessions and compulsions need to be contained. It is important that children have friends in their home or that family members use any sink; sit on any chair, etc. Through negotiation and limit setting, family life and routines can be preserved. Remember, it is in the individual's best interest to tolerate the exposure to their fears and to be reminded of others' needs. As they begin to regain function, their wish to do more increases.
13. Be Aware of Family Accommodation Behaviours
Firstly, there needs to be an agreement between all parties that it is in everyone's best interest for family members to not participate in rituals (Family Accommodation Behaviours). However, in this effort to help your loved one reduce compulsive behaviour, conflicts can arise as you could be perceived as being mean or rejecting even though you are trying to be helpful. It may seem obvious that family members and individuals with OCD are working toward the common goal of symptom reduction, but the ways in which people do this varies. Attending a family educational support group for OCD or seeing a family therapist with expertise in OCD can often facilitate family communication.
14. Consider Using a Family Contract
The primary objective of a family contract is to get family members and individuals with OCD to work together to develop realistic plans for managing OCD symptoms. Creating goals as a team reduces conflict, preserves the household, and provides a platform for families to begin to "take back" the household in situations where most routines and activities have been dictated by an individual's OCD. By improving communication and developing a greater understanding of each other's perspective, it is easier for the individual to have family members help them to reduce OCD symptoms. It is essential that all goals are clearly defined, understood, and agreed upon by all family members involved with carrying out the tasks in the contract. Some families are able to develop a contract by themselves, while most need some professional guidance and instruction. Be sure to reach out for professional assistance if you think that you could benefit from it.

Contact Us:

Shelly Murphy MSW, RSW, RRP
Clinical Program Manager
Family Matters Peer support & Recovery Program
416-486-8046 Ext. 300
shellym@mooddisorders.ca
Mood Disorders Association of Ontario
36 Eglinton Ave. West, Suite 602
Toronto, ON M4R 1A1
Tel: (416) 486-8046
Toll-free:1-888-486-8236
Fax: (416) 486-8127
Office hours: 9-5 Monday- Friday

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Caring For Someone Living With Obsessive Compulsive Disorder (OCD)

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In an effort to strengthen relationships between individuals living with OCD and their family members and to promote understanding and cooperation within households, the Mood Disorder Association of Ontario is providing a list of useful guidelines, adopted from the International OCD Foundation to be utilized by family members and caregivers: 1.

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Module 6 TV Show (MONK) Case Study Analysis 

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OCD is one of those terms that some people misuse as a way to describe people who like things super-clean or arranged just so. But if you have the actual condition that's obsessive-compulsive disorder, how it negatively affects your life is very real.

OCD usually doesn't happen all at once. Symptoms start small, and to you, they can seem to be normal behaviors. They can be triggered by a personal crisis, abuse, or something negative that affects you a lot, like the death of a loved one. It's more likely if people in your family have OCD or another mental health disorder, such as depression or anxiety.

OCD symptoms include obsessions, compulsions, or both.

An obsession is an uncontrollable thought or fear that causes stress. A compulsion is a ritual or action that someone repeats a lot. Compulsions may offer some relief, but only for a little while.

Theme: Collecting or hoarding
Symptom: Your home is full of things you don't use or need, and you can't stop yourself from buying more.

These repetitive routines usually don't have anything to do with the obsession you're trying to fix and can take hours to do.

Diagnosis

If you think you might have OCD, see a doctor or a psychiatrist.

The diagnosis process will likely include:

A physical exam to see if your symptoms are due to a health condition

Blood tests to check your blood count, how well your thyroid works, and any drugs or alcohol in your system

A psychological test or evaluation about your feelings, fears, obsessions, compulsions, and actions

Many people have superstitions or rituals, or fear that they left the door unlocked or the oven on before leaving for work or vacation. If you can control those thoughts or think about them logically, it's probably not OCD. If you can't control them, or they take up at least an hour of your day and cause problems in your life, it's a sign that it's time to get help.

Common Obsessions

Obsessions often have a theme, such as these:

Common Compulsions

Like obsessions, compulsions also have common themes and symptoms:

Theme: Washing or cleaning
Symptom: You wash your hands, shower, or take a bath over and over.

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OCD is one of those terms that some people misuse as a way to describe people who like things super-clean or arranged just so. But if you have the actual condition that's obsessive-compulsive disorder, how it negatively affects your life is very real. OCD usually doesn't happen all at once.

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This page was last modified on December 03, 2021

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