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Council for Children with Behavioral Disorders

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www.eatingdisorders.org.au

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

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

https://www.nami.org/Learn-More/Mental-Health.../Obsessive-Compulsive-Disorder

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What is OCD? | International OCD Foundation

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Obsessive compulsive disorder (OCD) is a mental health disorder that affects people of all ages and walks of life, and occurs when a person gets caught in a cycle of obsessions and compulsions. Obsessions are unwanted, intrusive thoughts, images, or urges that trigger intensely distressing feelings.…

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www.webmd.com/anxiety-panic/guide/generalized-anxiety-disorder

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Dr. Harry Barry: Understanding Generalised Anxiety Disorder

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In the second of a multi-part series. Dr. Harry Barry details Generalised Anxiety Disorder (GAD), how GAD affects our brain, behaviours associated with GAD and the best way to deal with GAD. Flagging Panic and Anxiety: Reshaping Your Anxious Mind and Brain is available now.

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Panic disorder - panic attacks, causes, symptoms, diagnosis, treatment & pathology

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www.healthline.com/health/adhd/difference-between-add-and-adhd

https://add.org/adhd-facts

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What Is Postpartum Depression? | Postpartum Depression | Parents

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Postpartum depression is more common than you may think. Dr. Judy Greene explains the symptoms of postpartum depression, from mild to severe, and also advises how new moms can seek treatment. Subscribe to the Parents channel: http://po.st/SubscribeToParents About Parents: We're here to help moms and dads raise happy, healthy kids-and have A LOT of fun along the way.

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https://www.schoolcounselor.org/asca/media/asca/ASCAU/Mental-Health-Specialist/DeKruyf.pdf

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physical and health education/health education/mental health

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WatchKnowLearn - Free K-12 educational videos

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Free K-12 educational videos ... organized. Tens of thousands of excellent, educational videos in a huge, intuitive directory. Organized, reviewed, rated, and described by teachers. Ideal as a supplement to a curriculum or for independent study. Designed for teachers, students, parents, homeschoolers, educators ... and all life-long learners!

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https://www.beckinstitute.org/get-informed/what-is-cognitive-therapy/

https://childmind.org/article/behavioral-treatments-kids-adhd/

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Cognitive behavioral therapy can be thought of as a combination of psychotherapy and behavioral therapy. Psychotherapy emphasizes the importance of the personal meaning we place on things and how thinking patterns begin in childhood. Behavioral therapy pays close attention to the relationship between our problems, our behavior and our thoughts. Most psychotherapists who practice CBT personalize and customize the therapy to the specific needs and personality of each patient.

The History of Cognitive Behavioral Therapy

Cognitive behavioral therapy was invented by a psychiatrist, Aaron Beck, in the 1960s. He was doing psychoanalysis at the time and observed that during his analytical sessions, his patients tended to have an internal dialogue going on in their minds - almost as if they were talking to themselves. But they would only report a fraction of this kind of thinking to him.

For example, in a therapy session the client might be thinking to herself: "He (the therapist) hasn't said much today. I wonder if he's annoyed with me?" These thoughts might make the client feel slightly anxious or perhaps annoyed. He or she could then respond to this thought with a further thought: "He's probably tired, or perhaps I haven't been talking about the most important things." The second thought might change how the client was feeling.

Beck realized that the link between thoughts and feelings was very important. He invented the term automatic thoughts to describe emotion-filled thoughts that might pop up in the mind. Beck found that people weren't always fully aware of such thoughts, but could learn to identify and report them. If a person was feeling upset in some way, the thoughts were usually negative and neither realistic nor helpful. Beck found that identifying these thoughts was the key to the client understanding and overcoming his or her difficulties.

Beck called it cognitive therapy because of the importance it places on thinking. It's now known as cognitive-behavioral therapy (CBT) because the therapy employs behavioral techniques as well. The balance between the cognitive and the behavioral elements varies among the different therapies of this type, but all come under the umbrella term cognitive behavior therapy. CBT has since undergone successful scientific trials in many places by different teams, and has been applied to a wide variety of problems.

The Importance of Negative Thoughts

CBT is based on a model or theory that it's not events themselves that upset us, but the meanings we give them. If our thoughts are too negative, it can block us seeing things or doing things that don't fit - that disconfirm - what we believe is true. In other words, we continue to hold on to the same old thoughts and fail to learn anything new.

For example, a depressed woman may think, "I can't face going into work today: I can't do it. Nothing will go right. I'll feel awful." As a result of having these thoughts - and of believing them - she may well ring in sick. By behaving like this, she won't have the chance to find out that her prediction was wrong. She might have found some things she could do, and at least some things that were okay. But, instead, she stays at home, brooding about her failure to go in and ends up thinking: "I've let everyone down. They will be angry with me. Why can't I do what everyone else does? I'm so weak and useless." That woman probably ends up feeling worse, and has even more difficulty going in to work the next day. Thinking, behaving and feeling like this may start a downward spiral. This vicious circle can apply to many different kinds of problems.

Where Do These Negative Thoughts Come From?

Beck suggested that these thinking patterns are set up in childhood, and become automatic and relatively fixed. So, a child who didn't get much open affection from their parents but was praised for school work, might come to think, "I have to do well all the time. If I don't, people will reject me." Such a rule for living (known as a dysfunctional assumption) may do well for the person a lot of the time and help them to work hard.

But if something happens that's beyond their control and they experience failure, then the dysfunctional thought pattern may be triggered. The person may then begin to have automatic thoughts like, "I've completely failed. No one will like me. I can't face them."

Cognitive-behavioral therapy acts to help the person understand that this is what's going on. It helps him or her to step outside their automatic thoughts and test them out. CBT would encourage the depressed woman mentioned earlier to examine real-life experiences to see what happens to her, or to others, in similar situations. Then, in the light of a more realistic perspective, she may be able to take the chance of testing out what other people think, by revealing something of her difficulties to friends.

Clearly, negative things can and do happen. But when we are in a disturbed state of mind, we may be basing our predictions and interpretations on a biased view of the situation, making the difficulty that we face seem much worse. CBT helps people to correct these misinterpretations.

Learn more about other: Depression Treatments

What Does CBT Treatment Look Like?

Cognitive-behavioral therapy differs from many other types of psychotherapies because sessions have a structure, rather than the person talking freely about whatever comes to mind. At the beginning of the therapy, the client meets the therapist to describe specific problems and to set goals they want to work towards. The problems may be troublesome symptoms, such as sleeping badly, not being able to socialize with friends, or difficulty concentrating on reading or work. Or they could be life problems, such as being unhappy at work, having trouble dealing with an adolescent child, or being in an unhappy marriage.

These problems and goals then become the basis for planning the content of sessions and discussing how to deal with them. Typically, at the beginning of a session, the client and therapist will jointly decide on the main topics they want to work on this week. They will also allow time for discussing the conclusions from the previous session. And they will look at the progress made with the homework the client set for him- or herself last time. At the end of the session, they will plan another assignment to do outside the sessions.

Doing Homework

Working on homework assignments between sessions, in this way, is a vital part of the process. What this may involve will vary. For example, at the start of the therapy, the therapist might ask the client to keep a diary of any incidents that provoke feelings of anxiety or depression, so that they can examine thoughts surrounding the incident. Later on in the therapy, another assignment might consist of exercises to cope with problem situations of a particular kind.

The importance of structure

The reason for having this structure is that it helps to use the therapeutic time most efficiently. It also makes sure that important information isn't missed out (the results of the homework, for instance) and that both therapist and client think about new assignments that naturally follow on from the session.

The therapist takes an active part in structuring the sessions to begin with. As progress is made, and clients grasp the principles they find helpful, they take more and more responsibility for the content of sessions. So by the end, the client feels empowered to continue working independently.

Group sessions

Cognitive-behavioral therapy is usually a one-to-one therapy. But it's also well suited to working in groups, or families, particularly at the beginning of therapy. Many people find great benefit from sharing their difficulties with others who may have similar problems, even though this may seem daunting at first. The group can also be a source of especially valuable support and advice, because it comes from people with personal experience of a problem. Also, by seeing several people at once, service-providers can offer help to more people at the same time, so people get help sooner.

How else does it differ from other therapies?

Cognitive behavioral therapy also differs from other therapies in the nature of the relationship that the therapist will try to establish. Some therapies encourage the client to be dependent on the therapist, as part of the treatment process. The client can then easily come to see the therapist as all-knowing and all-powerful. The relationship is different with CBT.

CBT favors a more equal relationship that is, perhaps, more business-like, being problem-focused and practical. The therapist will frequently ask the client for feedback and for their views about what is going on in therapy. Beck coined the term 'collaborative empiricism', which emphasizes the importance of client and therapist working together to test out how the ideas behind CBT might apply to the client's individual situation and problems.

Who Benefits from Trying CBT?

People who describe having particular problems are often the most suitable for CBT, because it works through having a specific focus and goals. It may be less suitable for someone who feels vaguely unhappy or unfulfilled, but who doesn't have troubling symptoms or a particular aspect of their life they want to work on.

It's likely to be more helpful for anyone who can relate to CBT's ideas, its problem-solving approach and the need for practical self-assignments. People tend to prefer CBT if they want a more practical treatment, where gaining insight isn't the main aim.

CBT can be an effective therapy for the following problems:

anger management

anxiety and panic attacks

child and adolescent problems

chronic fatigue syndrome

chronic pain

depression

drug or alcohol problems

eating problems

general health problems

habits, such as facial tics

mood swings

obsessive-compulsive disorder

phobias

post-traumatic stress disorder

sexual and relationship problems

sleep problems

There is a new and rapidly growing interest in using CBT (together with medication) with people who suffer from hallucinations and delusions, and those with long-term problems in relating to others.

It's less easy to solve problems that are more severely disabling and more long-standing through short-term therapy. But people can often learn principles that improve their quality of life and increase their chances of making further progress. There is also a wide variety of self-help literature. It provides information about treatments for particular problems and ideas about what people can do on their own or with friends and family (see further down).

In-Depth: Cognitive Behavioral Therapy

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Parents or caregivers may notice academic problems or other signs of a learning disability in their child and not know where to start. Often this "invisible disability" does not become obvious until a child reaches school age. Even then, difficulties may be subtle and hard to recognize.

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

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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http://www.k12.wa.us/SecondaryEducation/pubdocs/SchoolMentalHealthToolKit-ReferralPathways.pdf

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Taking a mental health screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition. Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

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**There is no cost for registration or for CE credits. User name at registration will be name used on continuing education certificate** For Health Care Professionals: Pediatric Medical Traumatic Stress (PMTS) and Working with the Child Welfare System (1 CEU credit-Free)
When children involved in the child welfare system need medical care, they are particularly in need of providers knowledgeable in trauma-informed care. Illness- or injury-related posttraumatic stress reactions can impair a child's psychosocial / functional recovery and lead to worse health outcomes. While any ill or injured child may experience pediatric medical traumatic stress (PMTS), children in foster care, who often have a prior trauma history or lack social support, are at greater risk.

Enhance your skills in trauma-informed care and learn tips for working effectively with the child welfare system as a health care professional. Upon completion of this continuing education course, nurses will be able to:
Pediatric Medical Traumatic Stress: An Introduction for Health Care Professionals

Identify signs, symptoms and risk factors of PMTS for children in the child welfare system.

Explain basic strategies and recommendations for providing medical care to children in the child welfare system.

Describe how best to work with the child welfare system to ensure that children are getting the help and support that they need.

(1.1 CE credit- Free)

This continuing education course provides nurses with an introduction to

traumatic stress reactions related to injury and illness

how to identify risk factors and signs and symptoms of emotional trauma in children

how to address these reactions in the context of everyday pediatric care.

DEF Protocol series - Learn key skills for pediatric trauma informed care and earn CE pediatric trauma informed care
Using two case examples, the continuing education course applies the DEF Protocol for trauma-informed care to real nursing situations and addresses common concerns that nurses have about assessing and addressing child and parent distress.
Trauma Informed Education Part 1: D is for Distress: Helping Pediatric Patients with Pain, Fears, and Worries (1 CEU credit-Free) Trauma Informed Education Part 2 - E is for Emotional Support: Who and What Does Your Patient Need Now? (1 CEU credit-Free) Trauma Informed Education Part 3 - F is for Family: Remembering Family Stress and Coping (1 CEU credit-Free) Trauma Informed Pediatric Care - Tommy's Story
A three part "how to" guide to build key skills to implement the DEF [Distress, Emotional Support and Family] Protocol with pediatric patients and families.
Additional Continuing Education and Trauma Informed Education Resources Parenting a Child with Cancer: Have you Hugged Yourself Today?
Part 1 of your "How to Guide" for the DEF Protocol. Interactive continuing education course. Utilizing the "real life" case example of Anthony and parents, nurses will help Anthony cope with pain, fear and worries.
Creating Child-Informed Trauma-Serving Systems - Pediatric Health Care
Part 2 of your "How to Guide" for the DEF Protocol. Interactive continuing education course. Utilizing the "real life" case example of Melanie and her family, nurses will help the health care team and family members provide Melanie with effective emotional support.

Part 3 of your "How to Guide" for the DEF Protocol. Interactive continuing education course. Utilizing the "real life" case example of James and his family, nurses will assess family members' needs to ensure parents and siblings are able to cope with the stress and challenges they may experience when their child is ill, injured, or in the hospital.

30 minute trauma informed education video for medical and mental health providers - describes trauma-informed care for ill and injured children and their families. This trauma informed education video follows Tommy and his family from the emergency department through inpatient and outpatient care, and allows providers to see how trauma and traumatic stress is experienced through Tommy's eyes.
Managing Procedural Anxiety in Children
A child's illness changes a parent's life. Caregiving, even under the best circumstances, can be extremely stressful. During this 1-hour long trauma informed education teleconference recorded for Beyond the Cure, Dr. Anne Kazak, Ph.D, ABPP describes the impact of childhood cancer on parents and teaches coping strategies for self care. Parents who take care of themselves are better prepared to take care of their children.
Distracting Children During Medical Procedures
In this NCTSN webinar Nancy Kassam-Adams, PhD describes the prevalence, risk factors, and impact of pediatric medical trauma on ill or injured children and families. She shares evidence based interventions for preventing and treating medical traumatic stress as well as tools and resources healthcare providers can utilize with pediatric patients and families. Note: Webinar can be found in the Creating Trauma Informed Systems, under the Continuing Education section. Both the webinar and CEU's are free; however you must create an account to log on and listen.

Psychological First Aid (PFA) Online Training (Nursing CEU's available)

A 6-hour interactive continuing education course on psychosocial aspects of disaster response. Features demonstrations and tips from the nation's trauma experts and survivors. PFA online also offers a Learning Community where participants can share experiences using PFA in the field, receive guidance during times of disaster, and obtain additional resources and training. Hosted by the National Child Traumatic Stress Network's Learning Center. Registration required.

Medical care and procedures cause much anxiety for children and parents. Learn the signs of acute anxiety in children and techniques to minimize these reactions and increase cooperation in care. This video is available to New England Journal of Medicine subscribers only. Check your institution for access.

Part 1: Learn how to use distraction techniques to help children during medical procedures in this trauma informed education video for health care professionals.

Part 2: Learn how to involve parents in distracting their children during medical procedures in this trauma informed education video for health care professionals.

Part 3: Trauma informed education video with instructions for parents on how to effectively distract their children during medical procedures.

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There is no cost for registration or for CE credits. User name at registration will be name used on continuing education certificate** For Health Care Professionals: Pediatric Medical Traumatic Stress (PMTS) and Working with the Child Welfare System (1 CEU credit-Free) When children involved in the child welfare system need medical care, they are particularly in need of providers knowledgeable in trauma-informed care.

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Horwitz, A. V. (2013). Anxiety : A Short History. Baltimore: Johns Hopkins University Press.

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school counselor meeting students mental health needs

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New Research - OCD

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Credit: Julius-Maximilians-Universität Würzburg, JMU

An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection.

Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body. They are trapped in a vicious circle, as the fear of new contamination returns quickly after washing. Sufferers see no way out. They are even incapable of changing their behaviour when the excessive washing has led to skin irritation or damage.

Around two percent of the general population suffer from some kind of obsessive-compulsive disorder (OCD) at least once in their life. The disorder is characterised by persistent intrusive thoughts which the sufferers try to compensate for by repetitive ritualized behaviour.

Like depression, eating disorders and other mental diseases, OCD is treated with antidepressants. However, the drugs are non-specific, that is they are not tailored to the respective disease. Therefore, scientists have been looking for new and better targeted therapies that have fewer side effects.
Missing protein triggers urge to wash
Professor Kai Schuh from the Institute of Physiology at the Julius-Maximilians-Universität (JMU) Würzburg (Germany) and his team explore the underlying causes of obsessive-compulsive disorder in collaboration with the JMU's Departments of Psychiatry and Neurology.

"We were able to show in mouse models that the absence of the protein SPRED2 alone can trigger an excessive grooming behaviour," Schuh says. He believes that this finding is crucial as no clear trigger for this type of disorder has been identified until now. Previous research pointed to multiple factors being responsible for developing OCD.

Occurring in all cells of the body, the protein SPRED2 is found in particularly high concentrations in regions of the brain, namely in the basal ganglia and the amygdala. Normally, the protein inhibits an important signal pathway of the cell, the so-called Ras/ERK-MAP kinase cascade. When it is missing, this signal pathway is more active than usual.
Hyperactive signal cascade in the brain
"It is primarily the brain-specific initiator of the signal pathway, the receptor tyrosine kinase TrkB, that is excessively active and causes the overshooting reaction of the downstream components", biologist Dr. Melanie Ullrich explains.

Administering an inhibitor to attenuate the overactive signal cascade in the animal model improves the obsessive-compulsive symptoms. Moreover, the JMU research team was able to treat the OCD with an antidepressant, similarly to standard therapy in humans. Their detailed results have been published in the journal Molecular Psychiatry.
New targets for therapies pinpointed
"Our study delivers a valuable new model that allows the disease mechanisms to be investigated and new therapy options for obsessive-compulsive disorders to be tested," Professor Schuh says.

The recently discovered link between OCDs and the Ras/ERK-MAP kinase cascade also opens up new targets for therapy. Drugs that inhibit this cascade are already available and some of them are approved for human treatment.

According to Melanie Ullrich, these are cancer drugs, as overactivation of the Ras/ERK-MAP kinase cascade is also a frequent trigger of cancer: "So we are wondering whether such drugs could also be effective in the treatment of obsessive-compulsive disorders and whether they are beneficial in terms of side effects."

More information: M Ullrich et al. OCD-like behavior is caused by dysfunction of thalamo-amygdala circuits and upregulated TrkB/ERK-MAPK signaling as a result of SPRED2 deficiency, Molecular Psychiatry (2017). DOI: 10.1038/mp.2016.232

Provided by Julius-Maximilians-Universität Würzburg

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An overactive molecular signal pathway in the brain region of the amygdala can lead to obsessive-compulsive disorder (OCD). A research team from Würzburg has established this connection. Some people have an extreme fear of dirt or bacteria. As a result, they may develop a habit of compulsive washing and repeatedly cleaning their hands or body.