Recognizing Signs of Obsessive-Compulsive Disorder in Children and Teens.

University Degree Biological Sciences

Laura Campanelli

Psychology

Section 0941

Article Analysis

Especially for Educators:

Recognizing Signs of Obsessive-Compulsive Disorder in Children and Teens

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In this article, which was first published in “Teachers in Focus” in February 1999, the author, Charlene Pedrick is educating teachers about OCD and she gives examples of students who are suffering with this disorder, it’s symptoms and ways that an educator can help a child with OCD.

Obsessive Compulsive Disorder, developed between childhood and young adulthood, is a disease in which the individual experiences reoccurring obsessions or compulsions that are relentless enough to be extremely time consuming. It can be connected with a chemical imbalance in the brain which affects the neurotransmitter, serotonin. There are medications available that help adjust this disproportion in the chemicals, but behavior therapy is also commonly used as a treatment.

The article gives examples of three students who were suffering from the disease, and it was not until the students were seen by a doctor that they were diagnosed. OCD cannot always be evident in behavior, but may be something the student is not doing. First, we were introduced to Peter who insisted to have his lunch stapled together for his fear of being poisoned by another student, and his need to repeat prayers to himself. He was also very careful to not let any letters touch each other while he was writing. Second, we learned about Peter’s unwillingness to write in his journal for fear of writing freehand because of possibility of many grammar or spelling mistakes. Last, we read about Ashley’s incapability to stop tapping on her desk. These are examples of obsessions and compulsions. Obsessions are “persistent impulses, ideas, images, or thoughts that are experienced as intrusive and inappropriate and cause marked anxiety” (1) and they contrast to compulsions because they are “mental acts, such as counting, repeating words silently, or repetitive behaviors such as hand washing, ordering, or checking, with the goal of reducing or preventing anxiety, not to provide gratification or pleasure” (2).

(1) and (2):

It is common, in most children to develop rituals in their childhood. For example, not stepping on sidewalk cracks, having lucky numbers, or collections etc… However, when these rituals carry on through adolescence and young adulthood, OCD comes into questions. Those normal, childhood habits make it easier for kids to socialize together, enhances their development and helps them to deal with nervousness. OCD rituals encourage isolation from their peers and sometimes painful and unbearable.

Symptoms that any teacher can look for that may indicate OCD are listed in the article. However, the author also reminds the ...

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(1) and (2):

Symptoms that any teacher can look for that may indicate OCD are listed in the article. However, the author also reminds the teachers that by displaying one sign of OCD, does not mean they are in-facts suffering from this illness. Some examples in children and teenagers are excessive perfectionism, an active fantasy life, worries about bodily wastes or secretions, going in and out of doors a certain way, avoids touching certain things because they may be unclean.

After a student has been diagnoses with OCD, it is important that a teacher not treat the child any differently from the other students for numerous reasons, one being that the student might use the illness to gain special privileges. A teacher must also educate the class about the disorder and other disorders, and not put up with any teasing toward the child with OCD. The educator must also always be aware of any side effects caused by the medication and keep a record of any changes in the child’s performance.

Chapter 12: Psychological Disorders, in “The World of Psychology”, exemplifies many commonalities between the descriptions, symptoms and examples of Obsessive Compulsive Disorder shown in the article described above. The definitions of both obsessive and compulsive behaviors are similar, as are the types of obsessions and compulsions. However, I want to write about what was different in both sources and add a few facts that our textbook had which weren’t offered in the article.

Firstly, a common theme in obsessions that was not mentioned in the article is the constant worry whether a certain act was performed, such as turning off the stove, or locking a door. When it comes to compulsions, the individual knows that the acts they are committing are “irrational and senseless” (pg.389; World of Psychology).

An example that the text gives of someone suffering from OCD, is a 32 year old male who performs rituals and checks at an average of 4 hours per day. The article, however, dealt mainly with children who were treated for their obsessions and compulsions at a young age.

According to the book, 70% of people who are treated for OCD have both obsessions and compulsions. Although in the general population, only 16% have both, and 50% of the population suffers from obsessions and the remaining 34% suffer from only compulsions. In cases when both occur, the compulsion acts as a relief of anxiety or nervousness by the obsession.

Another factor that was not mentioned in the article, were the causes of OCD. People suffering from this illness see the world as intimidating or scary if they don’t have order or structure to their lives. Their behavior protects them from the possibility that the world might at some time be unpredictable or uncontrollable. There is also the possibility that this disease be genetic, because several studies have shown that the disorder was common with twin patients and patients in the same family (Rasmussen and Eisen, 1990). As mentioned in the article, there are also chemical imbalances in the neurotransmitter serotonin, which can be treated.

“Most people with OCD never get treatment; they know their symptoms are bizarre and are afraid to seek help for fear other people will think they are ‘crazy’” (Rasmussen and Eisen, 1992).

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