a school counselors’ guide to

Obsessive Compulsive
Disorder
(OCD)

Alejandra V. Gonzalez
COUN 605: Mental Health + Crisis Response
 Table of Contents
01 Obsessive-Compulsive Disorder: What is it?

02 Key Traits + Characteristics

03 Onset of Symptoms

04 Supporting Students: School

05 Supporting Students: Home

 OCD
Characterized by recurrent obsessions and/or
compulsions that cause marked distress and
impairment in one’s day-to-day activities
(American Psychological Association [APA],
2013)
 Repetitive and
Obsessions
persistent thoughts,
ideations, impulses,
urges, or images that
cause fear, worry,
and/or anxiety (Bailey
& Jenkins, 2021).
Obsessions intrusive thoughts related to
germs and/or contamination
sexual or aggressive impulses, thoughts, images
fears of harm to self or others
symmetry urges / need for things to be “just so”
religiosity/scrupulosity
persistent doubt
excessive concern related to a fear of harm, illness,
death
fear of forgetting important information, losing
things

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.),
Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
Obsessions People with OCD typically have “some insight
into the irritability of their obsessions”
This awareness is lower in children
Young children are typically unaware of their
obsessions (making it difficult to verbalize
them)
Obsessions may lead to high anxiety, disgust,
feeling of guilt or discomfort
Obsessions are often neutralized with
compulsive rituals

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.),
Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Compulsions
Stereotypical and repetitive
behaviors or mental acts
performed to alleviate fear,
worry, and anxiety caused by
obsession (Bailey & Jenkins,
2021).
 Compulsions
hand washing, & cleaning rituals
ordering and arranging items
repeating routine activities or body movements
tapping or touching
questioning and counting behaviors aloud
reread or rewrite work a set number of time
reviewing events
praying to prevent harm
“cancelling” or “undoing” actions that can involve
having to mentally replace a “bad” word with a “good”
word

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.), Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Compulsions
frequent and/or lengthy bathroom requests
constant reassurance seeking
getting stuck on tasks
retracing
obsessive erasing or redoing work

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.), Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Onset
May begin anytime, but usually start between
late childhood and young adulthood
Symptoms may start slowly, go away or worsen
During stressful times, symptoms often get
worse

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.),
Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Effects on Students
“heavy toll on academic performance”
information processing blocked by
obsessions and compulsions
interferes with students’ focus, energy
difficulties staying focused on classwork /
completing homework
self-harming / focus on suicidal ideation
reduced social interaction
isolation / bullied by peers
lowered self-esteem

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.),
Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Support: In the School
Be educated: Make sure we understand OCD and what it looks like among students
Ensure the proper referrals are made
IEP / 504 Plan
Support Team: Parents, school counselors, student’s therapist, + student
Within the classroom:
Choose the seating that works best for student (away from object causing
obsessive thoughts, eliminating distractions)
Provide a space for them to fidget, rock, perform a calming behavior
Support with making assignments more manageable
Provide students with own supplies
Don't grade work on neatness
Consider audiobooks
Acknowledge students’ fears and validate feelings
Refrain from using “OCD” lightly
Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.), Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
 Support: At Home
Get Educated: Ensure that you have a solid understanding of
OCD / manifestations in children / adolescents
Ensure your child is getting the proper therapeutic support
CBT
Try to resist participating in rituals (and remain consistent)
OCD feeds on attention and accommodation
Understand your child is probably not trying to be
oppositional / these symptoms are not personality traits
Modify expectations during flare ups
Create a supportive environment
Seek support for yourself
Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G. Editor (Eds.), Demystifying the DSM (pp. 126 - 136). Cognella, Inc.
Questions?
 References
American Psychological Association (APA). (2013). Diagnostic and statistical manual of
mental disorders (5th ed.).

Bailey, C.L. & Jenkins, C. (2021). Obsessive-compulsive disorder. In M.A.S. Editor & T.G.
Editor (Eds.), Demystifying the DSM (pp. 126 - 136). Cognella, Inc.