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Common Psychiatric Disorders in Children

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Common Psychiatric Disorders in Children

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Fact Sheet of Children's Mental Health Disorders

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Fact Sheet of Children's Mental Health Disorders

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The professional school counselor provides a limited amount of assistance in the school setting. Therefore, referrals must be made for outside assistance. Here is a list of providers in the area.

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Myths Surrounding Eating and Feeding Disorders

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Myths Surrounding Eating and Feeding Disorders

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Binge Eating
Purging
Severe Dieting

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Anorexia: characterized by dramatic weight loss, (lack of appropriate weight gain in children), failure to maintain appropriate weight for height, age, and stature (nationaleatingdisorders.org)

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Individuals will binge eat food and then engage in measures to counteract the weight gain caused by binge eating (Buser, 2012).

Signs and Symptoms: Frequent trips to the restroom after eating; excessive conversations about weight, withdrawal from friends, and fluctuations in weight.

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Individual consumes large amounts of calories without control and takes no action to curb the ensuring weight gain (Buser, 2012).

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Individuals consume non food items like they are food.
Individuals consume items like chalk, paint, soap, due to a lack of minerals in the body (Morrison, 2014). This disorder can manifest in children as young as 2 years old. This disorder can stop during adolescence or when the deficiency has been corrected.

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Create a Safe Environment: Create a space where students can talk freely and confidentially.

Model Healthy Behavior: Coaches can discuss healthy diet and exercise routines instead of weight.

Healthy Discussions: Adults can discuss the importance of getting sleep and rest.
Avoiding drugs and alcohol
(https://www.urmc.rochester.edu).

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Healthline
National Eating Disorders Association
National Institute of Mental Health

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How should parents understand eating disorders?

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Anxiety tends to interfere with working memory. This interference shows up in worry about completing a task and the consequences of inadequately performing the task (Butcher, Heubeck, & Welvaert, 2020).
Students living with anxiety have difficult time following complex instructions and will often miss steps because of the interference caused by worry.

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The following websites provide additional information about anxiety and outline strategies educators and parents can take to support their students living with anxiety.

A Teacher's Guide to Supporting Students with Anxiety

Follow These Steps to Ease Student Anxiety in Your Classroom

What to Do (and Not Do) When Children are Anxious

Tips for Parents and Caregivers

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Bipolar Disorder: Cycling between hypomania or mania and depression accompanied by personality and behavioral changes (Gooding, Wolford, & Gooding, 2019; Bardick & Barnes, 2005).
Depression: Persistent feelings of sadness, loss of desire in everyday tasks that can last for two or more weeks at a time (Gotlib & Hammen, 2014).
Schizophrenia: People will interpret reality incorrectly displaying a range of problems in cognition, behavior, and emotions (Mayoclinic, 2020).

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Oppositional-Defiant Disorder (ODD) is openly uncooperative behavior occurring in children more frequently than their peers.
This behavior disrupts social, educational, and familial interactions (Oppositional Defiant Disorder, 2012).

Oppositional Defiant Disorder

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Constant Anger
Arguing
Stubborn
Defy Adults
Deliberately Annoying
Vindictive
Spiteful
Blame others for their behaviors
Extra Touchy
Easily Annoyed
Hateful
Revenge Seeking (Oppositional Defiant Disorder, 2012)

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School counselors can advocate for students with ODD by consulting with teachers and parents when establishing a set of actionable consequences.
School counselors can provide instruction through professional development presentations to teachers on the signs and strategies needed to support students.
School counselors can provide parent nights providing information on this disorder, and the importance of reinforcing the consequences and supports to students.

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Adults must choose actions that require redirection
Clear regulations for behavior
Mindful of Tone of Voice: Neutral Tones for instructions, cheerful tones for praise, firm tones for reprimands (Jones, 2018)
Adults at home and at school should agree on standard consequences for actions (Jones, 2018).

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8 Discipline Rules for Parents of Defiant Kids

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"The list contained in this document is of known providers of a particular service. The providers on the list are from a variety of sources. This list is being provided as a courtesy, for information only, and the user should understand that no assurances or guarantees regarding the providers on the list are being made by providing this list. Keller ISD neither endorses, approves, nor recommends any specific provider listed.  This list is not inclusive of all community agencies, services or organizations that provide the particular service, and the omission of an agency, service, or organization from this list does not imply disapproval.  It is the responsibility of the user of this list to determine whether any of the content is of value to them and whether or not the agency, service, or organization meets their specific needs."

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Logos Counseling

5751 Park Vista Circle, Suite 101 Keller, TX 76244

Phone 817-812-2880

Taylor Counseling Group

101 Summit Avenue, Mallick Tower, Fort Worth, TX 76102

Phone (214) 530-0021

Homestead Hope Counseling Services

3301 West Freeway, Suite 105 Fort Worth, TX 76107

Phone (817) 812-3021

Alliance Child and Family Solutions

1307 8th Avenue, Suite 130 Fort Worth, TX 76104

Phone (817) 851-2042

Center for Counseling and Family Relationships

4500 Mercantile Plaza, Suite 307

Fort Worth, TX 76137

Phone (817) 232-9400

Texas 2-1-1

Phone 2-1-1 in the state of Texas

SAMHSA (Substance Abuse and Mental Health Services Administration

National Helpline 800-662-HELP (4357)

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American Psychiatric Association. 2020. What is obsessive-compulsive Disorder?. https://www.psychiatry.org/patients-families/ocd/what-is-obsessive-compulsive-disorder

Baldridge, I., Piotrowski, N. (2019). Obsessive-compulsive disorder. Magill’s Medical Guide (Online Edition).

Bardick, A. & Bernes, K. (2005). A Closer examination of bipolar disorder in school-age children. Professional School Counseling, 9(1), 72-77.

Busser, J. (2012). The school counselor’s role in addressing eating disorders. American Counseling Association. https://www.counseling.org/knowledge-center/vistas/by-subject2/vistas-school-counseling/docs/default-source/vistas/the-school-counselor-s-role-in-addressing-eating-disorder

Butcher, P., Heubeck, B., & Welvaert, M. (2021). Anxiety and verbal learning in typically developing primary school children: Less efficient but equally effective. British Journal of Educational Psychology, 91(2), 584-599.

Center for Parent Information & Resources. (2019). Emotional Disturbance. https://www.parentcenterhub.org/emotionaldisturbance/#ocd

Gooding, D. C., Wolford, K., & Gooding, D. C. (2019). Bipolar disorder. Salem Press Encyclopedia of Health.

Gotlib, I., & Hammen, C. (2014). Handbook of Depression, Third Edition: Vol. Third edition. The Guilford Press.

Jones, S. (2018). Oppositional Defiant Disorder: An Overview and Strategies for Educators. General Music Today, 31(2), 12–16.

Mayo Clinic. (2012). Schizophrenia.  https://www.mayoclinic.org/diseases-conditions/schizophrenia/symptoms-causes/syc-20354443

Morrison, J. (2014). DSM-5® Made Easy : The Clinician’s Guide to Diagnosis. The Guilford Press.

National Eating Disorders Association. Warning Signs and Symptoms. NEDA.

https://www.nationaleatingdisorders.org/warning-signs-and-symptoms

Oppositional Defiant Disorder: A Guide for Parents. (2012). Brown University Child & Adolescent Behavior Letter, 28, 1–2.

University of Rochester Medicine. Eating disorders: How educators and coaches can help. Golisano Children’s Hospital.

https://www.urmc.rochester.edu/childrens-hospital/adolescent/eating-disorders/educators/how-to-help.aspx

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People living with this disorder have sensations and repetitive thoughts that lead to repetitive actions (American Psychiatric Association, 2020).

These thoughts are characterized as disruptive to the normal flow of life.

They are time-consuming, distressing, and intensify as the discomfort they cause intensifies (Baldridge, 2019).

This disorder is characterized by the rituals performed by an individual. These individuals believe the rituals will hold off an impending doom coming their way (Center for Parent Information Resources, 2019).

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OCD3, Ep9: Creating a Safe Classroom for Mental Disorders, OCD

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The Individuals with Disabilities Education Act (IDEA) requires schools to provide students with an education. However, all students do  not qualify, and must be adversely affected by the 13 criteria:
Specific Learning Disability
Other Health Impairment
Autism Spectrum Disorder
Speech or Language Impairment
Visual Impairment, including blindness
Deafness
Hearing Impairment
Deaf-blindness
Orthopedic Impairment
Intellectual Disability
Traumatic Brain Injury
Multiple Disabilities'

Students who qualify based on the criteria will be provided with an Individual Education Plan (IEP).
NOTE: Not all students qualify for these services and an IEP.

13 disability categories

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Section 504 provides protection for students who are disabled that limits a major function of life.

Students who qualify for 504 will be evaluated and provided a 504 Plan.

Major Functions of Life include:
walking
seeing
hearing
speaking
breathing
learning
working

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IDEA covers school aged children who qualify under specific categories.
504 covers individuals considered disabled under a broad definition.

Students cannot qualify for both IDEA and 504.
(Understanding the Differences Between IDEA and Section 504, 2002).

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