Abstract:Abstract:The presence of obsessive compulsive disorder (OCD) impairs social, emotional and academic functioning. Individuals with OCD may have co-morbid disorders including attention deficit hyperactivity disorder, depression, oppositional defiant disorder, or Tourette syndrome. Challenges occur when students with OCD become a part of the general education classroom. This article provides an overview of OCD and presents information to assist teachers and school staff to successfully meet the needs of students … Show more
“…She had been called “retarded” and “autistic retard” in school and explained that a group of girls wrote her a letter that said she should kill herself. Research shows that students with OCD experience significantly more bullying than their peers (Chaturvedi et al., 2014). When a student is bullied, it increases their risk of depression, anxiety, and loneliness—all of which were mental health issues already present for Celia and potentially exacerbated by bullying.…”
Section: Resultsmentioning
confidence: 99%
“…This impacted her ability to participate during the workshops and even attend. In particular, Celia was absent from the sixth workshop because of challenges she was experiencing with a tic disorder, which often co‐occurs with OCD (Chaturvedi et al, 2014). When Celia returned to the seventh workshop, she asked if she could explain her situation to the other girls:I have a new thing that is like a tic disorder.…”
Section: Resultsmentioning
confidence: 99%
“…Celia also identified as non‐neurotypical and expressed challenges with stuttering, panic attacks, and an eating disorder. According to the APA (2020), OCD is “characterized by recurrent intrusive thoughts that prompt the performance of neutralizing rituals.” OCD is considered a comorbid condition that exists with other disorders, such as depression and Tourette Syndrome (Chaturvedi et al, 2014), and for girls, there is a high correlation between OCD and eating disorders (Altman & Shankman, 2009). Because of issues related to her mental health, Celia often felt excluded in school and after‐school activities and endured bullying from her peers.…”
In the wake of the Covid‐19 pandemic, challenges with adolescent mental health are on the rise, making the need for spaces where teens share their emotions and experiences all the more vital. This single‐case study explores the impact of writing on one young woman's (Celia) mental health during Girl Power, a gender empowerment poetry writing workshop for adolescent girls. Celia's poems, interviews, and discussions illustrate the complexity of the intersections of mental health with friendship, body image, and identity as a girl, revealing the benefits of a supportive community for writing for self and catharsis. This article concludes with practical implications for the healing power of writing both in and out of the classroom.
“…She had been called “retarded” and “autistic retard” in school and explained that a group of girls wrote her a letter that said she should kill herself. Research shows that students with OCD experience significantly more bullying than their peers (Chaturvedi et al., 2014). When a student is bullied, it increases their risk of depression, anxiety, and loneliness—all of which were mental health issues already present for Celia and potentially exacerbated by bullying.…”
Section: Resultsmentioning
confidence: 99%
“…This impacted her ability to participate during the workshops and even attend. In particular, Celia was absent from the sixth workshop because of challenges she was experiencing with a tic disorder, which often co‐occurs with OCD (Chaturvedi et al, 2014). When Celia returned to the seventh workshop, she asked if she could explain her situation to the other girls:I have a new thing that is like a tic disorder.…”
Section: Resultsmentioning
confidence: 99%
“…Celia also identified as non‐neurotypical and expressed challenges with stuttering, panic attacks, and an eating disorder. According to the APA (2020), OCD is “characterized by recurrent intrusive thoughts that prompt the performance of neutralizing rituals.” OCD is considered a comorbid condition that exists with other disorders, such as depression and Tourette Syndrome (Chaturvedi et al, 2014), and for girls, there is a high correlation between OCD and eating disorders (Altman & Shankman, 2009). Because of issues related to her mental health, Celia often felt excluded in school and after‐school activities and endured bullying from her peers.…”
In the wake of the Covid‐19 pandemic, challenges with adolescent mental health are on the rise, making the need for spaces where teens share their emotions and experiences all the more vital. This single‐case study explores the impact of writing on one young woman's (Celia) mental health during Girl Power, a gender empowerment poetry writing workshop for adolescent girls. Celia's poems, interviews, and discussions illustrate the complexity of the intersections of mental health with friendship, body image, and identity as a girl, revealing the benefits of a supportive community for writing for self and catharsis. This article concludes with practical implications for the healing power of writing both in and out of the classroom.
“…A study shows that 25% of participants are being excluded by their peers. Examples of behaviors such as kicking, hitting, rumor spreading, and social isolation are examples of peer attitudes [59].…”
Stigmatizing attitudes and behaviors of the society can be associated with avoidance of treatment-seeking behaviors and reduced quality of life for the individual with mental illness. Among these problems, individuals with mental impairment are exposed to unfair behavior in the criminal justice system, restrictions on social facilities, and most importantly, reduced their roles in their life and community participation. Although researches have gone far to understand the impact of the disease, it has only recently begun to explain stigma in mental illness. Much yet needs to be done to fully understand the breadth and scope of prejudice against people with mental illness. Therefore, this chapter presents the stigmatization and its historical development and types and stigma in mental health and obsessive-compulsive disorders to provide a brief overview of issues in the area. Moreover, this chapter presents the occupational therapy interventions in stigma both in adults and children with obsessive compulsive disorder.
“…635], related to OCD in different populations, such as adolescents (30) or undergraduates [e.g., (31,32)], parents of children under 18 years old (33), mental health care providers (34), or the general population [e.g., (35)(36)(37)]. Primary and secondary teachers play an important role in the detection, referral, and management of OCD symptoms due to their extensive interaction with the students and because children and adolescents, who are vulnerable to developing OCD, spend most of their time in school (38)(39)(40)(41). Moreover, primary and secondary teachers often have a limited amount of mental health knowledge (42,43), do not feel confident about helping students with mental health problems (44), and show stigmatizing attitudes toward mental disorders (45)(46)(47).…”
Because children and adolescents are vulnerable to developing obsessive-compulsive disorder (OCD), classroom teachers play an important role in the early identification and intervention in students with OCD. The present study aims to explore the recognition of OCD, general knowledge about this disorder, implications in the classroom, and stigmatizing attitudes among teachers, as well as the effectiveness of a brief educational intervention about OCD. Participants (n = 95; mean age = 43. 29 years old; 64.3% female) were primary and secondary school teachers who were randomly assigned to an experimental group or a control group. All of them completed a set of self-report questionnaires, read an educational fact sheet (either about OCD in the experimental group or about a healthy diet in the control group), and again completed the questionnaires. Results show that prior to the intervention, most of the teachers identified the contamination and order OCD symptoms described in a vignette as specific to OCD (82.1%) and would recommend talking about the problem (98.9%) and seeking help (94.7%). However, only a few (36.8%) knew about the most effective OCD treatments or identified compulsions as a main OCD symptom (33%). Moreover, only about half of the teachers correctly identified OCD's possible interference in classroom routines, such as delays to achieve perfection or concentration problems, and strategies for dealing with OCD, such as continuing with the class rhythm. Stigma levels were from low to moderate. After the brief educational intervention, participants in the experimental group increased their knowledge about OCD, improved their strategies for managing a student with OCD symptoms, and had fewer stigmatizing attitudes associated with pity (p < 0.05). These changes were not observed in the control group. We can conclude that this brief and easy-to-administer intervention is an effective educational intervention to significantly improve teachers' knowledge and attitudes, at least in the short-term. These results are especially relevant because OCD is associated with high interference and long delays in seeking treatment, and teachers have a unique opportunity to help with prevention, early identification, and recommending an adequate intervention for OCD.
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