41Student CharacteristicsThings students may do:DiagnosticareaPositive interventions+ Edginess+ Muscles are tense+ Mind going blank+ Irritability+ Problems sleeping+ Fear of going places or being alone+ Worry about speaking or reading in front of others+ New experiences are frightening+ It may be free-floating - a generalized feeling rather than attached to one fear or situationAnxietyWe have many theories and little evidence that pushing students or forcing them helps. Instead, a sense of safety actually allows most of us to try again.• Give time to adjust when trying a new skill or doing something worrisome• Counseling• Consistency and ritual with few surprises really helps• Breathing exercises may help• Teach self soothing• Give the student opportunities to set a schedule that is consistent and supportive• Use exercise to calm tension• Utilize art, music, dance as therapy+ Pounding heart+ Shortness of breath or chest pain+ Dizziness and trembling+ Tingling sensations + Fear of dying + Worried about losing mind+ Feeling like "out of body" at times+ May experience nausea during attack+ Avoidance need may be so strong that school attendance is poor+ Fears need no rational basis and may include specific concerns, like germs, others coughing on them, losing a pencil, or generalized -- just things going wrong, living in a nightmare+ May be result of PTSD - post traumatic stress syndrome or disorderPanicThis is very frightening for the student. If not handled well, the situation can spill over to other fears and activities.Do not force the student to "get over it." They do not choose it!• Never use timed tests.• Allow student to select a mutually agreeable peer to walk with, sit near.• Teach self soothing, like breathing exercises, a worry stone, a key chain with a favorite stuffed animal.• Teach calming, affirming self talk. • Consult with doctor if family panic history exists and to reassure student of health.• Find out what triggers the attacks and avoid the stimulus.• Take notebook everywhere and as soon as the process begins, have student make notes of everything occurring to find triggers and change the brain flow.• Get the student counseling support.+ Rituals appear necessary - ordering, counting, recopying, labeling+ Repetitive behaviors of mental acts+ May have difficulty being satisfied with assigned work including, writing, neatness, content + Obsessing or looping on an idea or thoughtObsessive -compulsiveForcing a student to stop usually makes this worse.Be kind!• Try to support rather than prevent the obsession -- hand sanitizer for cleanliness, own sharpener if needs that, etc.• Use of a computer may minimize recopying.• This is very likely to be a bio-chemicalissue and medical referral is recommended.• Suggest and support counseling.+ Involuntary vocal sounds and tics+ Sounds include humming, grunting, coughs, clearing throat, barks, curses+ Tics may include grimacing, licking, blinking, shrugs, jerking, stretching + Over half also have ADD/ADHD+ Much more common in boysTouretteSyndromeIt is not a choicethe student makes for the student wouldn't choose it!• View this as involuntary, like a seizure.• Lessen pressure and allow the storm of activity to "show and blow" since holding back often makes it worse and letting it occur often results in a time of peace.• Stimulants, like coffee, prescription meds, may help.42+ Gain or loss of weight (changes in eating behavior)+ Difficulty making decisions+ Falls asleep often + Activities are often passed on - little interest or sounds like feels no hope+ Discouraged, gives up without trying+ Doesn't seem to "think" about things+ Little energy, slow shuffling gait+ Bent shoulders, sighs, sad face+ Puts self down when addressed+ Low esteem, being and doing+ Inattention (sometimes misdiagnosed as ADD/ADHD)+ Irritability and stomach aches+ Veiled bids for attentionDepressionMost of the time this is unnoticed.Please be alert to youth who need support and understanding.If suicide is a concern, get help for the youth and do not tackle this alone.• Increase peer interaction.• Give the student errands and tasks that involve higher activity level and communications with others.• Provide service options to actively work at community organizations helping others.• Exercise helps.• Music, art, dance and active forms of therapy are beneficial.• Assess, with competent support, the suicide risk, and if student states they are, get help and act as though it is possible.• Listen by increasing positive discussion rather than whining, melodrama, pity party.• Look for ways to refer for counseling. + The symptoms of depression (above)alternate with extreme high energy, including: . excessive activity . poor judgment . impulsive behavior . denial of a problem . grandiosity or self greatness, entitlement, messenger from 'God' . racing thoughts . little need for sleep . indulges self in excesses - constant shopping, talking, sexual appetite . loud inappropriate giggling . rejection of others, including a sense of paranoia, grudges . delusional thinking may existBi-polarThis is seldom diagnosed before an adult episode, nearly always includes genetic pre-disposition,and should be used only if the swings are long term -- over six months. It is not the same as mood swings.• This set of symptoms requires medical support, especially since the thyroid may not be functioning correctly. • Students can thought stop and find different ways of looking at feelings or occurrences.• Students may not realize how human they are and may try dangerous feats without recognizing the potential for getting hurt.• Keep close check on medications, since the drug effects dull the "feel good" energy.• If student seems to be out of touch, saying things that are worrisome, that suggests psychotic symptoms, have a contact person who can help the student on short notice.• Counseling is essential.+ Substances usually have an odor associated with use.+ Appearance and tracking of eyes is usually altered.+ Likely to smoke and most likely to use alcohol (40%) or marijuana (17%)+ Argue about legalization, age of use, or defensive about drugs+ Often strut