The document discusses several common mental health diagnoses in youth. It provides information on symptoms, impacts, and treatment approaches for diagnoses including oppositional defiant disorder, attention deficit hyperactivity disorder, post-traumatic stress disorder, reactive attachment disorder, depression, and mood disorders. The key messages are that diagnosis should not define a person, treatment involves teaching coping skills to manage symptoms, and creating a supportive environment is important for youth mental health.
Delirium is a syndrome not a disease and it has many causes. it is an acute organic mental disorder characterised by impairment of consciousness, disorientation and disturbances in perception and restlessness.
Determining whether or not a person has dementia may require a few exams by a physician, but finding the exact cause is often more difficult. There are treatable causes of dementia such as depression, an adverse reaction to medication, normal pressure hydrocephalus, or even a vitamin B12 deficiency. For more info on Dementia, call ComForcare at 800-886-4044
Delirium is a syndrome not a disease and it has many causes. it is an acute organic mental disorder characterised by impairment of consciousness, disorientation and disturbances in perception and restlessness.
Determining whether or not a person has dementia may require a few exams by a physician, but finding the exact cause is often more difficult. There are treatable causes of dementia such as depression, an adverse reaction to medication, normal pressure hydrocephalus, or even a vitamin B12 deficiency. For more info on Dementia, call ComForcare at 800-886-4044
this ppt is used for presentation in public flora as well as for doctors.this is not for commercial purpose. it is only for educating.if any unwarranted mistakes are present please forgive me
The psychological approaches and examples are outlined and evaluated. The treatments and therapies for each approach are given and also evaluated. Based on the Third Edition for Psychology AS 'The Complete Companion Student Book' by Mike Cardwell and Cara Flanagan for AQA 'A'
Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depressive disorder or clinical depression, it affects how you feel, think and behave and can lead to a variety of emotional and physical problems.
Trauma can interfere with the development of healthy coping skills. This can prevent children from interacting in an appropriate way with peers, teachers, and family. Those that have been bullied can also become bullies because of the same principal.
Similar to Working with youths' mental healt diagnosis (20)
Understand Clients Mental Health Diagnosis & Appropriately Interact with themuyvillage
Definition of mental illness. The causes of mental illness. Tips on how to empower youth with mental health disorders. Ways to teach skills to youth who have the following diagnosis: Reactive Attachment, Post Traumatic Stress Disorder, Oppositional Defiant Disorder, ADHD, Spectrum Disorders,
Definition of Grief. Review of 5 stages of grief by Elisabeth Kubler-Ross. Ways we can help youth who are greiving. How to make separation or loss easier.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Mental Health
Disorders
• A mental health diagnosis is defined as the
identification and labeling of a disease based
on it’s signs and symptoms.
• One of the main purposes of diagnosis is to
guide treatment planning.
• Based on the diagnosis, treatment providers
can apply treatments that have been proven
effective.
3. Diagnosis vs. Labeling
• Diagnosis may have unintended effects of labeling.
• Many youth feel affected by the label the disorder has
been given.
• Youth may feel stigmatized which may impact how
they view themselves.
• Therefore, it is important when working with youth to
see them as a person and not a diagnosis.
4. What can you do?
• Avoid labeling terms including words that are
used as part of their diagnosis.
• Help the youth understand he/she is not the
diagnosis.
• Help youth see how they can overcome the
symptoms associated with the diagnosis.
• Teach skills that will help reduce the
symptoms.
5. Common diagnosis for
the youth we work
with
• Oppositional Defiant Disorder/Conduct
Disorder
• Attention Deficit/Hyperactivity Disorder
• Post Traumatic Stress Disorder
• Reactive Attachment Disorder
• Major Depressive Disorder/Mood Disorders
• Disorders related to sexual abuse and
sexual offending issues
6. Oppositional Defiant
Disorder
• Associated behaviors/symptoms:
– Often loses temper
– Often argues with adults
– Refuses to comply with requests from adults/rules
– Blames others for his/her behaviors
– Touchy or easily annoyed
– Often angry and resentful
– Behaviors cause significant impairment
in social or academic functioning
7. Oppositional Defiant
Disorder
• Remember that these youth can be distrustful
of authority figures.
• Often the behaviors they display are what was
modeled for them.
• This is not a disorder they were born with.
• It is treatable and does not have to be a life
long diagnosis.
8. Oppositional Defiant
Disorder
• Skills that you can teach:
– Following instructions
– Accepting consequences
– Controlling emotions
– Communicating honestly
– Following rules
– Seeking positive attention
– Disagreeing appropriately
9. Oppositional Defiant
Disorder
• Other things you can do:
– Build positive relationships with your youth
– Set clear expectations
– Be consistent in what you teach to
– Maintain low tolerances
– Praise when youth engage in behaviors opposite of
presenting behaviors
10. Attention Deficit/Hyperactivity
Disorder
• Associated behaviors/symptoms:
-Often fails to give close attention to schoolwork
-Has difficulty sustaining attention in tasks or play
-Seems not to listen even when spoken to directly
-Often does not follow through on instructions and
fails to finish schoolwork, chores, or other tasks
-Has difficulty organizing tasks
-Often forgetful in daily activities
11. Attention Deficit/Hyperactivity
Disorder
• Associated behaviors/symptoms:
-Often avoids, dislikes, or is reluctant to engage in
tasks that require sustained mental effort
-Often loses things necessary for tasks or activities
-Is often easily distracted by extraneous stimuli
-Often fidgets with hands or feet, squirms in seat
-Often leaves set in classroom or other settings
-Often talks excessively
12. Attention Deficit/Hyperactivity
Disorder
• Associated behaviors/symptoms:
-Seems to be driven by a motor
-Often runs about or climbs excessively in inappropriate
situations
-Has difficulty playing or engaging in leisure activities
quietly
-Often blurts out questions before questions have been
completed
-Often interrupts others’ conversations or activities
-Has difficulty awaiting turn
13. Attention Deficit/Hyperactivity
Disorder
• ADHD can be treated with medication and
therapy
• Boys are more likely primarily hyperactive
• Girls are frequently undiagnosed as they tend
to be quietly inattentive
• Most children and adolescents with ADHD
grow up to be normal adults
14. Attention Deficit/Hyperactivity
Disorder
• Skills that you can teach:
-Following instructions
-Accepting criticism
-Appropriate voice tone
-Ignoring distractions by others
-Waiting your turn
-Sharing attention with others
-Time management
15. Attention Deficit/Hyperactivity
Disorder
• Skills that you can teach:
-Seeking positive attention
-Completing tasks
-Dealing with frustration
-Listening to others
-Delaying gratification
16. Attention Deficit/Hyperactivity
Disorder
• Other things you can do:
-Work as a team with therapists, teachers, parents,
and physicians
-Try to keep a regular schedule with meals and
bedtime
-Work on organization
-Be realistic with your expectations
-Identify difficult situations
-Be patient
17. Posttraumatic Stress
Disorder
• Associated behaviors/symptoms:
-Flashbacks or reliving the traumatic event for
minutes or even days at a time
-Upsetting dreams about the traumatic event
-Trying to avoid thinking or talking about the
traumatic event
-Avoiding activities that were once enjoyed
-Hopelessness about the future
-Memory problems
18. Posttraumatic Stress
Disorder
• Associated behaviors/symptoms:
-Difficulty falling or staying asleep
-Irritability or outbursts of anger
-Difficulty concentrating
-Being easily startled or frightened
-Hearing or seeing things that aren’t there
-Overwhelming guilt or shame
-Self destructive behaviors
19. Posttraumatic Stress
Disorder
• Remember that for a youth to have this diagnosis
means they experienced, witnessed, or were
confronted with an event that was threatening or
resulted in injury
• The youth experienced intense fear, helplessness or
horrors during the event
• Events such as domestic violence, sexual, physical, or
sexual abuse can create trauma
• Symptoms may come and go
20. Posttraumatic Stress
Disorder
• Skills that you can teach:
-Expressing emotions
-Coping with sad feelings
-Asking for help
-Structured problem solving
-Stress management
-Stress management
-Relaxation strategies
21. Posttraumatic Stress
Disorder
• Other things you can do:
-Build a positive relationships with your youth so
they will feel safe in talking to you
-Create a safe environment for the youth
-Encourage physical exercise or meditation
-Help redirect the youth when they appear anxious
-Encourage rest and a proper diet
-Take care of yourself so you can support
the youth
22. Reactive Attachment
Disorder
• Associated behaviors/symptoms:
-Withdrawing from others
-Avoiding or dismissing comforting comments or
gestures
-Acting aggressively towards peers
-Watching others closely but not engaging in social
interactions
-Failing to ask for support or assistance
23. Reactive Attachment
Disorder
• Associated behaviors/symptoms:
-Obvious and consistent awkwardness or discomfort
-Masking feelings of anger or distress
-Alcohol or drug abuse in adolescents
-”Push away” behaviors such as limit testing to see
if you will “reject” them
-Seeking attention from everyone including strangers
-Difficulty forming and maintaining
healthy relationships
24. Reactive Attachment
Disorder
• Beyond childhood years, the disorder may lead
to delinquent behaviors, difficulty with peers
• After childhood years, adolescents who have
been diagnosed with RAD often shift to the
diagnosis of oppositional defiant disorder
• While treatment can help, the disorder is a
lifelong problem
25. Reactive Attachment
Disorder
• Skills that you can teach:
-Seeking positive attention
-Accepting “no” answers
-Appropriate boundaries
-Following instructions
-Choosing appropriate friends
-Displaying appropriate affection
26. Reactive Attachment
Disorder
• Other things you can do:
-Use comforting physical contact to help develop a
relationship
-Model healthy relationships
-Provide a safe, stable, and predictable living
environment for the youth
-Help develop the youth’s self esteem
-Remember that you may give more than
you receive
27. Depression/Mood
Disorders
• Associated behaviors/symptoms (Depression):
-Depressed mood most of the day
-Loss of interest in pleasurable activities
-Insomnia or excessive sleeping
-Irritability or angry outbursts
-Changes in appetite
-Agitation or restlessness
28. Depression/Mood
Disorders
• Associated behaviors/symptoms (Depression):
-Feelings or worthlessness or guilt
-Trouble thinking, concentrating, making
decisions, and remembering
-Frequent thoughts of death, dying, or suicide
-Frequent crying spells for no clear reason
-Unexplained physical problems such as
headaches, stomachaches, or back pain
29. Depression/Mood
Disorders
• Associated behaviors/symptoms (Mood
disorders):
-Same as depression plus…
-Impulsive behaviors
-Abnormally high energy levels
-Talking fast or switching topics rapidly
-Racing thoughts
-Poor judgment
-Mood swings
30. Depression/Mood
Disorders
• These disorders may be hereditary
• Certain life events can trigger the disorders
• Complications of these disorders can include
alcohol abuse, problems with relationships,
suicide ideation or attempts, health problems
• Medication and cognitive behavioral therapy
may be used to treat symptoms
31. Depression/Mood
Disorders
• Skills that you can teach:
-Identifying and expressing feelings appropriately
-Coping with change/sad feelings
-Self-talk or instructions
-Decision making
-Use of leisure time
-Accepting self/positive self statements
-Thought stopping
32. Depression/Mood
Disorders
• Other things you can do:
-Encourage your youth to get sleep and exercise
-Get your youth involved in activities outside of the
home
-Follow the treatment plan including prescribed
medication and therapy
-Help the youth structure his/her day
-Encourage journal writing/expressing
feelings
33. Sexual abuse, reactivity,
offending
• Many of the youth we work with have been
sexually abused
• This may result in sexual reactivity or sexual
offending behaviors
• It is important not to label the youth based on
sexualized behaviors which are learned
• With proper treatment, many youth go
on to live healthy lives
34. Sexual abuse, reactivity,
offending
• Associated behaviors/symptoms:
-Bed wetting
-Engaging in sexual play with toys or friends
-Regression in behaviors to younger years
-Waking up during the night due to nightmares
-Secretive behaviors/lying
*This will be discussed in more
depth in another class
35. Sexual abuse, reactivity,
offending
• Skills that you can teach:
-Expressing feelings appropriately
-Appropriate boundaries
-Developing healthy relationships
-Appropriate interaction with members of the
opposite sex
-Reporting whereabouts/self reporting
-Communicating honestly
36. Sexual abuse, reactivity,
offending
• Other things you can do:
-Monitor your youth and natural children
-Model appropriate touch/affection
-Provide a safe and nurturing environment
-Encourage honesty, discourage “secrets”
-Be consistent with boundaries/rules
-Take your youth the therapy weekly
37. In conclusion…….
• Remember that the child is NOT a diagnosis
• Your job is to teach to the symptoms
• Teaching skills will help reduce the behaviors
• Your consultant can help you identify skills that will
be most beneficial
• Let the youth’s therapist deal with the underlying
issues
• Be patient, change will come
• You are making a difference!
Editor's Notes
We must have mental health diagnoses to bill insurances. They help guide treatment as well.
While we need mental health diagnoses for treatment, it is important to treat the youth as an individual not based on a diagnosis.
Unfortunately a lot of our youth have heard their diagnosis over time and start believing that is who they are. They identify with the disorder and may have the belief that they cannot change. The youth need to hear that they can change and you are there to help them.
There may be other diagnoses that youth have. Learn more about the diagnosis including what you can do to reduce the symptoms. Your consultant can help identify skills related to disorders.
Four of more of these symptoms must be present for at least six months. Some of these behaviors are typical in children and adolescents, that’s why there needs to be a clear pattern to be diagnosed with ODD.
Your relationship with your youth can make a huge difference.
The four basic skills of following instructions, accepting feedback, accepting no answers, and disagreeing appropriately will help the youth become more teachable.
Make sure to avoid power struggles with youth. Model your expectations and be consistent.
Six or more of these symptoms must be present consistently for six months to meet criteria for this diagnosis. Remember that some of these behaviors are normal in children and adolescents. Look for clear patterns of behaviors. Youth cannot be diagnosed with ADHD before becoming school age. Some of these symptoms can also be caused by anxiety or trauma. Let the therapist be the one to determine the appropriate diagnosis.
Skills can help to reduce symptoms. Just like a medical condition, youth must learn to work around this diagnosis. Don’t allow them to use it as an excuse for behaviors such as “I’m ADHD, that’s why I can’t do good in school”.