This chapter provides an overview of Disruptive Mood Dysregulation Disorder (DMDD), a new psychiatric diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5). This chapter offers an overview of its diagnostic criteria along with highlights from the controversy surrounding the diagnosis. School-based eligibility for services as well as educational and mental health supports for DMDD are discussed. The school psychologist’s role in assessment, advocacy, consultation, and therapeutic intervention are explored.

This chapter provides an overview of oppositional defiant disorder (ODD) in children and adolescents as applied to the school setting. The chapter highlights the criteria for Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) diagnosis of ODD along with school-based eligibility requirements for qualification for special services under federal law, including disability categories and controversy over social maladjustment. Issues related to home and school functioning as well as mental health and educational supports are explored. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

This chapter provides an overview of the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) diagnostic criteria of Intermittent Explosive Disorder (IED) in children and adolescents. The chapter highlights the prevalence, etiology, and cultural considerations of IED. The expectations for school and home functioning for students with IED are discussed along with the educational and mental health interventions likely to promote adjustment and progress. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

This chapter offers an overview of Selective Mutism, which is classified as an Anxiety Disorder in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5). This chapter provides the reader with diagnostic criteria from the DSM-5 as well as information regarding school-based eligibility requirements as a student with a disability. Issues related to risk factors and behaviors in the home and school are highlighted. The school psychologist’s roles in assessment, advocacy, consultation, and therapeutic intervention are explored.

The purpose of this chapter is to provide an overview of childhood and adolescent mental health problems. Prevalence, risk factors, and protective factors are examined. The need for school-based mental health services is explored and potential benefits of implementing such programs are discussed. The role of school psychologists as mental health providers is addressed. The chapter also compares the use of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), in diagnosing mental health disorders in the medical/clinical field and the Individuals with Disabilities Education Improvement Act (IDEA) to determine eligibility as a student with a disability in schools.

This chapter reviews current research and practice regarding persistent depressive disorder (PDD). This chapter highlights the diagnostic criteria from the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) as well as information regarding potential school-based eligibility for special services for students with depression. Risk factors and behaviors in the home and school are reviewed. The school psychologist’s role in assessment, advocacy, consultation, and therapeutic intervention are explored.

This chapter provides an overview of generalized anxiety disorder (GAD) in children and adolescents as applied to the school setting. GAD is diagnosed frequently in adults and is one of the most common disorders among children and adolescents. It is characterized by excessive worry that can be about many things, and, in children, it is somewhat common to be connected to school performance. This chapter focuses on GAD as it pertains to school psychologists with regard to criteria from both the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) and the Individuals with Disabilities Education Improvement Act (IDEA). Cultural issues related to etiology, identification, and treatment are also addressed. The chapter addresses functioning and quality-of-life issues for individuals with GAD across childhood and adolescence. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

The symptoms of attention deficit hyperactivity disorder (ADHD) often significantly impact the overall functioning of children and adolescents with this mental health condition. This chapter provides an overview of ADHD as it pertains to criteria from both the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), and the Individuals with Disabilities Education Improvement Act (IDEA) category of Other Health Impairment. Cultural issues related to etiology, identification, and treatment are highlighted. The chapter addresses social, emotional, and behavioral issues that manifest in the school and home for individuals with ADHD. Implications for school psychologists and their role in assessment, advocacy, consultation, and therapeutic intervention are discussed.

This chapter provides an overview of Hoarding Disorder for school psychologists with regard to criteria and considerations from the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5). Risk factors and genetic components related to etiology and treatment are also examined. The chapter addresses school and home functioning for individuals with hoarding disorder and their families across childhood and adolescence. Implications for school psychologists and their role in school-based supports and effective intervention implementation are discussed.

This chapter focuses on disinhibited social engagement disorder (DSED) and its impact on children. Diagnostic issues related to this disorder are examined, particularly in comparison to criteria for reactive attachment disorder (RAD). The chapter also explores the functioning of a child with DSED across social–emotional, behavioral, and learning domains. Implications for school psychologists are addressed. Educational supports and school-based mental health interventions are discussed.