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School & Family Resources - SPED Referrals and Timelines

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School & Family Resources - SPED Referrals and Timelines

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https://childfindtx.tea.texas.gov/initial_eval.html

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The Individuals with Disabilities Education Act (IDEA) requires local education agencies (LEAs) to conduct an initial evaluation when there is suspicion that a child has a disability and, as result of the disability, needs special education and related services. The full and individual initial evaluation (FIIE) includes procedures that are used selectively with an individual child.

Once a district determines an initial evaluation is necessary, IDEA regulations require LEAs to provide parents with prior written notice and obtain their informed consent for the proposed evaluation. In addition, parents are provided with procedural safeguards that explain the rights afforded to the parents and the child throughout the evaluation process.

Special Education Initial
Referral Timeline

The Special Education Initial Referral Timeline provides an overview of the timeline and legal requirements for a referral for an initial special education evaluation from the point of campus or parent request for a referral for an initial evaluation to the initial ARD committee meeting where eligibility is determined, and may be another helpful resource for ensuring timelines and legal requirements are implemented.

Parental consent for initial evaluation.

1. i. The public agency proposing to conduct an initial evaluation to determine if a child qualifies as a child with a disability under §300.8 must, after providing notice consistent with §§300.503 and 300.504, obtain informed consent, consistent with §300.9, from the parent of the child before conducting the evaluation.

1. Parental consent for initial evaluation must not be construed as consent for initial provision of special education and related services.

2. The public agency must make reasonable efforts to obtain the informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability.

2. For initial evaluations only, if the child is a ward of the State and is not residing with the child's parent, the public agency is not required to obtain informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability if-

1. Despite reasonable efforts to do so, the public agency cannot discover the whereabouts of the parent of the child;

2. The rights of the parents of the child have been terminated in accordance with State law; or

3. The rights of the parent to make educational decisions have been subrogated by a judge in accordance with State law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child.

3. i. If the parent of a child enrolled in public school or seeking to be enrolled in public school does not provide consent for initial evaluation under paragraph (a)(1) of this section, or the parent fails to respond to a request to provide consent, the public agency may, but is not required to, pursue the initial evaluation of the child by utilizing the procedural safeguards in subpart E of this part (including the mediation procedures under §300.506 or the due process procedures under §§300.507 through 300.516), if appropriate, except to the extent inconsistent with State law relating to such parental consent.

4. The public agency does not violate its obligation under §300.111 and §§300.301 through 300.311 if it declines to pursue the evaluation.

1. General. Each public agency must conduct a full and individual initial evaluation, in accordance with §§300.304 through 300.306, before the initial provision of special education and related services to a child with a disability under this part.

2. Request for initial evaluation. Consistent with the consent requirements in §300.300, either a parent of a child or a public agency may initiate a request for an initial evaluation to determine if the child is a child with a disability.

3. Procedures for initial evaluation. The initial evaluation-

1. i Must be conducted within 60 days of receiving parental consent for the evaluation; or
If the State establishes a timeframe within which the evaluation must be conducted, within that timeframe; and

2. Must consist of procedures-

1. To determine if the child is a child with a disability under §300.8; and

2. To determine the educational needs of the child.

4. Exception. The timeframe described in paragraph (c)(1) of this section does not apply to a public agency if-

1. The parent of a child repeatedly fails or refuses to produce the child for the evaluation; or

2. A child enrolls in a school of another public agency after the relevant timeframe in paragraph (c)(1) of this section has begun, and prior to a determination by the child's previous public agency as to whether the child is a child with a disability under §300.8.

5. The exception in paragraph (d)(2) of this section applies only if the subsequent public agency is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and subsequent public agency agree to a specific time when the evaluation will be completed.

19 TAC §89.1011. Full Individual and Initial Evaluation

1. Referral of students for a full individual and initial evaluation for possible special education services must be a part of the district's overall, general education referral or screening system. Prior to referral, students experiencing difficulty in the general classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory; response to evidence-based intervention; and other academic or behavior support services. If the student continues to experience difficulty in the general classroom after the provision of interventions, district personnel must refer the student for a full individual and initial evaluation. This referral for a full individual and initial evaluation may be initiated by school personnel, the student's parents or legal guardian, or another person involved in the education or care of the student.

2. If a parent submits a written request to a school district's director of special education services or to a district administrative employee for a full individual and initial evaluation of a student, the school district must, not later than the 15th school day after the date the district receives the request:

1. provide the parent with prior written notice of its proposal to conduct an evaluation consistent with 34 Code of Federal Regulations (CFR), §300.503; a copy of the procedural safeguards notice required by 34 CFR, §300.504; and an opportunity to give written consent for the evaluation; or

2. provide the parent with prior written notice of its refusal to conduct an evaluation consistent with 34 CFR, §300.503, and a copy of the procedural safeguards notice required by 34 CFR, §300.504.

3. (c) Except as otherwise provided in this section, a written report of a full individual and initial evaluation of a student must be completed as follows:

1. not later than the 45th school day following the date on which the school district receives written consent for the evaluation from the student's parent, except that if a student has been absent from school during that period on three or more school days, that period must be extended by a number of school days equal to the number of school days during that period on which the student has been absent; or

2. for students under five years of age by September 1 of the school year and not enrolled in public school and for students enrolled in a private or home school setting, not later than the 45th school day following the date on which the school district receives written consent for the evaluation from the student's parent.

4. The admission, review, and dismissal (ARD) committee must make its decisions regarding a student's initial eligibility determination and, if appropriate, individualized education program (IEP) and placement within 30 calendar days from the date of the completion of the written full individual and initial evaluation report. If the 30th day falls during the summer and school is not in session, the student's ARD committee has until the first day of classes in the fall to finalize decisions concerning the student's initial eligibility determination, IEP, and placement, unless the full individual and initial evaluation indicates that the student will need extended school year services during that summer.

5. Notwithstanding the timelines in subsections (c) and (d) of this section, if the school district received the written consent for the evaluation from the student's parent at least 35 but less than 45 school days before the last instructional day of the school year, the written report of a full individual and initial evaluation of a student must be provided to the student's parent not later than June 30 of that year. The student's ARD committee must meet not later than the 15th school day of the following school year to consider the evaluation. If, however, the student was absent from school three or more days between the time that the school district received written consent and the last instructional day of the school year, the timeline in subsection (c)(1) of this section applies to the date the written report of the full individual and initial evaluation is required. If an initial evaluation completed not later than June 30 indicates that the student will need extended school year services during that summer, the ARD committee must meet as expeditiously as possible.

6. If a student was in the process of being evaluated for special education eligibility by a school district and enrolls in another school district before the previous school district completed the full individual and initial evaluation, the new school district must coordinate with the previous school district as necessary and as expeditiously as possible to ensure a prompt completion of the evaluation in accordance with 34 CFR, §300.301(d)(2) and (e) and §300.304(c)(5). The timelines in subsections (c) and (e) of this section do not apply in such a situation if:

1. the new school district is making sufficient progress to ensure a prompt completion of the evaluation; and

2. the parent and the new school district agree to a specific time when the evaluation will be completed.

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The Individuals with Disabilities Education Act (IDEA) requires local education agencies (LEAs) to conduct an initial evaluation when there is suspicion that a child has a disability and, as result of the disability, needs special education and related services. The full and individual initial evaluation (FIIE) includes procedures that are used selectively with an individual child.

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School & Family Resources - Schizoaffective Disorder

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School & Family Resources - Schizoaffective Disorder

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https://www.mayoclinic.org/diseases-conditions/schizoaffective-disorder/symptoms-causes/syc-20354504

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Overview

Schizoaffective disorder is a mental health disorder that is marked by a combination of schizophrenia symptoms, such as hallucinations or delusions, and mood disorder symptoms, such as depression or mania.

The two types of schizoaffective disorder - both of which include some symptoms of schizophrenia - are:

Bipolar type, which includes episodes of mania and sometimes major depression

Depressive type, which includes only major depressive episodes

Schizoaffective disorder may run a unique course in each affected person.

Untreated schizoaffective disorder may lead to problems functioning at work, at school and in social situations, causing loneliness and trouble holding down a job or attending school. People with schizoaffective disorder may need assistance and support with daily functioning. Treatment can help manage symptoms and improve quality of life.

Products & Services

Symptoms

Schizoaffective disorder symptoms may vary from person to person. People with the condition experience psychotic symptoms, such as hallucinations or delusions, as well as symptoms of a mood disorder - either bipolar type (episodes of mania and sometimes depression) or depressive type (episodes of depression).

Although the development and course of schizoaffective disorder may vary, defining features include a major mood episode (depressed or manic mood) and at least a two-week period of psychotic symptoms when a major mood episode is not present.

Signs and symptoms of schizoaffective disorder depend on the type - bipolar or depressive type - and may include, among others:

Delusions - having false, fixed beliefs, despite evidence to the contrary

Hallucinations, such as hearing voices or seeing things that aren't there

Impaired communication and speech, such as being incoherent

Bizarre or unusual behavior

Symptoms of depression, such as feeling empty, sad or worthless

Periods of manic mood, with an increase in energy and a decreased need for sleep over several days, and behaviors that are out of character

Impaired occupational, academic and social functioning

Problems with managing personal care, including cleanliness and physical appearance

When to see a doctor

If you think someone you know may have schizoaffective disorder symptoms, talk to that person about your concerns. Although you can't force someone to seek professional help, you can offer encouragement and support and help find a qualified doctor or mental health professional.

If your loved one can't provide his or her own food, clothing or shelter, or if the safety of your loved one or others is a concern, you may need to call 911 or other emergency responders for help so that your loved one can be evaluated by a mental health professional.

Suicidal thoughts or behavior

Talk of suicide or suicidal behavior may occur in someone with schizoaffective disorder. If you have a loved one who is in danger of attempting suicide or has made a suicide attempt, make sure someone stays with that person. Call 911 or your local emergency number immediately. Or, if you can do so safely, take the person to the nearest hospital emergency room.

Causes

The exact causes of schizoaffective disorder are still being investigated, but genetics are likely a factor.

Risk factors

Factors that increase the risk of developing schizoaffective disorder include:

Having a close blood relative - such as a parent or sibling - who has schizoaffective disorder, schizophrenia or bipolar disorder

Stressful events that may trigger symptoms

Taking mind-altering drugs, which may worsen symptoms when an underlying disorder is present

Complications

People with schizoaffective disorder are at an increased risk of:

Suicide, suicide attempts or suicidal thoughts

Social isolation

Family and interpersonal conflicts

Unemployment

Anxiety disorders

Alcohol or other substance use problems

Significant health problems

Poverty and homelessness

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Schizoaffective disorder - Symptoms and causes

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This mental health disorder includes schizophrenia symptoms, such as delusions or hallucinations, and mood disorder symptoms, such as depression or mania.

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Texas Model for Comprehensive School Counseling Programs (2018)

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Texas Model for Comprehensive School Counseling Programs (2018)

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https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf

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https://www.nimh.nih.gov/health/publications/understanding-psychosis

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National Institute of Mental Health (NIMH)

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What is psychosis?

Psychosis refers to a collection of symptoms that affect the mind, where there has been some loss of contact with reality. During an episode of psychosis, a person's thoughts and perceptions are disrupted and they may have difficulty recognizing what is real and what is not.

Who develops psychosis?

It is difficult to know the number of people who experience psychosis. Studies estimate that between 15 and 100 people out of 100,000 develop psychosis each year.

Psychosis often begins in young adulthood when a person is in their late teens to mid-20s. However, people can experience a psychotic episode at younger and older ages and as a part of many disorders and illnesses. For instance, older adults with neurological disorders may be at higher risk for psychosis.

What are the signs and symptoms of psychosis?

People with psychosis typically experience delusions (false beliefs, for example, that people on television are sending them special messages or that others are trying to hurt them) and hallucinations (seeing or hearing things that others do not, such as hearing voices telling them to do something or criticizing them). Other symptoms can include incoherent or nonsense speech and behavior that is inappropriate for the situation.

However, a person will often show changes in their behavior before psychosis develops. Behavioral warning signs for psychosis include:

Suspiciousness, paranoid ideas, or uneasiness with others

Trouble thinking clearly and logically

Withdrawing socially and spending a lot more time alone

Unusual or overly intense ideas, strange feelings, or a lack of feelings

Decline in self-care or personal hygiene

Disruption of sleep, including difficulty falling asleep and reduced sleep time

Difficulty telling reality from fantasy

Confused speech or trouble communicating

Sudden drop in grades or job performance

Alongside these symptoms, a person with psychosis may also experience more general changes in behavior that include:

Emotional disruption

Anxiety

Lack of motivation

Difficulty functioning overall

In some cases, a person experiencing a psychotic episode may behave in confusing and unpredictable ways and may harm themselves or become threatening or violent toward others. The risk of violence and suicide decreases with treatment for psychosis, so it is important to seek help. If you find that you are experiencing these changes in behavior or notice them in a friend or family member and they begin to intensify or do not go away, reach out to a health care provider.

The National Institute of Mental Health (NIMH) has information on ways to get help and find a health care provider or access treatment. If you or someone you know is struggling or having thoughts of suicide, call or text the 988 Suicide and Crisis Lifeline at 988 or chat at 988lifeline.org . In life-threatening situations, call 911.

What causes psychosis?

There is no one cause of psychosis. Psychosis appears to result from a complex combination of genetic risk, differences in brain development, and exposure to stressors or trauma. Psychosis may be a symptom of a mental illness, such as schizophrenia, bipolar disorder, or severe depression. However, a person can experience psychosis and never be diagnosed with schizophrenia or any other disorder.

For older adults, psychosis symptoms can be part of a physical or mental illness that emerges later in life. Psychosis can also be a symptom of some diseases of older age, including Parkinson's disease, Alzheimer's disease, and related dementias.

Other possible causes of psychosis include sleep deprivation, certain prescription medications, and the misuse of alcohol or drugs. A mental illness, such as schizophrenia, is typically diagnosed by excluding these other causes.

A qualified mental health professional (such as a psychologist, psychiatrist, or social worker) can provide a thorough assessment and accurate diagnosis. Find tips to help prepare for and get the most out of your visit. For additional resources, including questions to ask your health care provider, visit the Agency for Healthcare Research and Quality .

How is psychosis treated?

Studies have shown that it is common for a person to have psychotic symptoms for more than a year before receiving treatment. Reducing this duration of untreated psychosis is critical because early treatment often means better recovery. A qualified psychologist, psychiatrist, or social worker can make a diagnosis and help develop a treatment plan.

Treatment of psychosis usually includes antipsychotic medication. There are several different types of antipsychotic medications, and they have different side effects, so it is important to work with a health care provider to determine the medication that is most effective with the fewest side effects.

Treatment also often includes other elements. There is substantial research support for coordinated specialty care, which is a multi-element, recovery-oriented team approach to treating psychosis that promotes easy access to care and shared decision-making among specialists, the person experiencing psychosis, and family members. People experience better outcomes from coordinated specialty care if they begin treatment as soon as possible after psychotic symptoms emerge.

Coordinated specialty care is now the standard of care for early psychosis, according to " The American Psychiatric Association Practice Guideline for the Treatment of Patients With Schizophrenia ."

NIMH research on coordinated specialty care

The Recovery After an Initial Schizophrenia Episode (RAISE) research project, supported by NIMH, established coordinated specialty care as an effective treatment for early psychosis and identified important elements for helping people lead productive, independent lives. Learn more about the RAISE studies.

NIMH continues to prioritize research on and expansion of treatments for early psychosis with the launch of the Early Psychosis Intervention Network (EPINET) in 2019. Through EPINET, NIMH funded awards to establish a national data coordinating center and regional scientific hubs connected to more than 100 coordinated specialty care programs that provide early psychosis treatment in 17 states. The EPINET website provides resources for researchers, health care providers, administrators, and people experiencing psychosis and their families.

Coordinated specialty care consists of multiple components:

Individual or group psychotherapy is tailored to a person's recovery goals. Cognitive and behavioral therapies focus on developing the knowledge and skills necessary to build resilience and cope with aspects of psychosis while maintaining and achieving personal goals.

Family support and education programs teach family members about psychosis as well as coping, communication, and problem-solving skills. Family members who are informed and involved are more prepared to help loved ones through the recovery process.

Medication management (also called pharmacotherapy) means tailoring medication to a person's specific needs by selecting the appropriate type and dose of medication to help reduce psychosis symptoms. Like all medications, antipsychotic medications have risks and benefits. People should talk with a health care provider about side effects, medication costs, and dosage preferences (daily pill or monthly injection).

Supported employment and education services focus on return to work or school, using the support of a coach to help people achieve their goals.

Case management provides opportunities for people with psychosis to work with a case manager to address practical problems and improve access to needed support services.

Learn more about the components of coordinated specialty care.

People with psychosis should be involved in their treatment planning and consulted in making decisions about their care. Their needs and goals should drive the treatment programs, which will help them stay engaged throughout the recovery process.

It is important to find a mental health professional who is trained in psychosis treatment and who makes the person feel comfortable. With early diagnosis and appropriate treatment, it is possible to recover from psychosis. Some people who receive early treatment never have another psychotic episode. For other people, recovery means the ability to lead a fulfilling and productive life, even if psychotic symptoms sometimes return.

Clinical trials studying psychosis and related disorders

NIMH supports a wide range of research, including clinical trials that look at new ways to prevent, detect, or treat diseases and conditions, such as psychosis and disorders that involve psychosis (like schizophrenia). The goal of a clinical trial is to determine if a new test or treatment works and is safe. Although people may benefit from being part of a clinical trial, they should know that the primary purpose of a clinical trial is to gain new scientific knowledge so that others can be better helped in the future.

Researchers at NIMH and around the country conduct clinical trials with people experiencing psychosis and healthy volunteers. Talk to a health care provider about clinical trials, their benefits and risks, and whether one is right for you. Learn more about  participating in clinical trials.

How can I find help?

NIMH does not endorse specific psychosis clinics or evaluate individual practitioners' professional qualifications or competencies. However, several organizations are available to assist in finding a treatment program in your area. The following is not a comprehensive list of all programs, and a program's inclusion on the list does not constitute an endorsement by NIMH.

Reprints

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

For more information

MedlinePlus (National Library of Medicine) ( en español )
ClinicalTrials.gov ( en español )
National Institutes of Health
NIH Publication No. 23-MH-8110

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This fact sheet presents information on psychosis including causes, signs and symptoms, treatment, and resources for help.

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https://betahealthy.com/what-do-you-want-to-know-about-schizophrenia-symptoms-causes-types-diagnosis-treatment-outlook/?utm_source=bing&utm_medium=cpc&utm_campaign=Schizophrenia&utm_term=psychosis&utm_content=Research%207

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Schizophrenia is a severe brain disorder that might affect lower than each percent of the U.S population. When schizophrenia gets active, symptoms might consist of hallucinations, delusions, trouble while thinking, disorganized speech, and lower motivation. Therefore with treatment, many symptoms of schizophrenia will highly improve and the likelihood of repetition might be finished. While there is no treatment for schizophrenia, research is directed to safer and innovative treatments. Experts are also unraveling the reason for the disorder by conducting behavioral research, studying genetics, and utilizing advanced imaging to see the brain's functioning and structure. These perspectives hold the new promise and more efficient therapies.

The schizophrenia complexity might aid in explaining why there is a misunderstanding about the disorder. Schizophrenia does not mean different personalities or various personalities. Many individuals experiencing schizophrenia are not any more severe or dangerous than individuals in the general public. While the limitation in mental health resources in the public might lead to frequent hospitalization and homelessness, it is a misunderstanding that individuals having schizophrenia somehow end up living in hospitals or homeless. Many individuals having schizophrenia stay with their families in their own homes or group homes. Research has been showing that schizophrenia might affect women and men fairly normally but might have onset in males earlier.

Rates are the same around the world. Individuals having schizophrenia are more likely to die at a young age than the general public, largely because of the increasing rates of a chance of occurring medical conditions, such as diabetes and heart disease. Schizophrenia is a severe, chronic mental disorder that affects the way an individual acts, thinks, expresses feelings, gets real, and relates to some other things. Even though schizophrenia is not common as some other major mental diseases, it might be the most disabling and chronic. Individuals having schizophrenia sometimes have problems doing well at work, in society, at school, and also in relationships. They might have the feeling of being withdrawn and frightened and can appear to have no interaction with reality.

This lifelong disorder cannot be treated but might be controlled with better treatment. Contrary to famous belief, schizophrenia is not a multiple or split personality. Schizophrenia consists of psychosis, a kind of mental disease in which an individual cannot explain what is real from what they imagined. Individuals having psychotic disorders do not interact with reality. The world might look like a mixture of confusing thoughts, sounds, and images. Their behavior might be quite shocking and even strange. An immediate change in behavior and personality that happens when individuals who have it do not have touch with reality is known as a psychotic episode.

Therefore, severe schizophrenia might vary from person to person. Few individuals experience only one psychotic episode while others have several episodes during a lifetime but give rise to normal lives relatively in between. Still, others might have difficulty while functioning by the time, with bit improvements between full-blown psychotic episodes. The symptoms of schizophrenia are more likely to get worse and enhance in cycles known as remissions and relapses.

Delusions: Mistaken but held beliefs firmly that are simple to prove wrong, such as thinking you are a famous person, you have some superpowers or people are out to take you with them.

Hallucinations: Hearing or seeing things that are not real.

Strange behavior: Acting is a repetitive or an odd way such as writing all the time, walking in circles, or sitting properly quiet and still for hours on end.

Disorganized speech: Using sentences or words that do not make any sense to others.

Lifeless and withdrawn: Showing no motivation or feelings, or lacking interest in normal activities daily.

Paranoid schizophrenia

Catatonic schizophrenia

Hebephrenic schizophrenia

Residual schizophrenia

Undifferentiated schizophrenia

Cenesthopathic schizophrenia

7. Simple schizophrenia

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What Do You Want to Know About Schizophrenia? Symptoms, Causes, Types, Diagnosis, Treatment, Outlook - Beta Healthy

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Schizophrenia Schizophrenia is a severe brain disorder that might affect lower than each percent of the U.S population. When schizophrenia gets active, symptoms might consist of hallucinations, delusions, trouble while thinking, disorganized speech, and lower motivation. Therefore with treatment, many symptoms of schizophrenia will highly improve and the likelihood of repetition might be finished.

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https://i.pinimg.com/originals/06/81/8f/06818ff5df5838414db7d96c7b4ff06f.jpg

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https://i.pinimg.com/originals/a3/31/8f/a3318f9bc30bb6e77c3238f8aed084aa.jpg

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School & Family Resources - Mental Health Chicklist(s) Infant to Adult

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School & Family Resources - Mental Health Chicklist(s) Infant to Adult

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https://healthyfamilies.beyondblue.org.au/age-6-12/mental-health-conditions-in-children/child-mental-health-checklist

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This checklist aims to measure a broad range of social, emotional or behavioural difficulties your child may be experiencing. It's suitable for kids aged four to 16. These questions relate to how your child has been thinking, feeling and behaving in general. Tick the box next to each question that best describes your child.

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https://institute.crisisprevention.com/EDTraumaInformedCare.html?src=PPC&utm_source=bing&utm_medium=cpc&utm_campaign=bts-2021&utm_content=tofu_ed_search&msclkid=1c7113a03dd71102a90471d77f5dbce1

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Trauma can come in many forms, and whether caused by a single event or by a repeated exposure, that experience and perspective shape the way a person feels, thinks, and behaves. Trauma can happen to anyone-as educators, you may encounter both students and colleagues that have been impacted.

Our educator-specific trauma-informed care guide provides:

A deeper awareness of key trauma-related concepts.

A greater understanding of trauma's effects on behavior.

Tips for understanding and preventing vicarious trauma.

A De-Escalation Preferences Form to use with students and colleagues.

Resources to explore trauma-informed care further.

Complete this form to download our Trauma-Informed Care for Educators Resources Guide today.

Our Nonviolent Crisis Intervention®, 2nd Edition: Trauma Training program will help educators:

Understand how trauma affects behavior in students and colleagues.

Learn how to respond appropriately to trauma-induced behaviors.

Create a cultural shift in both teacher-student and teacher-teacher interactions.

Strengthen student outcomes through a healthier learning environment.

Click below to learn more about Nonviolent Crisis Intervention®, 2nd Edition: Trauma Training.

We handle your contact details in line with our privacy policy. If you prefer not to receive marketing emails from CPI, you can opt-out of all marketing emails on that page.

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Trauma can come in many forms, and whether caused by a single event or by a repeated exposure, that experience and perspective shape the way a person feels, thinks, and behaves. Trauma can happen to anyone-as educators, you may encounter both students and colleagues that have been impacted.

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School Resources - Teachers (Trauma Informed Teaching)

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School Resources - Teachers (Trauma Informed Teaching)

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https://institute.crisisprevention.com/EDTraumaInformedCare.html?src=PPC&utm_source=bing&utm_medium=cpc&utm_campaign=bts-2021&utm_content=tofu_ed_search&msclkid=1c7113a03dd71102a90471d77f5dbce1

# data[].attributes.attachment_link.readable_text
Trauma can come in many forms, and whether caused by a single event or by a repeated exposure, that experience and perspective shape the way a person feels, thinks, and behaves. Trauma can happen to anyone-as educators, you may encounter both students and colleagues that have been impacted.

Our educator-specific trauma-informed care guide provides:

A deeper awareness of key trauma-related concepts.

A greater understanding of trauma's effects on behavior.

Tips for understanding and preventing vicarious trauma.

A De-Escalation Preferences Form to use with students and colleagues.

Resources to explore trauma-informed care further.

Complete this form to download our Trauma-Informed Care for Educators Resources Guide today.

Our Nonviolent Crisis Intervention®, 2nd Edition: Trauma Training program will help educators:

Understand how trauma affects behavior in students and colleagues.

Learn how to respond appropriately to trauma-induced behaviors.

Create a cultural shift in both teacher-student and teacher-teacher interactions.

Strengthen student outcomes through a healthier learning environment.

Click below to learn more about Nonviolent Crisis Intervention®, 2nd Edition: Trauma Training.

We handle your contact details in line with our privacy policy. If you prefer not to receive marketing emails from CPI, you can opt-out of all marketing emails on that page.

# data[].attributes.attachment_link.description
Trauma can come in many forms, and whether caused by a single event or by a repeated exposure, that experience and perspective shape the way a person feels, thinks, and behaves. Trauma can happen to anyone-as educators, you may encounter both students and colleagues that have been impacted.

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

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Definition

Students with emotional disorders are a very heterogeneous group with a wide range of issues that are unique to each individual. However, there are some key characteristics that are used to define this disability category, mostly relating to issues of personal identity and emotional well-being. An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. Students with emotional disorders typically have a very difficult time maintaining personal relationships with others, and these personal problems lead to physical symptoms in time. If the student has difficulty learning, but there is no intellectual or sensory cause of this difficulty, then an emotional disorder may be to blame. This disability category does include some mental illnesses such as schizophrenia.

It should be noted that one or more of the previously mentioned characteristics has to be present for an extended period of time, and must have a negative impact on the student's academic performance before being considered an emotional disorder. Signs of an emotional disorder need to be taken seriously, as they can lead to physical aggression and self-injurious behavior. However, care must also be taken to recognize the difference between emotional disturbance and general teenage angst. There are as many causes of emotional disturbance in children as there are children in this category, but they can generally be divided into either biological causes, environmental causes, or a combination of the two.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 7.7%, or 461,055 students, received special education services based on a classification of emotional disturbance. However, within this group of 461,055 students, there was a definite disproportionally between gender, race and socioeconomic background. African-American students were far more likely to be diagnosed as emotionally disturbed than white students, reflecting possible race bias in this category. Research has pointed to a direct correlation between low income status and emotional disorders, but the exact reasons for this correlation are unknown.

Characteristics

Each student with an emotional disturbance will have characteristics that are unique to that individual. However, these students will all share deficits in three specific areas, namely emotional development, behavioral development, and cognitive development.

These students may have specific emotional characteristics/conditions such as anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, and schizophrenia. Not addressing any one of these disorders with the appropriate support system could have potentially tragic results. Behavioral characteristics of an emotional disorder include externalizing behavior and conversely internalizing behavior. The former can result in problem behavior and physical aggression while the latter results in depression and anxiety. Finally, students with emotional disorders have a number of academic issues as well, and each year half of the students in this category drop out of school entirely.

One intriguing possible contributing factor to emotional disturbance can be found in deficits in communication. An estimated 71% of students with emotional disorders also have expressive and receptive language disorders that impact their ability to understand and communicate with peers and adults.

Impact on Learning

Students with emotional disorders can be found at every level of cognitive functioning, but the majority of these students tend to have low average intelligence. Most achieve below grade level in academic achievement, with the greatest deficits in both math and spelling. Many have a coexisting learning disability of some type. Students that exhibit externalizing behaviors are at the greatest risk for continued deficits in academic functioning. Students with emotional disorders are less likely to attend post-secondary school than students in many other disability categories. An effective educational program for students with emotional disorders will provide emotional and behavioral supports that foster the replacement of problem behaviors with more appropriate behaviors. Positive behavior support systems are one especially effective strategy to achieve this goal, as are the implementation of wraparound services.

Teaching Strategies

Wraparound planning is a collaborative process that has shown great promise in supporting students with emotional disorders, both in research and in more practical application. This planning process brings all of the involved service providers (i.e., adult rehabilitation services, mental health services, guidance counselor) and individuals together to create a natural support system that is founded on the strengths of the individual student and the community in which that student lives. The family is an integral part of this process, and the overall goal is to devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention.

Generally, academic achievement and problem behaviors often go hand-in-hand for students with emotional disorders. To put this another way, the more difficulty they have with a classroom task, the more likely that maladaptive behavior will result. Supporting the academic performance of these students will thus have the added benefit of decreasing externalizing and internalizing behaviors. Best practices for students with emotional disorders are often best practices for all students. A strategy such as allowing students to choose between classroom tasks, for example, is an effective way to decrease problem behaviors in general. Consistent and specific praise is also a great technique to utilize with all students in the classroom, but can be particularly effective with students with emotional disorders.

It is very important to not make assumptions about any family of a child with an emotional disorder. Many emotional disorders have an organic cause, and the parents of the child may well be loving and supportive in every way. However, some of these students have indeed been abused in some fashion in their young lives, and this too can be a cause of emotional or behavioral issues. Trust can be a very large issue for these children. Forming a relationship with these students that is built on empathy, trust, and mutual respect can often be the solution to many problem behaviors, and can have a lasting impact of the emotional development of the child.

Assistive Technology

Some modification in instruction will be necessary to allow a student with an emotional disorder to demonstrate mastery in a number of academic areas, and most especially in the area of writing. Word processing software can be an excellent supplementary aid for these students, allowing them to edit and revise their work as they produce it. These programs can strengthen spelling skills and writing cohesion simply by making the writing process easier overall. Of particular benefit are word processing programs that read the text as it is typed, providing an additional audio cue for the student.

Organizations

There are a number of excellent organizations that can help support classroom instruction for students with emotional and behavioral disabilities. The information presented in this module is intended as just a very brief description of emotional disorder and its impact on learning. Much more in-depth information and instructional strategies can be accessed through the following organizations:

American Academy of Child and Adolescent Psychiatry

The AACAP (American Academy of Child and Adolescent Psychiatry) is the leading national professional medical association dedicated to treating and improving the quality of life for children, adolescents, and families affected by these disorders. Composed of over 7,500 child and adolescent psychiatrists and other interested physicians, its members actively research, evaluate, diagnose, and treat psychiatric disorders and pride themselves on giving direction to and responding quickly to new developments in addressing the health care needs of children and their families.

Public Information Office
3615 Wisconsin Ave., NW
Washington, DC 20016-3007

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

5262 University of Oregon
Eugene, OR 97403-5262

Email: pbis@oregon.uregon.edu
Web: www.pbis.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Federation of Families for Children's Mental Health

This organization is dedicated exclusively to helping children with mental health needs and their families achieve a better quality of life. They provide leadership to develop and sustain a nationwide network of family-run organizations; focus the passion and cultural diversity of our membership to be a potent force for changing how systems respond to children with mental health needs and their families; help policy-makers, agencies, and providers become more effective in delivering services and supports that foster healthy emotional development for all children.

1101 King Street, Suite 420
Alexandria, VA 22314

Email: ffcmh@ffcmh.org
Web: www.ffcmh.org

National Alliance for the Mentally Ill (NAMI)

NAMI is the National Alliance on Mental Illness, the nation's largest grassroots organization for people with mental illness and their families. NAMI is dedicated to the eradication of mental illnesses and to the improvement of the quality of life for persons of all ages who are affected by mental illnesses. NAMI members and friends work to fulfill our mission by providing support, education, and advocacy.

Colonial Place Three
2107 Wilson Boulevard, Suite 300
Arlington, VA 22203-3754

Web: www.nami.org

Mental Health America

Mental Health America is dedicated to helping ALL people live mentally healthier lives. They work to fulfill this mission by education the public about ways to preserve and strengthen mental health; advocating for access to effective care; fostering innovation in research, practice, services and policy; and providing support to individuals and families.

2001 N. Beauregard Street, 12th Floor
Alexandria, VA 22311

Web: www.nmha.org

National Mental Health Information Center

The National Mental Health Information Center was developed for users of mental health services and their families, the general public, policy makers, providers, and the media. They provide free information about mental health via a toll-free number, their website, and more than 600 publications.

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

National Dissemination Center for Children with Disabilities (2004). Fact Sheet 5. Retrieved February 1, 2008 from www.nichcy.org/pubs/factshe/fs5txt.htm.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Students with emotional disorders typically have a hard time maintaining relationships, and these personal problems may lead to physical symptoms in time.

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

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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https://www.autismspeaks.org/

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https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student
https://cdn.education.ne.gov/wp-content/uploads/2018/10/ASCA-Mindsets-Behaviors.pdf#:~:text=The%20ASCA%20Mindsets%20%26%20Behaviors%20for%20Student%20Success%3A,for%20Students%2C%20which%20were%20first%20published%20in%201997.

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School & Family Resources - Special Education

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School & Family Resources - Special Education

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https://exceptionalchildren.org/about-us

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Strategic Plan Goals

Goal 1: Educators will be highly competent professionals entrusted to provide quality instruction that will enable all students to pursue their full potential.

Goal 2: CEC will have the capacity and capabilities to lead the field of special education in advocacy, standards, and professional learning and practice.

Our Founding

CEC was organized by a group of educators attending the summer session at Teachers College, Columbia University, and their faculty members on August 10, 1922. The Council began with 12 members. Elizabeth E. Farrell was the Founder and first President from 1922-1926.

Current President: Dennis Cavitt, Ed.D.
Executive Director: Chad Rummel, M.Ed., CAE

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Goal 1: Educators will be highly competent professionals entrusted to provide quality instruction that will enable all students to pursue their full potential. Goal 2: CEC will have the capacity and capabilities to lead the field of special education in advocacy, standards, and professional learning and practice.

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School & Family Resources - Exceptional Child (SED)

# data[].attributes.subject
School & Family Resources - Exceptional Child (SED)

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Emotional & Behavior Health (part of The Exceptional Child)
https://debh.exceptionalchildren.org/

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Council for Children with Behavioral Disorders

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Teacher Educators of Children with Behavior Disorders (TECBD) Conference

Teacher Educators of Children with Behavior Disorders (TECBD) Conference The annual Teacher Educators for Children with Behavior Disorders (TECBD) conference is the premier educational research conference for teacher educators working with children and youth with severe behavioral disorders. The 2022 TECBD Conference will be a hybrid event. The agenda will include workshops, strands, and general sessions delivered in a variety of formats.

In-person at the Tempe Mission Palms Hotel November 16-17

Virtually on November 18

DEBH Foundation & Awards 2024 Announcement

As educators and researchers, fall is a time to start thinking about the upcoming academic year. Is there a project you would like funding for? A professional development opportunity you would like to attend? Additional funds to help pay for your education? The DEBH Foundation & Awards has multiple grants and scholarships. See flyer and links for more information and submission.

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School Resources - Science Teachers (ODD/CD)

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School Resources - Science Teachers (ODD/CD)

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Behavior Disorders
https://www.nsta.org/behavioral-disorders

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6 percent among K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population.

Behavior disorders have also been referred to in a variety of different terminologies, including but not limited to:

1. Emotional and Behavior Disorders (EBD)

2. Emotional Conflict (EC)

3. Serious Emotional Disturbance (SED)

Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption of other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Among the characteristics of a behavioral disorder among children and adolescents are:

General Strategies

Multidisciplinary educational teams, including parents, must design programs to meet the individual behavioral and academic needs of identified SED students. Most students can benefit from supportive treatments provided in general education programs. For others, at least temporary placements in special education classrooms, schools, or institutional programs may be appropriate.

Special education programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior. Behavior management techniques, such as positive reinforcement, token economies, contracting, and time-out, which rely on direct measurement and monitoring of behavioral change, are commonly used in SED programs. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. The following are strategies that may be effective with students with EBD:

Teacher Presentation

Laboratory

Group Interaction and Discussion

1. Acknowledge the contributions of the student with an emotional disorder.

2. Call for responses and participation commensurate with the student's socialization skills.

3. As the student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.

4. Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.

5. Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.

6. Help the student to feel as though he or she has something worthwhile to contribute to the discussion.

7. Some students may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.

8. Should monitor carefully to ensure that the nondisabled students do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.

Reading

1. It is necessary to target specific pro-social behaviors for appropriate instruction and assessment to occur such as:

1. Taking turns, working with partner, following directions.

2. Reading in group or with others.

3. Increasing positive relationships by means of awards when they read appropriately.

4. Demonstrating appropriate reading

2. Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills should be focused on teaching students reading skills

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate laboratory and field strategies.

3. Depending on the site of the research check the previous two sections.

4. Show clear examples of what the students should expect as an outcome of their research.

Field Experiences

1. Use appropriate general strategies.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. In field activities acknowledge the contributions and assistance of the student with an emotional disorder.

4. Help the student to feel as though he or she has something worthwhile to contribute to the field trip.

5. Use a buddy system.

6. Gradually increase the challenges in the student's participation in field exercises while providing increased positive reinforcement.

7. Group participation in field activities is highly desirable because it enhances social contacts.

8. Make the student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.

9. Special efforts should be made to get students with behavioral disorders to interact with other students.

10. You should encourage students to practice field skills during their free hours.

11. Every effort should be made to arouse the interest of such students in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.

Testing

1. Be sensitive to the student's reactions to the various aspects of assessment.

2. For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.

3. Make special arrangements for the student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.

4. Stay on top of student progress through informal assessment, don't wait until it's too late to discover that there is a problem.

5. Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.

Organizations

Council for Exceptional Children-Council for Children with Behavior Disorders (CCBD)
The Council for Children with Behavioral Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. It is a division of the Council for Exceptional Children (CEC).

CCBD Foundation
The CCBD Foundation was founded in 1997 by the Council for Children with Behavioral Disorders (CCBD), to support its mission of improving the education of children and youth with emotional or behavioral disorders (EBD).

Resources

Council for Exceptional Children (Behavior Disorders/Emotional Disturbance)
The Council for Exceptional Children (CEC) page on EBD. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.

BehaviorDisorder.org
The site offers information on behavior disorders, conduct disorders, and other behavior problems.

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively.

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School & Family Resources - Conduct Disorder

# data[].attributes.subject
School & Family Resources - Conduct Disorder

# data[].attributes.body
Conduct Disorder
https://pubmed.ncbi.nlm.nih.gov/31249310/

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doi: 10.1038/s41572-019-0095-y.

Affiliations

¹ Department of Psychology, University of Bath, Bath, UK. g.fairchild@bath.ac.uk.

² School of Psychology, University of Sydney, Sydney, New South Wales, Australia.

³ Department of Psychology, Louisiana State University, Baton Rouge, LA, USA and Institute for Learning Science and Teacher Education, Australian Catholic University, Brisbane, Queensland, Australia.

⁴ Department of Psychiatry, University of Vermont, Burlington, VT, USA.

⁵ Department of Psychological Science, School of Social Ecology, University of California, Irvine, CA, USA.

⁶ Departments of Human Genetics and Psychiatry, Radboud University Medical Center, Nijmegen, the Netherlands.

⁷ Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe University, Frankfurt am Main, Germany.

⁸ School of Psychology and Centre for Human Brain Health, University of Birmingham, Birmingham, UK.

doi: 10.1038/s41572-019-0095-y.

Affiliations

¹ Department of Psychology, University of Bath, Bath, UK. g.fairchild@bath.ac.uk.

² School of Psychology, University of Sydney, Sydney, New South Wales, Australia.

³ Department of Psychology, Louisiana State University, Baton Rouge, LA, USA and Institute for Learning Science and Teacher Education, Australian Catholic University, Brisbane, Queensland, Australia.

⁴ Department of Psychiatry, University of Vermont, Burlington, VT, USA.

⁵ Department of Psychological Science, School of Social Ecology, University of California, Irvine, CA, USA.

⁶ Departments of Human Genetics and Psychiatry, Radboud University Medical Center, Nijmegen, the Netherlands.

⁷ Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe University, Frankfurt am Main, Germany.

⁸ School of Psychology and Centre for Human Brain Health, University of Birmingham, Birmingham, UK.

Abstract

Conduct disorder (CD) is a common and highly impairing psychiatric disorder that usually emerges in childhood or adolescence and is characterized by severe antisocial and aggressive behaviour. It frequently co-occurs with attention-deficit/hyperactivity disorder (ADHD) and often leads to antisocial personality disorder in adulthood. CD affects ~3% of school-aged children and is twice as prevalent in males than in females. This disorder can be subtyped according to age at onset (childhood-onset versus adolescent-onset) and the presence or absence of callous-unemotional traits (deficits in empathy and guilt). The aetiology of CD is complex, with contributions of both genetic and environmental risk factors and different forms of interplay among the two (gene-environment interaction and correlation). In addition, CD is associated with neurocognitive impairments; smaller grey matter volume in limbic regions such as the amygdala, insula and orbitofrontal cortex, and functional abnormalities in overlapping brain circuits responsible for emotion processing, emotion regulation and reinforcement-based decision-making have been reported. Lower hypothalamic-pituitary-adrenal axis and autonomic reactivity to stress has also been reported. Management of CD primarily involves parent-based or family-based psychosocial interventions, although stimulants and atypical antipsychotics are sometimes used, especially in individuals with comorbid ADHD.

Co-occurring Mental Disorders in Transitional Aged Youth With Substance Use Disorders - A Narrative Review.

Köck P, Meyer M, Elsner J, Dürsteler KM, Vogel M, Walter M. Köck P, et al. Front Psychiatry. 2022 Feb 24;13:827658. doi: 10.3389/fpsyt.2022.827658. eCollection 2022. Front Psychiatry. 2022. PMID: 35280170 Free PMC article. Review.

The Best Services Trial (BeST?): a cluster randomised controlled trial comparing the clinical and cost-effectiveness of New Orleans Intervention Model with services as usual (SAU) for infants and young children entering care.

Crawford K, Fitzpatick B, McMahon L, Forde M, Miller S, McConnachie A, Messow M, Henderson M, McIntosh E, Boyd K, Ougrin D, Wilson P, Watson N, Minnis H. Crawford K, et al. Trials. 2022 Feb 7;23(1):122. doi: 10.1186/s13063-022-06007-3. Trials. 2022. PMID: 35130937 Free PMC article. Clinical Trial.

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national center for biotechnology information

# data[].attributes.attachment_link.description
Conduct disorder (CD) is a common and highly impairing psychiatric disorder that usually emerges in childhood or adolescence and is characterized by severe antisocial and aggressive behaviour. It frequently co-occurs with attention-deficit/hyperactivity disorder (ADHD) and often leads to antisocial ...

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Drawing on over forty years of clinical and research experience, Paul Wender and new coauthor David A. Tomb have created a classic, definitive model for identifying and treating children and adults who have Attention-Deficit Hyperactivity Disorder (ADHD).

ADHD: Attention-Deficit Hyperactivity Disorder in Children and Adults, Fifth Edition offers insights into the progression of ADHD to those at any age and describes the best treatment. Wender and Tomb stress that drug therapy remains the most effective in treating the disorder, but psychological
techniques, when combined with medication, can produce further improvement. In addition, extensive first-hand accounts from men, women, and children offer dramatic insight into what it feels like to have, and to receive medical treatment for, ADHD. Throughout, the book contains valuable information
on where to seek help and what kinds of diagnostic tests exist and how reliable they are, as well as comprehensive instructions and rating scales to help parents best help their child and to help adults self-screen for the disorder.

This concise and fully revised volume is a practical tool for individuals at any age, parents and teachers of children with ADHD, and clinicians.

# data[].attributes.attachment_link.description
Drawing on over forty years of clinical and research experience, Paul Wender and new coauthor David A. Tomb have created a classic, definitive model for identifying and treating children and adults who have Attention-Deficit Hyperactivity Disorder (ADHD).

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ODD A Guide for Parents https://onlinelibrary.wiley.com/toc/15567575/2012/28/S6

# data[].attributes.attachment_link.title
Oppositional Defiant Disorder: A Guide for Parents: The Brown University Child and Adolescent Behavior Letter: Vol 28, No S6

# data[].attributes.headline
School Resources - Crisis Prevention & Response

# data[].attributes.subject
School Resources - Crisis Prevention & Response

# data[].attributes.body
https://wvde.us/wp-content/uploads/2018/01/Addressing-Mental-Health-in-School-Crisis-Prevention-Response.pdf

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https://www.pacer.org/parent/php/PHP-c33.pdf

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School & Family Resources - Emotional Disturbance

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School & Family Resources - Emotional Disturbance

# data[].attributes.body
http://www.projectidealonline.org/v/emotional-disturbance/

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Definition

Students with emotional disorders are a very heterogeneous group with a wide range of issues that are unique to each individual. However, there are some key characteristics that are used to define this disability category, mostly relating to issues of personal identity and emotional well-being. An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. Students with emotional disorders typically have a very difficult time maintaining personal relationships with others, and these personal problems lead to physical symptoms in time. If the student has difficulty learning, but there is no intellectual or sensory cause of this difficulty, then an emotional disorder may be to blame. This disability category does include some mental illnesses such as schizophrenia.

It should be noted that one or more of the previously mentioned characteristics has to be present for an extended period of time, and must have a negative impact on the student's academic performance before being considered an emotional disorder. Signs of an emotional disorder need to be taken seriously, as they can lead to physical aggression and self-injurious behavior. However, care must also be taken to recognize the difference between emotional disturbance and general teenage angst. There are as many causes of emotional disturbance in children as there are children in this category, but they can generally be divided into either biological causes, environmental causes, or a combination of the two.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 7.7%, or 461,055 students, received special education services based on a classification of emotional disturbance. However, within this group of 461,055 students, there was a definite disproportionally between gender, race and socioeconomic background. African-American students were far more likely to be diagnosed as emotionally disturbed than white students, reflecting possible race bias in this category. Research has pointed to a direct correlation between low income status and emotional disorders, but the exact reasons for this correlation are unknown.

Characteristics

Each student with an emotional disturbance will have characteristics that are unique to that individual. However, these students will all share deficits in three specific areas, namely emotional development, behavioral development, and cognitive development.

These students may have specific emotional characteristics/conditions such as anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, and schizophrenia. Not addressing any one of these disorders with the appropriate support system could have potentially tragic results. Behavioral characteristics of an emotional disorder include externalizing behavior and conversely internalizing behavior. The former can result in problem behavior and physical aggression while the latter results in depression and anxiety. Finally, students with emotional disorders have a number of academic issues as well, and each year half of the students in this category drop out of school entirely.

One intriguing possible contributing factor to emotional disturbance can be found in deficits in communication. An estimated 71% of students with emotional disorders also have expressive and receptive language disorders that impact their ability to understand and communicate with peers and adults.

Impact on Learning

Students with emotional disorders can be found at every level of cognitive functioning, but the majority of these students tend to have low average intelligence. Most achieve below grade level in academic achievement, with the greatest deficits in both math and spelling. Many have a coexisting learning disability of some type. Students that exhibit externalizing behaviors are at the greatest risk for continued deficits in academic functioning. Students with emotional disorders are less likely to attend post-secondary school than students in many other disability categories. An effective educational program for students with emotional disorders will provide emotional and behavioral supports that foster the replacement of problem behaviors with more appropriate behaviors. Positive behavior support systems are one especially effective strategy to achieve this goal, as are the implementation of wraparound services.

Teaching Strategies

Wraparound planning is a collaborative process that has shown great promise in supporting students with emotional disorders, both in research and in more practical application. This planning process brings all of the involved service providers (i.e., adult rehabilitation services, mental health services, guidance counselor) and individuals together to create a natural support system that is founded on the strengths of the individual student and the community in which that student lives. The family is an integral part of this process, and the overall goal is to devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention.

Generally, academic achievement and problem behaviors often go hand-in-hand for students with emotional disorders. To put this another way, the more difficulty they have with a classroom task, the more likely that maladaptive behavior will result. Supporting the academic performance of these students will thus have the added benefit of decreasing externalizing and internalizing behaviors. Best practices for students with emotional disorders are often best practices for all students. A strategy such as allowing students to choose between classroom tasks, for example, is an effective way to decrease problem behaviors in general. Consistent and specific praise is also a great technique to utilize with all students in the classroom, but can be particularly effective with students with emotional disorders.

It is very important to not make assumptions about any family of a child with an emotional disorder. Many emotional disorders have an organic cause, and the parents of the child may well be loving and supportive in every way. However, some of these students have indeed been abused in some fashion in their young lives, and this too can be a cause of emotional or behavioral issues. Trust can be a very large issue for these children. Forming a relationship with these students that is built on empathy, trust, and mutual respect can often be the solution to many problem behaviors, and can have a lasting impact of the emotional development of the child.

Assistive Technology

Some modification in instruction will be necessary to allow a student with an emotional disorder to demonstrate mastery in a number of academic areas, and most especially in the area of writing. Word processing software can be an excellent supplementary aid for these students, allowing them to edit and revise their work as they produce it. These programs can strengthen spelling skills and writing cohesion simply by making the writing process easier overall. Of particular benefit are word processing programs that read the text as it is typed, providing an additional audio cue for the student.

Organizations

There are a number of excellent organizations that can help support classroom instruction for students with emotional and behavioral disabilities. The information presented in this module is intended as just a very brief description of emotional disorder and its impact on learning. Much more in-depth information and instructional strategies can be accessed through the following organizations:

American Academy of Child and Adolescent Psychiatry

The AACAP (American Academy of Child and Adolescent Psychiatry) is the leading national professional medical association dedicated to treating and improving the quality of life for children, adolescents, and families affected by these disorders. Composed of over 7,500 child and adolescent psychiatrists and other interested physicians, its members actively research, evaluate, diagnose, and treat psychiatric disorders and pride themselves on giving direction to and responding quickly to new developments in addressing the health care needs of children and their families.

Public Information Office
3615 Wisconsin Ave., NW
Washington, DC 20016-3007

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

5262 University of Oregon
Eugene, OR 97403-5262

Email: pbis@oregon.uregon.edu
Web: www.pbis.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Federation of Families for Children's Mental Health

This organization is dedicated exclusively to helping children with mental health needs and their families achieve a better quality of life. They provide leadership to develop and sustain a nationwide network of family-run organizations; focus the passion and cultural diversity of our membership to be a potent force for changing how systems respond to children with mental health needs and their families; help policy-makers, agencies, and providers become more effective in delivering services and supports that foster healthy emotional development for all children.

1101 King Street, Suite 420
Alexandria, VA 22314

Email: ffcmh@ffcmh.org
Web: www.ffcmh.org

National Alliance for the Mentally Ill (NAMI)

NAMI is the National Alliance on Mental Illness, the nation's largest grassroots organization for people with mental illness and their families. NAMI is dedicated to the eradication of mental illnesses and to the improvement of the quality of life for persons of all ages who are affected by mental illnesses. NAMI members and friends work to fulfill our mission by providing support, education, and advocacy.

Colonial Place Three
2107 Wilson Boulevard, Suite 300
Arlington, VA 22203-3754

Web: www.nami.org

Mental Health America

Mental Health America is dedicated to helping ALL people live mentally healthier lives. They work to fulfill this mission by education the public about ways to preserve and strengthen mental health; advocating for access to effective care; fostering innovation in research, practice, services and policy; and providing support to individuals and families.

2001 N. Beauregard Street, 12th Floor
Alexandria, VA 22311

Web: www.nmha.org

National Mental Health Information Center

The National Mental Health Information Center was developed for users of mental health services and their families, the general public, policy makers, providers, and the media. They provide free information about mental health via a toll-free number, their website, and more than 600 publications.

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

National Dissemination Center for Children with Disabilities (2004). Fact Sheet 5. Retrieved February 1, 2008 from www.nichcy.org/pubs/factshe/fs5txt.htm.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Students with emotional disorders typically have a hard time maintaining relationships, and these personal problems may lead to physical symptoms in time.

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https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans

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Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. And the disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And the disability must interfere with the child's ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team must include:

The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

* The child's parent or caregiver

* General and special education teachers

* The school principal

* The child's parent or caregiver

* At least one of the child's general education teachers

* At least one special education teacher

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document. A 504 plan generally includes the following:

* Specific accommodations, supports, or services for the child

* Names of who will provide each service

* Name of the person responsible for ensuring the plan is implemented

* The child's present levels of academic and functional performance - how the child is currently doing in school

* Annual education goals for the child and how the school will track progress

* The services the child will get - this may include special education, related, supplementary, and extended school year services

* The timing of services - when they start, how often they occur, and how long they last

* Any accommodations - changes to the child's learning environment

* Any modifications - changes to what the child is expected to learn or know

* How the child will participate in standardized tests

* How the child will be included in general education classes and school activities

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

How to resolve disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

* Mediation

* Alternative dispute resolution

* Impartial hearing

* Complaint to the Office for Civil Rights (OCR)

* Lawsuit

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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The difference between IEPs and 504 plans

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Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

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

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Each child is an individual with different social, emotional, and academic strengths and weaknesses. Therefore, their educational needs may vary from one season or school year to the next.

In the first section of our chapter, "School: A Child's World Beyond Home" we cover the legal evolution of the Individual with Disabilities Educational Act (IDEA 2004) and advise a parent how to initiate an Individual Education Plan (IEP), prepare for the IEP meeting (including rehearsal strategies), and locate educational consultants and attorneys.

But the more we talked to people in preparation for this chapter, the more we came to understand that both parents and educators were confused about the construction of an IEP for a student struggling with a bipolar disorder. A model IEP-one that specifically addresses the seasonal variations in mood, energy, attention, motivation, and behavior, as well as one that addresses the frequently co-occurring executive function deficits, needed to be developed.

Therefore, we asked special education advocate, Anne Marie Smith, M. Ed., from Agawam, Massachusetts, to construct an IEP that might provide guidelines for educating a middle school student throughout the school year.

With the hope that the following information is helpful to parents and educators alike, we excerpt the following from The Bipolar Child (pages 305-311.) Also see pages 295-303 in the book for a highly focused and very comprehensive list of accommodations, modifications, and special services that can be incorporated into an IEP.
From The Bipolar Child by Demitri Papolos, M.D. and Janice Papolos (Broadway Books, 2006). All rights reserved.

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Bipolar Children Individual Education Plan (IEP) Model

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Each child is an individual with different social, emotional, and academic strengths and weaknesses. Therefore, their educational needs may vary from one season or school year to the next.

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School & Family Resources - Bipolar Disorder

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School & Family Resources - Bipolar Disorder

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https://www.jbrf.org/

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The Clinician's Pathway Program (CPP) and its assessment tools, the CBQ and JJ, were developed by Dr. Demitri Papolos. By clicking the links below you will leave www.jbrf.org and be redirected to the research site that contains the CPP and the CBQ & JJ assessments. If you have any questions or concerns regarding these tools please direct them to Dr. Papolos's system administrator at CPP@drpapolos.com To Set Up a New CPP Account To Access an Existing CPP Account
Scoring for assessments within the CPP is a fee-based service offered by the private practice of Demitri Papolos, M.D.; this service is independent of JBRF but may be accessed through the JBRF website. Dr. Papolos developed the CBQ & JJ measures and their automated scoring report with the support of JBRF. Questions and/or concerns with regard to the scored report should be addressed to CPP@drpapolos.com

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JBRF - Juvenile Bipolar Research Foundation

# data[].attributes.attachment_link.description
The Clinician's Pathway Program (CPP) and its assessment tools, the CBQ and JJ, were developed by Dr. Demitri Papolos. By clicking the links below you will leave www.jbrf.org and be redirected to the research site that contains the CPP and the CBQ & JJ assessments.

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School - Counselor Referral Process Guide

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School - Counselor Referral Process Guide

# data[].attributes.body
https://counselor1stop.org/wp-content/uploads/2018/04/guid-respon-serv-referral-process-guide.pdf

# data[].attributes.body
http://files.ctctcdn.com/bde05f96001/84fa3636-08af-43fc-aeaf-a016f2aa68a6.pdf

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School, Family, & Student Resources - Mental Health National 

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School, Family, & Student Resources - Mental Health National 

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https://www.mhanational.org/

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Mental Health America is the nation's leading national nonprofit dedicated to the promotion of mental health, well-being, and condition prevention.

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School & Family Resources - Mental Health Resource Guide

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School & Family Resources - Mental Health Resource Guide

# data[].attributes.body
https://www.dfps.state.tx.us/handbooks/CPS/Resource_Guides/Mental_Health_Resource_Guide.pdf

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School & Family Resources - Mental Health Services

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School & Family Resources - Mental Health Services

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https://uthealthnorth.com/services/behavioral-health

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A Continuum of Behavioral Health Care

UT Health East Texas Behavioral Health located at UT Health North Campus Tyler provides comprehensive and compassionate care in a healing environment for those facing mental illness. Our team of mental health professionals includes psychiatrists and psychologists, as well as access specialists and nurses dedicated to helping patients and providing excellent care.

The first step to treating mental illness is getting a proper diagnosis. When patients arrive at UT Health North Campus Tyler, a psychiatrist performs an evaluation to understand symptoms and then develops a treatment plan. Treatment is customized for each patient and can include medication, therapy or both.

We believe in a continuum of behavioral health care. Whether it's collaborating with other specialists, making referrals, working with insurance, arranging transportation or helping with medications, we do what's in the best interest of our patients.

Conditions we treat

Attention Deficit Disorder (ADHD, ADD)

Autism spectrum disorders

Anxiety disorders

Bipolar disorder

Depression

Mood disorders

Postpartum depression

Stress response syndromes

Eating disorders

Obsessive-compulsive disorder

Panic disorder

Personality disorders

Post traumatic stress disorder (PTSD)

Schizophrenia disorders

Schizoaffective disorders

Substance abuse

Dissociative disorders

Delusional disorders

Psychotic disorders

Dual diagnosis

Factitious disorders

Somatic symptom disorders

In Northeast Texas, it's estimated that 85,000 individuals live with a serious mental illness. Over 60% of counties in our region do not have a general psychiatrist, and shortages in the mental health workforce decrease access to care.

A Continuum of Behavioral Health Care

Adult psychiatry at UT Health North Campus is unique because we provide comprehensive and compassionate care in a healing environment. Our team of mental health professionals includes access specialists, nurses, and a number of psychiatrists who are dedicated to helping patients and providing a good service.

The first step to treating mental illness is getting a proper diagnosis. When patients arrive at UT Health, a psychiatrist performs an evaluation to understand symptoms and then develops a treatment plan. Treatment is customized for each patient and can include medication, therapy, or both.

We believe in a continuum of behavioral health care. Whether it's working with insurance, collaborating with other specialists, making referrals, arranging transportation, or helping with medications, we do what's in the best interest of our patients.

Conditions we commonly treat include:

Attention Deficit Disorder (ADHD, ADD)

Autism spectrum disorders

Anxiety disorders

Bipolar disorder

Depression

Mood disorders

Postpartum depression

Stress response syndromes

Eating disorders

Obsessive-compulsive disorder

Panic disorder

Personality disorders

Post traumatic stress disorder (PTSD)

Schizophrenia disorders

Schizoaffective disorders

Dissociative disorders

Delusional disorders

Psychotic disorders

Dual diagnosis

Factitious disorders

Somatic symptom disorders

Inpatient Senior Behavioral Health Care (* Referral required)

Our safe and specialized senior behavioral health inpatient unit provides crisis intervention and comprehensive diagnostic evaluation for individuals, ages 55 and older, who are experiencing emotional , cognitive or behavioral distress. An individualized care plan is developed to optimize treatment outcomes.

Intensive Outpatient Program (*Referral required)

Our Intensive Outpatient Program (IOP), located in Longview, provides outpatient day treatment to enable adults and senior adults to address their behavioral health issues, while remaining independent in their homes or long-term care settings. This level of care may prevent the need for hospitalization or shorten a hospital stay.

To find out more information or make a referral, call 903-212-7140.

Getting Here

The Senior Behavioral Health Clinic is located on the back side of UT Health North Campus Tyler behind the Riter Center. Parking is avaliable in Lot F. The entrance to the building is in Zone F. For a map of the UT Health North Tyler Campus Tyler please click here.

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UT Health East Texas Behavioral Health located at UT Health North Campus Tyler provides comprehensive and compassionate care in a healing environment for those facing mental illness. Our team of mental health professionals includes psychiatrists and psychologists, as well as access specialists and nurses dedicated to helping patients and providing excellent care.

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Student & Family Resources - Mental Health Support Services

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Student & Family Resources - Mental Health Support Services

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https://www.hhs.texas.gov/services/mental-health-substance-use/childrens-mental-health/childrens-mental-health-family-partner-support-services

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Family partner support services are for the primary caregiver of a child who is receiving mental health services. These may include introducing the family to the mental health treatment process, modeling advocacy skills, providing information, making referrals, providing skills training and helping to identify supports for the child and family. Services are not provided directly to the child.

Who Provides Family Partner Support Services?

Services are provided by a certified family partner or a family partner waiting to complete approved training. In addition to their training, they have first-hand experience as primary caregivers of children with a mental health diagnosis. CFPs have completed certified family partner training. The family partner or CFP uses their experience to help primary caregivers better learn how to help their child with a mental health diagnosis.

What Are the Benefits of Family Partner Support Services?

Primary caregivers:

Have a support person who can connect based on similar experiences caring for a child with mental or behavioral health challenges.

Have a partner to ensure family thoughts and opinions are heard and that the family is the main decision maker about services and supports.

Have a role model for advocacy, positive parenting, coping and self-care.

Can become more engaged with their child and family's treatment team.

Can learn to establish trust with people or agencies.

Can gather emotional support and feel less isolated and more independent,

Can become more aware of strengths of self, family members and their child.

Can become more familiar with how to use and access community resources, services or supports in order to better assist their child and family.

Can learn more about their child's diagnosis.

Can improve understanding of the rights of their child.

Can learn to advocate on behalf of their child.

Can gain parenting tools that may make parenting easier.

Can strengthen their relationship with their child.

Who Is Eligible for Family Partner Support Services?

Primary caregivers of children eligible to receive services at the local mental health authority or local behavioral health authority.

How Do I Get Family Partner Support Services?

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Children's Mental Health Family Partner Support Services

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Family partner support services are for the primary caregiver of a child who is receiving mental health services. These may include introducing the family to the mental health treatment process, modeling advocacy skills, providing information, making referrals, providing skills training and helping to identify supports for the child and family.

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Student & Parent Resources - Mental Health and Support Groups

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Student & Parent Resources - Mental Health and Support Groups

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Student, Parent, & School Resources - Eating Disorders

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Student, Parent, & School Resources - Eating Disorders

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National Eating Disorders Association
https://www.nationaleatingdisorders.org/about-us

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Student, Parent, & School Resources - Eating Disorders

# data[].attributes.subject
Student, Parent, & School Resources - Eating Disorders

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Academy for Eating Disorders
http://www.aedweb.org

# data[].attributes.body
https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

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https://www.counseling.org/knowledge-center/vistas
VISTAS On-line

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VISTAS Online is ACA's digital collection of peer-reviewed articles authored by counselors, for counselors. From 2004 until 2017, VISTAS provided a contemporary perspective that informs practice and offers professional counselors from all settings a place to share knowledge, practices, and ideas about any aspect of counseling with other professional counselors.

VISTAS is no longer accepting articles for submission. The VISTAS articles will remain available for review until June 30, 2018.

You can find other ACA resources on a variety of topics on our pages.

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VISTAS Online is ACA's digital collection of peer-reviewed articles authored by counselors, for counselors. From 2004 until 2017, VISTAS provided a contemporary perspective that informs practice and offers professional counselors from all settings a place to share knowledge, practices, and ideas about any aspect of counseling with other professional counselors.

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Parent & School Resources - Anxiety Disorders

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Parent & School Resources - Anxiety Disorders

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http://www.worrywisekids.org/

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From Dr. Tamar Chansky Creator of Worrywisekids.org

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https://www.pacarepartnership.org/uploads/MH_fact_sheet_minn07.pdf

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School Resources - Disabled Student Counseling Strategies

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School Resources - Disabled Student Counseling Strategies

# data[].attributes.body
https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5fb6991aeccdc/9366222?X-Blackboard-Expiration=1648976400000&X-Blackboard-Signature=q7OKgmTurjv1Voz7BknOKByhn%2BjqJzLiL8rQv520F0M%3D&X-Blackboard-Client-Id=100963&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27persons-with-disabilities.pdf&response-content-type=application%2Fpdf&X-Amz-Security-Token=IQoJb3JpZ2luX2VjELv%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJGMEQCID09PpG9cmB0B7nK48551EcnaSVnV3hnEwl2RgCYISMNAiBSeeE1IDfpjufCl3jiS124Y2G7RfdV%2BZbvtgwAld22USr6AwhTEAIaDDYzNTU2NzkyNDE4MyIMs5iMt1DixjeeV%2BGhKtcD1XeIJEo0p1fMbnqXgmtpEyEaB2e%2Bf3b6c6pEDLUXm1jjDVLCBBpw315eUKJ1KAHtCWDWWc49qMsTPkkZnOItRJs3dAW6QPqPiBWysTiAQAl%2FMZg%2BpmLMuWTTtuuPSZwXMXI%2FwyvXL1g0oaimkt1I5DYariEvRtoSn1DttRnAMjD%2BbggQQj2AW24oRGMwJ4a9%2FmZQsIqNy0nZCQYj9579BKJ8nyxzmTE0I%2BDAppJ968klbb8eLYOuE5Ls0c%2F1IQ2danorVC9l0dfARvhz3uE4voNRDxcbrjUeTtckSl82Ev8xHW%2FrBDVMfWIXFqmtZMEGne3JickgAZtUTRZnnoxxyo4yxwhUEQE%2Fbj8T8q79ea5ABRvTalkjRjKNm86lD8rNTvf1k7emY0iz59So35PNsz%2FdPvYKr7qmHHnLmiM1qx3swk5VFKVtuHGnckydVPQry%2FVl5NrS0HeU7xcqx5g0Xx3FryECLsPy%2F9lwciaHKr9psGPzNBPYNFgUJzGsZSnaZeSvWa7Q1jc7y4FiPYc%2BZOaXA1TG9Nj157Dl5XlbXzSoRH2UksQeaPgDN7hQ5hrVRFi22smoqncGHqD9GMEEKWUhzw4et78NK4zOEt4TYESeIkdXbzQaMIKKpJIGOqYBG%2FRbsumZaGxXG%2BqbdpWUlcwiKpZhWmsRq%2FNb3OlWhlaelOGCfamqgZ0T%2Fx39FKeRCxIt89U3zRRENt2D8g%2Fbvlrtb%2BzvaYqDw%2FP5Wr%2ByRquSdS63qTq%2Br9GITjil%2BY4SeHlSqly9FziUfQHeOgx%2FNOdqkc1tixf5A3wdN8eTeBDg6pTv09Ab8Rx41BJAiJYQjDabi2pzDEy5pzFCdOrO1wQjwgfAQA%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20220403T030000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=ASIAZH6WM4PL3WQHX2VR%2F20220403%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=db6bd9686ab3f57cf62dfc100f6e1a63e0bee5832db07d6e6dee859b18389dd1

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Parent & School Resources - Mental Health Promotion

# data[].attributes.subject
Parent & School Resources - Mental Health Promotion

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https://childmind.org/

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Child Mind Institute | Transforming Children’s Lives.

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The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

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School Resources - Services to Children in Substitute Care

# data[].attributes.subject
School Resources - Services to Children in Substitute Care

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http://www.dfps.state.tx.us/handbooks/CPS/Resource_Guides/Services_to_Children_in_Substitute_Care.pdf

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Student, Parent, & School Resources - Building Healthy Relationships

# data[].attributes.subject
Student, Parent, & School Resources - Building Healthy Relationships

# data[].attributes.body
https://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Grantees/social_media_toolkits/healthy_relationships.asp

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Texas Department of Family and Protective Services (DFPS)

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DFPS protects the unprotected - children, elderly, and people with disabilities - from abuse, neglect, and exploitation.

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Parent & School Resources - Child Abuse Prevention

# data[].attributes.subject
Parent & School Resources - Child Abuse Prevention

# data[].attributes.body
https://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Grantees/social_media_toolkits/child_abuse.asp

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Texas Department of Family and Protective Services (DFPS)

# data[].attributes.attachment_link.description
DFPS protects the unprotected - children, elderly, and people with disabilities - from abuse, neglect, and exploitation.

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Parent & School Resources - Mental Health Awareness

# data[].attributes.subject
Parent & School Resources - Mental Health Awareness

# data[].attributes.body
https://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Grantees/social_media_toolkits/bullying.asp

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Bullying Prevention

October is World Bullying Prevention Month. Did you know at least 1 out of every 5 kids in the United States is bullied? In Texas, at least 40% of those who are bullied have seriously considered suicide. The conversation to prevent bulling can start as early as a when a child learns the difference between kindness and unkindness.

To give caregivers the tools to empower their children to be anti-bullying champions and to get messaging out about bullying prevention, the PEI Communications Team created content designed to help caregivers have conversations with their children about bullying that can be posted on your organization's websites or social media channels.

These messages and links can be used as is or they can be customized in any way that works best for your community. For example, if your agency has a hotline, you may consider replacing the Texas Youth Helpline with it. Or if your agency has a bullying prevention program, consider replacing the links to the Get Parenting Tips website with links to your program's information.

There are some social media sample images included in this toolkit that you are free to share.

The National Bullying Prevention Center also has a library of images and messaging that are free for use.

Date to Remember:

Month of October: World Bullying Prevention Month Wear blue #BlueUp

October 4th: World Day of Bullying Prevention Wear blue #BlueUp

Week of October 4th: Make friends with someone you don't know at school

October 11th: National Coming Out Day

Week of October 11th: STAND UP for Others Week

Week of October 18th: Week of Inclusion

October 20th: Unity Day Wear orange #UnityDay

Week of October 25th: Start the week with conversations amongst your peers

Sample Social Media Posts

Hashtags:#BullyingPreventionMonth #StopBullying #AntiBullying #BullyingPrevention #STOMPOutBullying #ChooseKindness #BeKind #BlueUp #UnityDay

Special Dates

Awareness Posts

Sample Images

Right click and save to download.

Videos

Resource Cards

Right click and save to download.

Resources

Bullying Prevention

24/7 Toll-Free Helplines

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Texas Department of Family and Protective Services (DFPS)

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October is World Bullying Prevention Month. Did you know at least 1 out of every 5 kids in the United States is bullied? In Texas, at least 40% of those who are bullied have seriously considered suicide. The conversation to prevent bulling can start as early as a when a child learns the difference between kindness and unkindness.

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https://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Grantees/social_media_toolkits/bullying.asp

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Bullying Prevention

October is World Bullying Prevention Month. Did you know at least 1 out of every 5 kids in the United States is bullied? In Texas, at least 40% of those who are bullied have seriously considered suicide. The conversation to prevent bulling can start as early as a when a child learns the difference between kindness and unkindness.

To give caregivers the tools to empower their children to be anti-bullying champions and to get messaging out about bullying prevention, the PEI Communications Team created content designed to help caregivers have conversations with their children about bullying that can be posted on your organization's websites or social media channels.

These messages and links can be used as is or they can be customized in any way that works best for your community. For example, if your agency has a hotline, you may consider replacing the Texas Youth Helpline with it. Or if your agency has a bullying prevention program, consider replacing the links to the Get Parenting Tips website with links to your program's information.

There are some social media sample images included in this toolkit that you are free to share.

The National Bullying Prevention Center also has a library of images and messaging that are free for use.

Date to Remember:

Month of October: World Bullying Prevention Month Wear blue #BlueUp

October 4th: World Day of Bullying Prevention Wear blue #BlueUp

Week of October 4th: Make friends with someone you don't know at school

October 11th: National Coming Out Day

Week of October 11th: STAND UP for Others Week

Week of October 18th: Week of Inclusion

October 20th: Unity Day Wear orange #UnityDay

Week of October 25th: Start the week with conversations amongst your peers

Sample Social Media Posts

Hashtags:#BullyingPreventionMonth #StopBullying #AntiBullying #BullyingPrevention #STOMPOutBullying #ChooseKindness #BeKind #BlueUp #UnityDay

Special Dates

Awareness Posts

Sample Images

Right click and save to download.

Videos

Resource Cards

Right click and save to download.

Resources

Bullying Prevention

24/7 Toll-Free Helplines

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Texas Department of Family and Protective Services (DFPS)

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October is World Bullying Prevention Month. Did you know at least 1 out of every 5 kids in the United States is bullied? In Texas, at least 40% of those who are bullied have seriously considered suicide. The conversation to prevent bulling can start as early as a when a child learns the difference between kindness and unkindness.

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Parent & School Resources - Suicide Prevention

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Parent & School Resources - Suicide Prevention

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Suicide Prevention

September is National Suicide Prevention Month, and National Suicide Prevention week is from September 5th to 11th.

While mental health and suicide awareness is important year-round, for the month of September, we encourage you to promote suicide prevention and education with your networks. With the help of Texas Health and Human Services, we've put together this toolkit with social media posts, resources, and graphics to help raise awareness about the importance of mental health and suicide prevention.

These messages and links can be used as is, or they can be customized in any way that works best for your community by directing to your prevention program's information.

Keep an eye on the Get Parenting Tips Facebook and Instagram feeds as well for more social media updates.

Dates to Remember: September 5-11 is #NationalSuicidePreventionWeek
https://afsp.org/national-suicide-prevention-week

Sample Social Media Posts

Hashtags: #NationalSuicidePreventionMonth #SuicidePreventionMonth #SuicidePrevention #SuicideAwareness #MentalHealthAwareness #MentalHealthMatters

Parents

DYK it's #NationalSuicidePreventionMonth? There are multiple resources for Texas families to get help. No challenge is too big or small and you'd be surprised how much just talking to someone makes a difference.
Include the downloadable "24/7 Toll-Free Confidential Helplines" resource card or use your preferred mental health resource image.

DYK talking openly about suicidal thoughts and feelings can save a life? National and local mental health services are available for those at risk of suicide.
Include the downloadable "24/7 Toll-Free Confidential Helplines" resource card or use your preferred mental health resource image.

Parenting can be stressful, especially right now. But you're not alone! To talk to someone, contact your local FAYS (Family and Youth Success) program:
getparentingtips.com/local-support

Stress can impact the whole family. It is possible to replace anxiety and stress with relaxation. This article can help guide you on how to deal with anxiety and will give you practical ways to relieve stress:
getparentingtips.com/parents/parenting-stress-and-self-care

When it comes to managing parenting stress, taking a break from your kids is not a bad thing. Sometimes it is the best thing you can do. Learn more at GetParentingTips.com and in this parenting stress management video: youtube.com/watch?v=Cc93y5B4UvA

It's ok to not be ok, and it's ok to ask for help. It's important to know where you can find resources and support if you or someone in your family is struggling with their mental health. Visit nami.org for resources and contact the suicidepreventionlifeline.org if you need to talk.

Are you a Veteran in crisis or concerned about a Veteran in crisis? Connect with the Veterans Crisis Line to reach caring, qualified responders with the Department of Veterans Affairs. Many of them are Veterans themselves.
Call: 1-800-273-8255 (opt 1)
Text: 838255
Chat:veteranscrisisline.net

Kids

If you're concerned your child may be struggling with substance abuse, you're not alone. Learn more about kids and substance abuse at:
getparentingtips.com/tweens-and-teens/health/teen-substance-abuse-what-parents-need-to-know
[and/or]
hhs.texas.gov/services/mental-health-substance-use/mental-health-substance-use-resources

"By learning self-care habits at a young age, youth learn to cope with stress in a healthy way." For self-care tips and to access a free downloadable self-care calendar from the Texas Youth Action Network, visit:
tyan.tamu.edu/helping-youth-establish-self-care-routines

Reports of depression, anxiety, and thoughts of suicide among Texas students are rising as the pandemic drags on. The Texas Tribune has a resource guide for those seeking help:
texastribune.org/2021/01/13/texas-schools-mental-health-resources

DYK at least 40% of Texas kids who were bullied or cyber bullied have seriously considered suicide. If you or your kid need someone to talk to about a challenge your kid is facing, the Texas Youth Helpline is available 24/7 for free.
Visit:dfps.state.tx.us/youth-helpline
Call: 1-800-989-6884
Text: 512-872-5777
Chat:tinyurl.com/DFPSTXYH

DYK LGBTQ+ youth face higher risks of suicide, drug and substance abuse, violence and bullying, and homelessness? Rejection, bullying, or being cut off from those they care about contribute to the added challenges for LGBTQ+ children and teens. Learn more at GetParentingTips.com:
getparentingtips.com/tweens-and-teens/development/raising-LBGTQ-children-and-teens

The Trevor Project is a national nonprofit organization focused on crisis intervention and suicide prevention for the LGBTQ+ community. They claim that "LGBTQ youth represent as much as 40% of the homeless youth population. Of that population, studies indicate that as many as 60% are likely to attempt suicide."
Visit:https://www.thetrevorproject.org
Call the lifeline (24/7 Toll-Free): 1-866-488-7386
Text: "START" to 678-678
Chat:thetrevorproject.org/get-help-now

Pandemic

September is #SuicidePreventionMonth. Asking for help or just finding someone to talk to during this time can make a difference for you and your family. Try calling the Statewide COVID-19 Mental Health Support Line toll-free at: 833-986-1919. Learn more at: ow.ly/QX3W50ATIvE

Emotional fatigue can be hard on the whole family, especially given this past year. Take care of your mental health by talking to someone. Learn how to help care for your family's mental health at GetParentingTips.com and keep this resource card handy when you need to ask for help. getparentingtips.com/parents
Note: Include the downloadable "COVID-19" resource card or use your preferred mental health resource image.

The pandemic has touched us at every level. Ask for help when you need it. Never feel like you're alone, because you aren't! GetParentingTips.com can help with weathering COVID-19:
getparentingtips.com/parents/weathering-covid-19

These uncertain times can take an extra toll on our mental health. If things feel off, don't be afraid to reach out for yourself or someone you know. Your local FAYS program at getparentingtips.com/local-support and the 24-hour Texas Youth Helpline at tinyurl.com/DFPSTXYH are available to help for free.

Postpartum

There is so much joy in welcoming a child into the world, but at the same time you may experience feelings of sadness and anxiety. This is completely normal, and you are not alone! Learn how to cope with "mommy brain" at:
getparentingtips.com/babies/health/from-pregnancy-brain-to-postpartum

Being the parent of a newborn is a wonderful experience, but it can also trigger postpartum depression in some people. Postpartum depression is serious, so always get the help you need. Learn more in this video:
youtube.com/watch?v=v-a_BcnxGhs

Is it the baby blues or something else? More than 15% of Texas women experience postpartum depression, and it's the #1 complication from childbirth. Learn more in this video:
www.youtube.com/watch?v=yCzV5qU5ITQ

Sample Images

Right click and save to download.

Resource Cards

Right click and save to download.

Resources

Suicide Prevention

24/7 Toll-Free Helplines

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Texas Department of Family and Protective Services (DFPS)

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September is National Suicide Prevention Month, and National Suicide Prevention week is from September 5th to 11th. While mental health and suicide awareness is important year-round, for the month of September, we encourage you to promote suicide prevention and education with your networks.

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Parent Resources - Strengthening Families

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Parent Resources - Strengthening Families

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Texas Department of Family and Protective Services (DFPS)

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DFPS protects the unprotected - children, elderly, and people with disabilities - from abuse, neglect, and exploitation.

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Parent Resources - Children with Disabilities

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Parent Resources - Children with Disabilities

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https://www.parentcenterhub.org/

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.