• Separation Anxiety
•  Selective Mutism
•  Specific Phobia
•  Social Anxiety Disorder
•  Panic Disorder
•  Agoraphobia
•  Generalized Anxiety Disorder
• Substance/Medication-Induced Anxiety Disorder (Muskin, 2021).

• Hallucinations, such as hearing voices or seeing things that aren’t there
• Delusions are firmly held beliefs not supported by objective facts (e.g., paranoia – irrational fears that others are “out to get you” or believing that the television, radio, or internet are broadcasting special messages that require some response)
• Thought disorder, which includes unusual thinking or disorganized speech

1.  Establishing the foundation:  identifying students’ mental health needs, the existing partnership, and resources to connect students who are in need of mental health services. 
2.   Creating effective partnerships, and building approaches to cooperate with external partners to develop an integral intervention, prevention, and support for the students who suffer from mental health conditions. 
3.   "School-Based Problem-Solving to Promote the Mental Health of Young People gives an in-depth description of the problem-solving process that school-based teams can use to create individualized intervention plans for young people whose social, emotional, and behavioral needs extend beyond the universal, Tier 1 supports provided in the general classroom environment" (Guttman-Lapin, pg.13.).  
   
   
4.  Cultural and linguistic consideration, reflecting on the inequalities in mental health services for culturally and linguistically diverse students.  Creating effective approaches for referring culturally and linguistically diverse students to appropriate mental care and support.

• Creation of school mental health crisis planning and     response teams; 
• Identification of community mental health resources identification of psychologically vulnerable students and    staff; 
• Scheduled exercises or drills, education of the mental health school response team; 
• Annual training of staff on procedures, practices, policies, and protocols, as well as, training and orientation of new staff.

• Stage one focuses on building an understanding of the problem at hand and trying to stabilize the person’s disordered eating behaviors.
• Stage two involves reviewing the progress made

• Stage three concentrates on examining the processes that keep the eating disorder going and developing methods that address body image and eating concerns and deal with daily life and moods.
•  Stage four considers strategies for managing setbacks and progress maintenance”(Counseling, n.d.).
  
  School Authorities and Their Role to Help Students
  
  School authorities and ”School counselors can be trained to pay attention to small and revealing symptoms which may indicate critical health and to recognize the signs of eating disorders”(Couturier & Lock, 2006). Counselors can be familiar with the populations that might be most at risk for developing these physical and emotional disorders. They can work on creating prevention programs for these specific groups and connect them with the available resources and professionals who can help them if it is needed.
  
  Counselor's intervention
   
  As a future Mental Health Counselor, I will be fully equipped and prepared to assist anyone in need of mental health support. However, it is always important to consult
  other resources to keep learning and to provide clients with other forms of support outside the counseling office. At the same time, if I am not able to provide the services the client needs like specialized services, it is critical to refer them to get the help they require.
  
  Counseling, C. M. (n.d.). Wake Forest University. Types of Eating Disorders and How Counselors Can
  Help: https://counseling.online.wfu.edu/blog/
  
  Hopkins, J. (n.d.). Johns Hopkins.  What is anorexia nervosa?:https://www.hopkinsmedicine.org/health/
  
  Karl, S. L. (2014). Anorexia Nervosa. The Center for Counseling Practice, Policy, and Research, 1-7.
  Retrieved from Anorexia Nervosa.
  
  Mayo, C. (n.d.). Clinic Mayo. Eating disorders:
  https://www.mayoclinic.org/diseases-conditions/
  
  
  
  
  
   

• Bipolar I: episodes of mania, frequently followed by a period of depression
• Bipolar II: is characterized by hypomania, a period that is less severe than a full manic episode.

• Evident reduced interest or pleasure in all, almost all, activities most of the day, almost every day.
• Sad mood most of the day, nearly every day
• Major weight loss or weight gain.
• Reduced ability to think or concentrate
• Recurrent thoughts of death or suicidal ideation
• Feelings of worthlessness nearly every day
• Fatigue or loss of energy nearly every day
• 
  

• Based on suspicion of a disability by parents or teachers request the referral.
• Behavior issues or persistent learning difficulties. 
• When misbehavior results in suspension or expulsion.
• Failure to demonstrate sufficient academic or behavior improvement.

• Becoming easily distracted and jumping from activity to  activity 
• Becoming bored with a task quickly
• Difficulty focusing attention or completing a single task or activity  
• Trouble completing or turning in homework assignments
• Losing things such as school supplies or toys 
•  Not listening or paying attention when spoken
• Daydreaming or wandering with a lack of motivation
• Difficulty processing information quickly • 
• Struggling to follow directions Signs of hyperactivity
• Fidgeting and squirming, having trouble sitting still  
• Non-stop talking • Touching or playing with everything
• Difficulty doing quiet tasks or activities (Namy, 2015,p.1

•  Impatience 
•  Acting without regard for consequences, blurting things out 
•  Difficulty taking turns, waiting, or sharing 
•  Interrupting others 

• Researchers consider that genetics might contribute to the development of this disorder.  
• External factors like a mother’s alcohol usage, cigarette smoking during pregnancy, or exposure to lead might increase the chances of the disorder in children. 

• Fear of contamination 
• Fear of dirt
• Fear of harm occurring – being plagued with fear about forgetting to turn off a stove or lock a door before leaving home
• Excessive concern with exactness – objects not facing a particular direction nor set in an orderly or symmetrical fashion
• Beyond the normal focus on the need for orderliness
• Anxiety related to unwelcome thoughts including anger, or sexual or religious content
• Anxiety related to unwelcome thoughts of hurting others or oneself
• Anxiety is related to unwelcome thoughts about cursing in public or other inappropriate behavior (Foundation, n.d.).

Students who suffer from Obsessive-Compulsive Disorder