MENTAL HEALTH

Helping our Students Flourish

Haley Perez
SCN610- Contemporary Issues in School Counseling
OUTLINE
1. Our Responsibility
2. Your Role
3. The Data
4. Anxiety
5. Depression
6. Eating Disorders
7. Special Notes
8. Interventions
 OUR RESPONSIBLITY
The mission of the School Counseling Department is to cultivate a
school environment where students can excel academically while
developing physically, mentally, emotionally, and socially. By
believing in the whole-self development of our students, we are
able to watch as they grow, flourish and reach their maximum
potential.

In order to fully acheive our mission, we need your help!

 YOUR ROLE
when we work as a team to address the mental health of our students, we
all assume the responsiblity of:
1. Receving adequate professional development for addressing youth mental
health.
2. Remaining attentive to our students and looking for any signs or risk
factors that could lead to mental health stressors.
3. Responding appropriately to identified warning signs when detected.

Today we will be reviewing three of the mental health

disorders that students in our school struggle with the most and
the appropriate responses should a mental health difficulty be
suspected.
 THE DATA REVEALS A PROBLEM
Anxiety Depression Eating Disorders
20

Nationwide, , 20% of students

between the ages of 13 and 18 years
15 are living with a mental health
condition. In our school alone, the data
shows the consistent increase in
10 students reporting a diagnosis in
either anxiety, depression or eating
disorders. Since 2020, the percent of
5
students identifying with mental
health disorders has significantly
increased and remains on the rise.
This is a problem that we must be
0
2020 2022 2024 willing to address and combat.
ANXIETY
According to the DSM-5-TR, a general criteria for diagnosing
anxiety disorders includes the following: excessive anxiety and
worry, duration and intensity, specificity of anxiety, significant
distress and impairment, and inability to attribute presenting
symptoms with any other condition or diagnosis.

Anxiety can be diagnosed in several different ways including:

General Anxiety Disorder, Panic Disorders, Social Anxiety
Disorder, Specific Phobia or Separation Anxiety disorder.

*** MOST COMMON ACROSS OUR STUDENT BODY***

 RISK FACTORS WARNING SIGNS
Anxiety in teenagers can stem from A student who is enduring anxiety,
various factors, including biological, might have a few of the following
environmental, and psychological detectable signs:
influences. Here are a few common risk Excessive Worrying
factors to be aware of: Physical Symptoms (with no
Genetics medical cause, i.e. stomachaches,
Traumatic Events headaches, fatigue, etc.)
Chronic Stress Sleep Disturbances
Biological Factors Excessive Self-Criticism
Personality Traits Increased Sensitivity
Family Dynamics Academic Decline
Peer Pressure and Social Media Changes in Behavior
Substance Abuse Changes in Appetite
Physical Health Conditions

*** MOST COMMON ACROSS OUR STUDENT BODY***

DEPRESSION
Major Depressive Disorder is a dark disease that takes quite a bit of life
and personality away from our students. Diagnostically, it is characterized
by a presence of a depressed moon, loss of interest or pleasure, sleep
disturbances, feelings of worthlessness, etc. Suicidal Thoughts or Ideation
can also be indicative of depression -- if such concern is presented, alert
proper school personnel immediately.

It's important to note that depression in adolescents may present

differently from depression in adults, and some symptoms may be more
prominent in teenagers, such as irritability, academic decline, or social
withdrawal.
 RISK FACTORS
Like anxiety, depression in teenagers
can result from a combination of
genetic, environmental, and
psychological factors: Some common
factors are:
Family History of Depression
Traumatic Events
Chronic Stress
Biological Factors
Personal Perspective of Self
Social Factors
Family Environment
Adverse Childhood Experiences
Chronic Health Conditions
*** MOST COMMON ACROSS OUR STUDENT BODY***
WARNING SIGNS
Depression is a dark disease that can
take much personality from our
students. A few signs to look for are:
Persistent Sadness
Loss of Interest in Activities/Hobbies
Fatigue/ Low Energy
Feelings of Worthlessness
Social Withdrawal
Self-Harm
Suicidal Ideations or behaviors
Academic Decline
Changes in Sleep Pattern
Changes in Mood
EATING DISORDER

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 RISK FACTORS WARNING SIGNS
Here are some common risk factors Recognizing warning signs can be crucial
associated with the development of for early intervention and support.
eating disorders in teens: Common indicators are:
Genetic Predisposition Changes in Eating Habits
Biological Factors Preoccupation with Food, Calories,
Psychological Factors and/or Weight
Secretive Behaviors
Dieting and Weight Concerns
Unusual food rituals
Family Dynamics
Physical signs of weight loss or gain
Peer Influence Excessive Exercise
Cultural and Societal Factors Physical Complaints (dizziness, fatigue)
Chronic Illness/Medical Condition Obsession with appearance
Athletic or Performance Pressure

*** MOST COMMON ACROSS OUR STUDENT BODY***

 NOTES

Notice that each of the listed disorders describes warning signs that include changes.
These changes can be noticed in mood, behavior, sleep patterns, eating patterns, academic
performance, etc. Whenever a noticeable or sudden change in a student is detected, this
may be indicative to a change in their mental well-being. Most importantly, do not ignore
observable changes.

Remember that different cultures might hold different values that influence the
prevalence of these disorders. For instance, cultures may place extreme importance on
academic performance, physical figure, athletic performance, familial relations, etc. As
such, the student’s culture may create an additional stressor leading to mental health
disorders when the student feels they are having difficulty meeting the cultural or
societal standard.
 INTERVENTIONS
Many students may benefit from school-based treatments and interventions that include:
Psychoeducation: provide information regarding mental health disorders including symptoms, triggers and
coping strategies. This educative approach can be delivered through workshops, classroom presentations or
informational resources.
Cognitive-Behavioral Therapy Based Interventions: work individually with students to identify and challenge
negative thought patterns and teach coping skills to address negative thoughts, when they arise.
Mindfulness-Based Interventions: Teach students to practice mindfulness, including meditation, deep-breathing
exercises to cultivate awareness of thoughts and emotions
Social-Emotional Learning Programs: Social-Emotional Curriculums have been developed and can be
implemented for all grade levels to promote resilience, stress management, improved peer relations, etc.
Individual or Group Counseling Sessions: Available from school counselors or school mental health
professionals
Parental Education and Support: Resources and training for parents and families
Accommodations and Modifications: Address individual needs of students when necessary
Collaboration with Outside Agencies: working with other mental health professionals

Each of these above implementations can educate students and families in social-emotional well-being and
intervene when there are concerns regarding the mental health of a student. When a student is in need of
extensive mental health services, the school counselor may need to provide recomendation for licensed
professionals who can help.
 REFERENCES
American Psychiatric Association. (2013). Diagnostic and statistical manual
of mental disorders. (5th ed.).

American School Counselor Association. (2022). The role of the school

counselor. The Role of the School Counselor.
https://www.schoolcounselor.org/getmedia/ee8b2e1b-d021-4575-982c-
c84402cb2cd2/Role-Statement.pdf

Erford, B. T., & Byrd, R. T. (2014). Applying techniques to common

encounters in school counseling. Pearson Education.

King-White, D. L. (2019). The Role of School Counselors in Supporting Mental

Health Models in Schools. Journal of School Counseling, 17(1–23), 1–24.