April appointments available for neuropsychological evaluations.
Resources
Emergency Phone Numbers and Resources
IF YOU OR A FAMILY MEMBER NEED IMMEDIATE HELP, PLEASE CALL 911.
The following resources may be beneficial in times of crisis or to get additional assistance.
- Chicago Crisis Intervention Team (CIT) - 911
- In Chicago, when there is a mental health emergency, call 911 and ask that a CIT trained officer respond to the situation. Clearly state that the crisis is a mental health issue. Be prepared to answer the 911 operator’s questions. This includes the person’s address or current location, phone number, approximate age, race, physical description, diagnosis, and the presence of weapons.
- Crisis Text Line - Text HOME to 741741 for support
- The Crisis Text Line provides free, confidential support via text message 24/7 to those in crisis situations.
- NAMI HelpLine - 1-800-950-NAMI (6264) or info@nami.org
- HelpLine volunteers are working to answer questions, offer support and provide practical next steps. The NAMI HelpLine can be reached Monday through Friday, 10 a.m. – 10 p.m., ET.
- National Suicide Prevention Line - 1-800-273-TALK (8255)
- This hotline provides free, confidential support 24/7 to people in distress across the United States.
- SAMHSA's National Helpline - 1-800-662-HELP (4357) or TTY: 1-800-487-4889
- SAMHSA’s National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders.
- Trevor Project - 1-866-488-7386
- The Trevor Project provides free, confidential support 24/7 to LGBTQ+ youth via a helpline, text and online instant messaging system.
- Veteran's Crisis Line - 1-800-273-8255 and press 1 or text 838255
- The Veterans Crisis line provides free, confidential support 24/7 to veterans, all service members, and their family and friends in times of need.
ADHD
Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in childhood. Common symptoms include inattention, distractibility, impulsive behaviors, and hyperactivity, though not every child has every symptom. Children with ADHD often have difficulties at home, school, and in their social interactions and ADHD can persist into adulthood.
Anxiety
Children and adolescents with anxiety often present with worries and fears that seem out of proportion to the situation. For some individuals, this can result in physical symptoms like stomach aches and headaches, whereas other children may try to avoid things that trigger their anxiety or develop behaviors and rituals to help manage their anxiety. Anxiety can be developmental (meaning that it is common at that age and kids will outgrow it), situational (related to a specific situation), or more generalized. Positively, anxiety responds well to treatment, even at young ages.
Autism
Autism spectrum disorder (ASD) is a developmental disability that results in delays in social and communication skills as well as behavioral challenges. As a result, individuals with ASD may communicate, behave, and interact with other people in ways that are different from their peers. Additionally, individuals with ASD often have learning, thinking, and problem-solving deficits, as well as areas of strengths. It is important to keep in mind that individuals with ASD differ from each other and therefore it is important to understand each child’s strengths and weaknesses and not make assumptions about their abilities. While ASD is a lifelong disorder that cannot be “cured,” individuals with ASD make improvements over time with the assistance of supportive therapies.
Educational Resources
Oftentimes, children need additional support at school. This may be because of specific learning differences, ADHD, speech delays, delayed fine motor skills, or difficulties with emotional/behavioral regulation. Beginning in infancy, children with delays are entitled to supportive and therapeutic services through the Early Intervention program. As kids approach school age, they can receive services through the public school system, even if they do not attend public school. The following resources help explain these services, parent rights, and options for families who need assistance with educational advocacy or support.
Fetal Alcohol Spectrum Disorders
Fetal alcohol spectrum disorders (FASDs) result when alcohol is consumed during pregnancy. FASD is a spectrum disorder, with some children having more challenges than others. Fetal alcohol syndrome (FAS) is a medical diagnosis made based on characteristic facial features in addition to growth delays and central nervous system impairments. While FAS is one result of prenatal alcohol exposure, other children do not exhibit facial features or growth delays but still have central nervous system delays. Commonly, individuals with FASDs have deficits in executive functioning, which are the higher order cognitive processes that allow us to solve problems, regulate our emotions and behavior, understand abstract situations, and remember information. As a result, individuals with FASDs often struggle academically, with social interactions, and completing daily living tasks.
Learning Differences
Specific learning differences are when children struggle with a specific area of learning. They are due to genetic, neurobiological, or a combination of factors. Children and adolescents can have deficits with reading, math, writing, or in multiple areas. While we use general terms to talk about learning differences (e.g., “dyslexia”), there are a multitude of specific deficit areas that can contribute to an individual’s difficulties.
Trauma
Trauma is a response to a terrible event or situation. Trauma results in not only an emotional response, but changes in an individual’s thinking, interpersonal interactions, and behavior. Trauma can result from a single event like a car accident or be chronic in nature (e.g., domestic violence that happens repeatedly over time). Complex trauma results when an individual is exposed to multiple kinds of trauma over time, often of an interpersonal nature. For instance, a child who is physically abused, sees violence at school, and is bullied would be a child with complex trauma. Trauma can result in a wide range of symptoms that often imitate other mental health challenges and developmental issues.