Current Addictions and Mental Health Resources
Jan 12, 2009 Mental Health
Anyone can have a mental illness, regardless of age, gender, race, or income. Mental illnesses are more common than cancer, diabetes, heart disease, or AIDS. It is believed that one in five adults and children has a diagnosable mental disorder, one in every 10 young people age 9 or older has a serious emotional disturbance that severely disrupts daily life.and one in four families will have a member with mental illness. Children who develop depression often have a family history of the illness, many times a parent who had depression at an early age. Untreated mental health problems can lead to suicide, which is the sixth leading cause of death for 5- to 14-year olds. An estimated two-thirds of all young people with mental health problems are not getting the help they need.It is important to remember that mental illness occurs at any age, but most often appears for the first time between the ages of 25 and 44. With proper treatment, most people suffering from a mental illness can return to normal, productive lives, and almost everyone receives some benefit from treatment.
The causes of mental illness are complicated. Mental health disorders in children and adolescents are caused mostly by biology and environment. Examples of biological causes are genetics, chemical imbalances in the body caused by genetics, lack of sleep or poor nutrition, or damage to the central nervous system, such as a head injury, lack of oxygen in child birth and fetal alcohol spectrum disorders. Many environmental factors also put young people at risk for developing mental health disorders. Examples including exposure to environmental toxins, such as high levels of lead; exposure to violence, such as witnessing or being the victim of physical or sexual abuse, drive-by shootings, muggings, or other disasters; stress related to chronic poverty, discrimination, or other serious hardships; and the loss of important people through death,divorce, or broken relationships.
The following six preventive services are recommended and can be carried out in a clinic, church, library or local community center:
1. Prenatal and infancy home visits or support groups.
2. Targeted cessation education and counseling for smokers, especially those who are pregnant.
3. Targeted short-term mental health therapy.
4. Self-care education for adults (money management, relationship skills, stress management).
5. Mentoring and adult supervised after-school and weekend programs
6. Brief counseling and advice to reduce alcohol use.
Over the years I have found that finding good information is kind of like trying to find a needle in a haystack. The following links will take you to addictions and mental health sites that have the most current and useful information for addictions counselors, rehabilitation counselors, mental health clinicians, nurses and (of course) program administrators. All of the resources are FREE so you can order copies for your colleagues and/or staff!
Clinical Preventive Services in Substance Abuse and Mental Health Update: From Science to Services http://mentalhealth.samhsa.gov/publications/allpubs/SMA04-3906/ This report has been prepared to summarize the most promising preventive interventions of a behavioral nature intended to impact mental and substance use disorders, or in some cases, medical outcomes. This review focuses on prevention interventions that are primarily delivered by health care systems. Interventions provided in schools, worksites, communities, and criminal justice systems were excluded, as were population-based interventions.Clinical
Preventive Services in Substance Abuse and Mental Health Update: From Science to Services Special Report: Preventive Interventions Under Managed Care: Mental Health and Substance Abuse Services http://mentalhealth.samhsa.gov/publications/allpubs/SMA00-3437/SMA00-3437ch1.asp Programs and services that prevent substance abuse and mental health disorders have the potential to lessen an enormous burden of suffering and to reduce both the cost of future treatment and lost productivity at work and home. The availability and accessibility of these interventions to the millions of Americans whose health care is provided by managed care organizations depend upon the services’ status as covered benefits.
Get Connected! Toolkit (Linking Older Adults With Medication, Alcohol, and Mental Health Resources) http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=16523 Alcohol, medication misuse, and mental health problems can be significant issues for older adults. This kit is designed to enable their service providers to undertake health promotion, advance prevention messages and education, and provide screening and referral for mental health problems and the misuse of alcohol and medications. The kit includes a coordinator’s guide and program support materials such as education curricula, fact sheets, handouts, forms, and resources.
Fetal Alcohol Spectrum Disorders (FASD): The Basics (CD Rom) http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17296 This mini CD—consisting of slides and accompanying notes—provides the latest and most accurate information on Fetal Alcohol Spectrum Disorders or FASD. The CD includes essential facts on what FASD is, how it’s caused, how many people have it, and much more.
Quick Guide for Clinicians Based on TIP 47, Substance Abuse: Clinical Issues in Intensive Outpatient Treatment http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17615 This pocket-sized booklet concisely presents information from TIP 47, including the principles of intensive outpatient treatment (IOT), the services offered, treatment engagement, clinical issues and challenges, and the approaches used in IOT.
TIP 46: Substance Abuse: Administrative Issues in Intensive Outpatient Treatment http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17440 This Treatment Improvement Protocol (TIP), Substance Abuse: Administrative Issues in Outpatient Treatment, was written to help administrators address the changing environment in which outpatient treatment programs operate. The TIP provides basic information about running an outpatient treatment program, including strategic planning, working with a board of directors, relationships with strategic partners, hiring and retaining employees, staff supervision, continuing education and training, performance improvement, outcomes monitoring, and promotion of the program to potential clients, funding agencies, and government officials. More specialized sections address challenges that have emerged and gathered importance in the last decade: preparing a program to provide culturally competent treatment to an increasingly diverse client population and succeeding in a managed care-dominated world by diversifying the funding sources a program draws on.
TIP 45, Detoxification and Substance Abuse Treatment http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17398 TIP 45 provides lists and tables related to such topics as initial evaluation domains for clients in detoxification, guidance on assessment and rehabilitation planning, and the management of intoxication and withdrawal from specific substances or substance groups such as alcohol, marijuana, stimulants, and opioids.
TIP 44: Substance Abuse Treatment for Adults in the Criminal Justice System http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17183 Research consistently demonstrates a strong connection between criminal activity and substance abuse; research also finds that involvement in substance abuse treatment reduces recidivism for offenders who use drugs. This TIP presents clinical guidelines to assist counselors in dealing with problems that routinely arise because of their clients’ status in the criminal justice system.
Good resources for teachers and parents regarding mental health and addictions can also be hard to come by. Additionally, many parents have a hard time sticking with programs because day-to-day things come up—working late, homework whatever. It is often more effective to use these materials in a group setting. Not only does it allow the parents and children to spend time together, but families can provide social support to one another. The following FREE resources are available for order and/or download and can be easily used in a classroom, homeschool or church setting.
Drugs, Brains, and Behavior – Science of Addiction http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17602 (As seen on HBO’s Addiction: Communities Take Action) This landmark publication provides scientific information about the disease of drug addiction, including the many harmful consequences of drug abuse and the basic approaches that have been developed to prevent and treat the disease, and aims to increase understanding of the basics of addiction to help people make informed choices in their own lives, adopt science-based policies and programs that reduce drug abuse and addiction in their communities, and support scientific research that improves the Nation’s well-being.
Building Blocks for a Healthy Future Family Guide http://media.shs.net/bblocks/ParentGuideLong.pdf
The Building Blocks Family Guide contains ideas for fun activities and discussion starters for you and your children, as well as advice and guidance on topics such as active listening, rule making, and being a good role model. It also can be used to guide you through the rest of the Building Blocks materials with your children.
Brain Power! The NIDA Junior Scientist Program: Grades K-1 http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=16883; Grades 2-3 http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=16037; Grades 4-5 http://www.drugabuse.gov/JSP3/JSP.html The Brain Power! program takes students step by step through an exploration of the processes of science and how to use these processes to learn about the brain, the nervous system, and the effects of drugs on the nervous system and the body. The materials include a videotape, a teacher’s guide, trading cards, and parent newsletters.
Fetal Alcohol Spectrum Disorders (FASD): The Basics (CD Rom) http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17296 This mini CD—consisting of slides and accompanying notes—provides the latest and most accurate information on Fetal Alcohol Spectrum Disorders or FASD. The CD includes essential facts on what FASD is, how it’s caused, how many people have it, and much more.
Family Guide to Systems of Care for Children With Mental Health Needs http://mentalhealth.samhsa.gov/publications/allpubs/sma05-4054/ Caring for Every Child’s Mental Health Campaign is a national public education initiative emphasizing attention to children’s and adolescents’ mental health. It supports the Comprehensive Community Mental Health Services for Children and Their Families Program, in place in communities across the Nation, which is demonstrating the effectiveness of systems of care in meeting the services needs and improving the lives of children with serious emotional disturbances (SEDs) and their families. This campaign is managed by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S.
Department of Health and Human Services. The guide is intended to help parents and caregivers seek help for children with mental health needs. Information is provided on what parents and caregivers need to know, ask, expect, and do to get the most out of their experience with systems of care.
Reach to Teach Educating Elementary and Middle School Children with Fetal Alcohol Spectrum Disorders http://ncadistore.samhsa.gov/catalog/productDetails.aspx?ProductID=17603 Reach To Teach is a resource guide for parents of a child with an FASD and for teachers in elementary and middle schools who work with children who have an FASD. It provides a basic introduction to these disorders and tools to improve communication between parents and teachers.
Heads Up: A website with .pdf printables from scholastic publishers. http://teacher.scholastic.com/scholasticnews/indepth/headsup/support/index.asp?article=reproducibles
Real News About Drugs and Your Body. Here you’ll find real, science-based facts about the effects drugs have on the teen brain and body. Check out the articles and features below to get the latest facts so you can make smart choices about your health.
Tags: Addictions, Current, health, Mental, Resources
School Based Mental Health Services Reduce School Violence
Jan 10, 2009 Mental Health
We live in a complicated world requiring complex skills. We must prepare our children to cope and to compete. They need reading, social studies, science and math more than ever, but they also need social skills, problem solving, superior reasoning and good mental health. There is a societal need to reduce the incidence of violence in our schools, as well.When children and teens are focused on problems at home or within themselves, they often do not do well in school. School success and good mental health are intrinsically tied together. Additionally, school success and good mental health are linked to life success. Identifying those youth who are in need of help can reduce suffering and improve mental health, school success, and life success. Good mental health aids development, learning, interpersonal relationships, and the ability to cope with stress more effectively.Approximately 1 in 5 children & adolescents (20%) experience the signs and symptoms of a mental health disorder during the course of a year. These children are estimated to have severe emotional or behavioral problems that significantly interfere with their daily functioning. Yet, less than one-third of the children under the age 18 with a serious disturbance receive any MH Services. Often the services they do receive are inadequate or inappropriate (Children’s Defense Fund). Ten percent of children in any given classroom (3/30) are ready to learn at the curriculum level (Dr. Adleman & Dr. Taylor UCLA School Mental Health Project).?Only 16% of all children receive any mental health services. Follow through for children receiving mental health services in school is much greater than those referred to community services. Of the 16% that receive MH services, 70-80% receive that care in a school setting (healthinschools.org), yet less than 10% of all school districts in the United States currently have an established School Based Mental Health Program (Center for School Mental Health Assistance, Dr. Mark Weist 2001, University of Maryland).To assess the effectiveness of school based mental health (SBMH) services in reducing emotional, school, home, and behavioral problems of youth, Robert Schmidt, MA and Kathryn Seifert, Ph.D. collaborated on the evaluation of outcomes for a SBMH program for a rural mid-Atlantic School district. Coordination of mental health services with educators, Department of Social Services, the Department of Juvenile Services, and the Development Disabilities program contributed to the program’s success.The project began in 1999 with a Federal grant to the school district and the project is ongoing. Youth were referred to the project from teachers, guidance counselors, parents, student self-referrals and other agencies such as the Departments of Social Services and Juvenile Services and Law Enforcement. The student’s scores on the Devereaux, BASC, CARE and several school measures such as absenteeism, disciplinary referrals, violence related suspensions, and other suspensions were measured at the beginning of services and at the beginning and end of each school year.From 1999 to 2004, 36% youth were referred because of symptoms of depression, 26% because of family problems, and 24% because of behavior problems. Examples of reasons for referral to the program included: crying in class, child can’t stay focused, student found out mom is terminally ill, youth’s parents going through divorce, and recent sexual abuse. There were 84 referrals to the program in 1999, compared to 437 students in 2002 and 239 students in 2003. Peak referral times were in October and February. Youth in the transition years of sixth and ninth grades were referred to the program most often. In 2000, 2,132 mental health sessions were provided, in contrast to an amazing 15,763 sessions in 2003.A group of 632 students who participated in the program showed significantly improved attitudes toward teachers and school, mental health symptoms, and self-esteem during and after services. Students participating in SBMH in years one and two had significantly better school attendance (56 and 57% increase) when compared to non-participants (66 and 59% decrease). Additionally for the group of participants, absenteeism increased 44% before participation and decreased 53% during participation.Students had a significant (40%) decrease in disciplinary referrals when compared to non-participants (20% decrease). Participants in years one and two had a significant decrease in suspensions (32% and 27%) from school when compared to non-participants (33 and 16% increases). Parents reported that their children were having significantly fewer problems after receiving services. Youth self-reported significantly improved commitment to school, interpersonal relationships and self-esteem, as well as fewer stress related problems. Students reported significantly reduced school maladjustment and clinical maladjustment and improved attitude toward parents and emotional well-being.Evaluation of the success of the program revealed several key components. One important component was having a central school/mental health coordinator to be an organizer, ombudsman, problem solver, program evaluator, and coordinator of the two systems. Additionally, the mental health service must be an integral part of the school system, not just an adjunct or add-on. Mental health staff need to communicate and attend meetings with school personnel. Mental health professionals can provide workshops and consultation to teachers, guidance counselors, and administrative staff.Funding for the project came from mental health third party billing and grant funding. Supplemental funds allowed mental health professionals to attend meetings, consult with school personnel, and provide services for children and youth who do not meet medical necessity criteria of their insurance companies. It is also important to include families as an essential part of the program.In a time when all programs are struggling to cope with funding cuts, collaborative programs, such as this one can make services more efficient and cost effective. Many families of troubled youth are involved in more than one service, in addition to the school. Coordination of multiple services is beneficial to the families and helps improve outcomes for youth.This project demonstrated that school based mental health services improved student well-being, behavior and school success, while showing a significant decrease in violence and other behavior problems at home and at school. The study is ongoing and a second site has been added.
Tags: Based, health, Mental, Reduce, School, Services, Violence
Childrens Mental Health Anxiety
Jan 8, 2009 Mental Health
It can be difficult to diagnose a mental health or anxiety problem in a child, simply because their changing moods and behaviour can often be attributed to a normal part of the growing up process, however, there are certain signs and symptoms that might indicate a child is suffering more than what would be considered normal and they may need some sort of help to get back to their old self again.
It is perfectly natural for a child to feel anxious at times, for example, when facing exams or particularly difficult situations, but when the anxiety is persistent and severe enough to affect the childs day to day life and normal routines then the child could be suffering from an underlying mental health problem that requires some kind of intervention.
What to look out for
Recognising the symptoms of persistent anxiety and mental distress and doing something about it is vital if the child is to get the kind of help he or she needs. Some signs and symptoms to look out for that could indicate the onset of an anxiety or depression related disorder include the following:
Feelings of sadness, despair and hopelessness
Often fearful and scared for no particular reason
Unable to think clearly or make decisions, confusion
Showing signs of extreme anger and hostility towards others
Feeling guilty and worthy of blame and punishment
Thinking they are unloved and unlovable
Appearing anxious, fidgety, and irritable a lot of the time
Seeming to be tired all the time
Sleeping too much or not sleeping at all
Holding strange beliefs or displaying unusual or compulsive behaviours
Disinterested in activities they used to enjoy
Thinking or talking about death and suicide
It is of course perfectly normal for a child to experience one or more of these symptoms in a mild form from time to time, however, in mental illness the symptoms can become so severe and so overwhelming for the child to the extent that they may feel unable to cope with their lives. If excessive anxiety and/or other symptoms appear to be interfering with your childs ability to carry out their day to day routines and other normal activities then you should speak to your doctor.
For example, as well as some of the symptoms already listed, a child may start refusing to go to school, or get up in the morning or go to bed at night. They may say they dont want to attend weekly clubs and activities they used to frequent, or they may not wish to see their friends anymore. They can fall behind with schoolwork, become violent and display other unsociable and or strange behaviours; they may also hold unusual beliefs, feel paranoid or in severe cases may suffer from hallucinations and or delusions.
These are just a few of the ways that mental illness can manifest itself in the behaviour of a child who is suffering mental distress and anxiety, the important thing is to understand that the child is really in need of proper treatment, understanding and support as they cant help their actions.
Mental illness affects how we think, feel and understand ourselves and how we fit into the world around us, as such it can alter a childs behaviour and damage their relationships and their education. It wont just go away and without help, the child can suffer needlessly for months or years as well as increasing the risk of attempted suicide or even death.
So what causes mental illness in children?
There is no single identifiable reason why a child becomes overly anxious or develops a mental health problem but there are some factors that appear to increase the risk of suffering from some form of mental health problem.
Genetics , mental illness can be handed down in the genes so if there is a history of mental illness in the family then there is an increased risk of a child suffering from mental illness too
Stress , sometimes if there are other events going on in their lives, for example, divorce, physical illness, death of a loved one, money problems, bullying at school etc. then the stress can become too much to cope with and can trigger a mental illness
Diet, research indicates that if the diet is too rich in Omega 6 and there is not enough Omega 3 in the form of oily fish or fish oil then the imbalance of fatty acids in the brain can influence brain function and increase the risk of depression, ADHD, and other mood and behaviour disorders
Environment , abuse, neglect and feeling unloved and uncared for can lead to anxiety and mental distress
Conclusion
If your child is displaying signs of anxiety or mental illness, talk to your child and encourage them to explore their feelings and of course, speak to your doctor in order to obtain a correct diagnoses and possible treatment options as it is vital that these symptoms are addressed. With proper help and support, most children will go on to make a full recovery and will be able to enjoy their lives once again.
Tags: Anxiety, Children's, health, Mental
4 Goals for Expanding the Mental Health Care Policy for Children and Youth
Jan 8, 2009 Mental Health
Change is the air, and everyone is cautiously optimistic for healthcare reform in the new administration. In the coming years, the national mental health organizations will begin expanding behavioral healthcare agenda for children and youth, and are looking to new members to help shape and prioritize policy goals. Focusing on children and youth is an important starting point.With several healthcare reform proposals on the table from Congress, national mental health care organizations are working on a number of fronts to advance children’s behavioral healthcare in the new Administration. A top priority is securing additional Medicaid support through increased SCHIP funding and Federal Medical Assistance Percentages. In addition, mental health organizations are working closely with federal partners to include behavioral health issues for children and youth in federal initiatives. The unique healthcare needs of children are a priority in any health reform proposal. Other child health policy goals will likely mirror and advance the objectives of many community mental health organizations around the US. The following four goals are objectives that are universally accepted by many mental and behavioral health care providers. 1.) Service needs, rather than financing streams, should shape the structure of delivery systems for children and youth. Often, the rules and regulations governing coverage and reimbursement narrowly dictate how and which clients can be served. Early diagnosis and intervention remains more of a vision than the reality. Federal and state financing need to support — not impede — early intervention and prevention, care for the “whole child,” and incentives for statewide approaches to improving age-appropriate services.2.) Behavioral health services for children and adolescents require a family focus Child disorders can engender dysfunction even in relatively strong families. This phenomenon is especially challenging in families that may have difficulty accessing medical appointments or taking time off work. Policy should support services delivered by behavioral and mental health organizations in and across natural settings such as early childhood programs, homes, primary health care settings, and schools in order to successfully reach children and their families. More and more community mental health organizations are helping families obtain supports beyond traditional services like income support or public health insurance.3.) Delivery systems should be both flexible and accountableThe focus on mental health care for children should dovetail with ongoing efforts to use data to drive clinical and administrative decision-making. Delivery systems must be flexible to support collaboration between providers and service sites that treat the “whole” individual while also being more attentive and responsive to functional outcomes. To do this, child mental health authorities, child welfare authorities, and state juvenile courts, in conjunction with federal partners, must develop a comprehensive strategy to work together in new ways: more cooperatively, transparently, effectively and efficiently.These delivery systems need to be able to jointly measure effectiveness of services over time and to coordinate services within or between systems in order to improve outcomes experienced by children and their families. Meaningful, measurable, and manageable measures of performance across systems are critical. Community mental health organizations need to work closely with their members to advance policy that improves interagency financing and service networks, to develop methodologies for integrating and coordinating mental health resources for children and families, and to create a quality driven mental health system.4.) Increase workforce capacity and competence, with greater attention to cultural responsiveness Everyone needs to work at the federal and state levels to build a qualified and adequately trained workforce — one prepared to recognize, diagnose and provide mental health services for children and their families and a workforce trained to deliver care and treatment under a new paradigm that stresses collective responsibility for child mental health and well-being.
Tags: care, Children, Expanding, Goals, health, Mental, Policy, Youth
Childrens Mental Health: Counseling and Treatment-From Marengo, Wauconda and Elgin
Jan 6, 2009 Mental Health
Young people have mental, emotional, and behavioral problems that are real, painful, and costly. They are sources of stress for children and their families, schools and communities.
The number of young people and their families who are affected by mental, emotional and behavioral disorders is significant. As many as one in five children and adolescents may have a mental health disorder that requires treatment.
Mental health disorders in children and adolescents are caused by biology, environment or a combination. Examples of biological factors are genetics, chemical imbalances and damage to the central nervous system, such as a head injury.
Environmental factors also can affect a childs mental health, including exposure to violence, extreme stress and the loss of an important person. A broad range of services is often necessary to meet the needs of these young people.
The Problems
Below are descriptions of particular mental, emotional, and behavioral disorders that sometimes occur during childhood and adolescence. All can have a serious impact on your childs overall health.
Some are more common than others and seriousness can range from mild to severe. Sometimes, a child may have more than one disorder simultaneously.
Anxiety Disorders
Young people who experience excessive fear, worry or uneasiness may have an anxiety disorder. These disorders are among the most common emotional problems occurring during childhood.
According to one study, as many as 13 of every 100 young people from 9 to 17 years of age have an anxiety disorder. They include:
1. Phobias, which are unrealistic and overwhelming fears of objects or situations.
2. Generalized anxiety disorder, which causes children to demonstrate a pattern of excessive, unrealistic worry that cannot be attributed to any recent experience.
3. Panic disorder, which causes terrifying panic attacks that include symptoms, such as a rapid heartbeat and dizziness.
4. Obsessive-compulsive disorder, which causes children to become trapped in a pattern of repeated thoughts and behaviors, such as counting or hand washing.
5. Post-traumatic stress disorder, which causes a pattern of flashbacks and other symptoms. This occurs in children who have experienced a psychologically distressing event, such as abuse, being a victim or witness of violence or exposure to other types of trauma, such as wars or natural disasters.
Severe Depression
Experts agree that severe depression can occur at any age. Two of every 100 children may have major depression and as many as eight of every 100 teens may be affected, as well. This disorder is marked by changes in:
1. Emotions: Children often feel sad, cry, or feel worthless.
2. Motivation: Children lose interest in play activities or schoolwork quality declines.
3. Physical well-being: Children may experience changes in appetite or sleeping patterns and/or may have vague physical complaints.
4. Thoughts: Children believe they are ugly, unable to do anything right or that the world or life is hopeless.
It also is important to be aware that some children and adolescents with depression may not value their lives, which can put them at risk for suicide.
Bipolar Disorder
Children and adolescents who demonstrate exaggerated mood swings that range from extreme highs (hyperactivity or mania) to extreme lows (depression) may have bipolar disorder (sometimes called manic depression). Periods of moderate mood often occur in between the extreme highs and lows.
During manic phases, children or teens may talk nonstop, need very little sleep and show unusually poor judgment. At the low end of the mood swing, they experience severe depression.
Bipolar mood swings can recur throughout life. Adults with bipolar disorder (about one in 100) often experienced their first symptoms during their teenage years.
Attention-deficit/Hyperactivity Disorder
Young people with attention-deficit/hyperactivity disorder are unable to focus their attention and are often impulsive and easily distracted. Attention-deficit/hyperactivity disorder occurs in up to five of every 100 children.
Most kids with this disorder have great difficulty remaining still, taking turns and keeping quiet. Symptoms must be evident in at least two settings, such as home and school, in order for it to be diagnosed.
Learning Disorders
Difficulties that make it harder for kids to receive or express information could be a sign of a learning disorder. Learning disorders can show up as problems with spoken and written language, coordination, attention or self-control.
Conduct Disorder
Young people with conduct disorder usually have little concern for others and repeatedly violate their basic rights and the rules of society. It causes children and adolescents to act out their feelings or impulses in destructive ways.
The offenses these children and adolescents commit often grow more serious over time. Such offenses may include lying, stealing, aggressiveness, truancy, the setting of fires and vandalism. .
Eating Disorders
Children or adolescents who are intensely afraid of gaining weight and do not believe that they are underweight may have eating disorders. These disorders can also be life threatening.
Young people with anorexia nervosa, for example, have difficulty maintaining a minimum healthy body weight. Anorexia affects one in every 100 to 200 adolescent girls and a smaller number of boys.
Youngsters with bulimia nervosa feel compelled to binge (eat huge amounts of food in one sitting). After a binge, in order to prevent weight gain, they rid their bodies of the food by vomiting, abusing laxatives, taking enemas or exercising obsessively. Rates of bulimia vary from one to three of every 100 young people.
Autism
Children with autism, also called autistic disorder, have problems interacting and communicating with others. This disorder appears before the third birthday, causing children to act inappropriately, often repeating behaviors over long periods of time; some children bang their heads and rock, or spin objects.
Symptoms range in intensity from mild to severe. Children with autism may have a very limited awareness of others and are at increased risk for other mental disorders. It affects 10 to 12 of every 10,000 children.
Schizophrenia
Young people with schizophrenia have psychotic periods that may involve hallucinations, withdrawal from others and loss of contact with reality. Other symptoms include delusional or disordered thoughts and an inability to experience pleasure. It occurs in about five of every 1,000 children.
Treatment and Research: Sources of Hope
Now, more than ever, there is hope for young people with mental, emotional and behavioral disorders; most of the symptoms and distress associated with them can be alleviated with timely and appropriate treatment.
Researchers are working to gain new insights that will lead to better treatments and cures for these dysfunctions; innovative studies also are exploring new ways of delivering services to prevent and treat them.
Research efforts are expected to lead to more effective use of existing treatments, so children and their families can live happier, healthier and more fulfilling lives.
Tags: Children's, Counseling, Elgin, health, Marengo, Mental, TreatmentFrom, Wauconda