This chapter covers Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) criteria for Social Anxiety Disorder and potentially relevant federal educational protections, including the Individuals with Disabilities Education Improvement Act (IDEA) classifications of Emotional Disturbance and Other Health Impairment and supports offered through Section 504 of the Rehabilitation Act of 1973. Risk/protective factors, family predictors, common comorbid disorders, and cultural considerations are reviewed. Epidemiological studies estimating the prevalence of social anxiety disorder in the United States and across the world are summarized. Validated assessment tools for children and adolescents, including those that measure a number of anxiety disorders and those specific to social anxiety disorder, are included. Further, evidence-based treatments, particularly cognitive behavioral therapy, and social skills interventions, are highlighted. The impact of social anxiety disorder on social development in children and adolescents is summarized. The chapter offers activities and services that school psychologists can provide through direct service, consultation, support of families, and advocacy efforts.

This chapter provides an overview of intellectual disability for 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 intellectual disabilities across childhood and adolescence. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

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 focuses on reactive attachment disorder (RAD), which results from social neglect in early childhood. Diagnostic symptoms and related issues are addressed. Social–emotional and behavior difficulties associated with RAD are explored. Consideration is given to learning issues that may be experienced by children with RAD. Implications for school psychologists in addressing educational, social–emotional, and behavioral needs of youths with this disorder are addressed, and school-based mental health interventions are examined. A discussion of a case study is provided to demonstrate social, emotional, behavioral, and learning needs and ways in which school psychologists can play a role in helping to address those needs.

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 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.

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.

This chapter covers the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) criteria for Separation Anxiety Disorder and potentially relevant federal protections, including Individuals with Disabilities Education Improvement Act (IDEA) classifications and Section 504 of the Rehabilitation Act of 1973. Risk factors, correlates, and predictors of separation anxiety disorder, along with cultural considerations are reviewed. Assessment of separation anxiety disorder using a number of reviewed tools is included in the chapter. In addition, long-standing empirically supported treatments are highlighted, particularly cognitive behavioral therapy in the treatment of separation anxiety disorder, along with other potentially necessary interventions that may be needed to address the myriad of potential academic, behavioral, and social skills issues connected with separation anxiety. The chapter incorporates services that school psychologists could implement in supporting the treatment and school success of children and adolescents who have separation anxiety disorder.

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.