Diagnosis of Mental Health Condition

Obtaining a Diagnosis is the First Step

When a child, adolescent, or young adult begins to struggle, whether it’s with mood, attention, behavior, or emotional regulation, families often find themselves navigating unfamiliar terrain. The process of obtaining a mental health diagnosis can feel daunting, but it’s ultimately a tool: one that helps clarify what a young person is experiencing and opens the door to meaningful support.

How is a Diagnosis Made: 

Diagnosis in child and adolescent psychiatry is never based on a single moment or symptom. It’s a comprehensive, holistic process that considers the full clinical presentation. This means gathering information from multiple sources such as parents, teachers, therapists, and the young person themselves. We look at developmental history, family dynamics, academic performance, social functioning, and any patterns of distress or impairment.  Standardized assessment tools are used to support clinical presentations and to help formulate a diagnosis. 

Standardized assessment tools play a critical role in supporting the diagnostic process in child and adolescent psychiatry. These instruments provide objective, quantifiable data that complement clinical interviews and observational findings. By systematically evaluating symptoms, behaviors, and functioning, assessment tools help clinicians identify patterns that may not be immediately evident through conversation alone.

Commonly Used Assessment Tools in Child and Adolescent Psychiatry:

• SCARED (Screen for Child Anxiety Related Emotional Disorders): Assesses multiple anxiety subtypes; available in child and parent versions.
• GAD-7 (Generalized Anxiety Disorder-7): Brief screening tool for generalized anxiety; adapted for adolescent use.
• PHQ-A (Patient Health Questionnaire – Adolescent Version): Screens for depressive symptoms in adolescents; derived from the PHQ-9.
• PHQ-9 (Patient Health Questionnaire-9): Validated for ages 11+; measures severity of depressive symptoms.
• TSCC (Trauma Symptom Checklist for Children): Evaluates post-traumatic symptoms and related emotional distress.
• Vanderbilt ADHD Diagnostic Rating Scales: Parent and teacher forms; assesses ADHD symptoms and functional impairment.
• ASD Screening Tools (M-CHAT, TASI, AQ-10):  Used to identify early signs of autism spectrum disorder; selection depends on age and setting. 
• MDQ (Mood Disorder Questionnaire):  Brief self-report screening tool for bipolar spectrum disorders; adolescent version available (MDQ-A) for use in outpatient psychiatric settings.
• ChOCI-R-P (Children’s Obsessional Compulsive Inventory – Revised, Parent Version):32-item parent-report measure assessing OCD symptoms and impairment in children aged 7–17; provides subscale scores for obsessions, compulsions, and overall severity.

  
  

While standardized assessment instruments provide objective data to inform diagnostic formulation, the foundation of accurate diagnosis lies in a comprehensive understanding of the individual's clinical presentation within their developmental, familial, educational, and social settings. Therefore, a diagnosis lies in understanding the child, adolescent or young adult in a holistic context.

A Mental Health Diagnosis Does Not Always Mean Treatment with Medications

Receiving a diagnosis does not automatically mean a child will need medication. While pharmacologic treatment can be helpful for some, especially when symptoms interfere significantly with daily life, many children benefit from non-medication interventions including therapy, behavioral supports, and environmental accommodations.

One of the most empowering aspects of a diagnosis is that it can unlock access to accommodations and services that help a child succeed. 

Schools often provide accommodations through IEPs or 504 Plans. IEPs support students who require specialized instruction, while 504 Plans offer access-based accommodations for those whose mental health impacts learning but do not need special education. Both ensure students receive appropriate supports to succeed academically and emotionally.

For example:

A student diagnosed with ADHD might receive extended time on tests, preferential seating, or access to movement breaks during the school day. A teen with generalized anxiety disorder might benefit from a modified homework load or a designated staff member for emotional check-ins. 

These supports aren’t about lowering expectations—they’re about leveling the playing field.

Ultimately, a diagnosis is not a label. It’s a lens. It helps families, educators, and clinicians understand a young person’s needs more clearly and respond with compassion, structure, and evidence-based care. Understanding this can help children, adolescents and young adults navigate their emotional challenges, build resilience and foster a positive outlook on life.   

If you feel you or your child may have an undiagnosed mental health condition, please contact the office to schedule an appointment.