emotional disorder


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men·tal ill·ness

1. a broadly inclusive term, generally denoting one or all of the following: 1) a disease of the brain, with predominant behavioral symptoms, as in paresis or acute alcoholism; 2) a disease of the "mind" or personality, evidenced by abnormal behavior, as in hysteria or schizophrenia; also called mental or emotional disease, disturbance, or disorder, or behavior disorder;
See also: behavior disorder.
2. any psychiatric illness listed in Current Medical Information and Terminology of the American Medical Association or in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association.
See also: behavior disorder.

emotional disorder

Emotional disability Psychiatry Behavior, emotional, and/or social impairment exhibited by a child or adolescent that consequently disrupts the child's or adolescent's academic and/or developmental progress, family, and/or interpersonal relationships

men·tal ill·ness

(men'tăl il'nĕs)
1. A broadly inclusive term, generally denoting either or both a disease of the brain, with predominant behavioral symptoms; a disease of the "mind" or personality, evidenced by abnormal behavior, as in hysteria or schizophrenia.
2. Any psychiatric illness listed in Current Medical Information and Terminology of the American Medical Association or in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association.
See also: behavior disorder

be·hav·ior dis·or·der

(bē-hāv'yŏr dis-ōr'dĕr)
General term used to denote mental illness or psychological dysfunction, specificallythose mental, emotional, or behavioral subclasses for which organic correlates do not exist.
See also: antisocial personality disorder
References in periodicals archive ?
The experts also found that some existing questionnaires are possibly effective for identifying individuals who may have emotional disorders common in MS.
According to Reddy and Newman (2009), children with emotional disorders tend to be the most time consuming students in terms of financial, program and staffing resources.
The prevalence of emotional disorder among university students in this study is very high (48.3%).
Assessment of emotional disorders in adolescents is complex.
As is consistent with the existing research literature, it was found that there was a higher proportion of boys with comorbid hyperkinetic disorders (82.5%), in contrast to comorbid emotional disorders (47.8%).
These included a Special Forum on Services for Children with Co-Occurring Mental Health Disorders and Developmental Disabilities and Their Families held at the July 2006 Georgetown University Training Institutes, (27) a Focus Group for Parents of Children with Both Developmental and Emotional Disorders at the July 2004 Georgetown University Training Institutes, the August 2003 Georgetown University Roundtable on Children with Both Developmental Disabilities and Mental Health Needs, and from discussions during 17 conference and teleconference presentations on the topic.
Parents reported that they sought to obtain types of employment that would be compatible with the demands of caring for a child with a serious emotional disorder. The adjustment frequently involved taking a job that required fewer hours of work or less concentration and was more compatible with child care demands.
Therefore, plaintiff lawyers need to know how to evaluate whether a client's injuries include a disabling and compensable emotional disorder.
Complete assessment of an emotional disorder also includes a sexual history.
Is it an emotional disorder, the results of an anatomic abnormality, a biochemical malfunction, or a combination of some or all of these possibilities?
Children with serious emotional disturbance are defined as persons "from birth up to age 18 who currently or at any time during the past year have had a diagnosable mental, behavior, or emotional disorder of sufficient duration to meet diagnostic criteria specified within DSM-III-R that resulted in functional impairment which substantially interferes with or limits the child's role or function in family, school, or community activities." Functional impairment for children is defined as "difficulties that substantially interfere with or limit a child or adolescent from achieving or maintaining one or more developmentally appropriate social, behavioral, cognitive, communicative, or adaptive skills."