Presented by David Conrad SPED 592. Major Depressive Disorder (MDD) Not just feeling the blues Was not until the 1970’s that diagnosis of depression.

Depression in Children and Adolescents

Presented by David ConradSPED 592

Major Depressive Disorder (MDD) Not just feeling the blues Was not until the 1970’s that diagnosis of

depression in children was widely accepted

Introduction

2.5% of children 8.5% of Adolescents 50% increase in girls over boys

U.S department of Health

29% of American Indian 22% of Hispanic Americans 18% of White Americans 17% of Asian Americans 15% of African Americans

Rates of depression differ with ethnicity

Genetics plays a role in depression Parent dramatically increases a child’s risk It is not known whether inherited genes

specifically cause depression or whether inherited cognitive styles lead to depression

Genetics

Negative self-perceptions make individuals vulnerable

Distortions Negative attributions Hopelessness Tendency to blame outcomes on external

forces

Cognitive Theory

Stressful life events Family size Minority status Physical and sexual abuse Diabetes increase risk 20% Immigrant children

*Bullying has also been noted as a risk factor in the development of depression for both the bullied and those who bully.

Other Factors

Depressed mood or irritable mood Markedly diminished interest Significant weight loss or gain Insomnia Psychomotor agitation or retardation Fatigue or loss of energy Feelings of worthlessness Diminished ability to concentrate Recurrent thoughts of death or suicide

Symptoms of MDD

Can carry on into adulthood Poorer global functioning Poor Relationships with family Smaller social network Lesser life satisfaction Greater utilization of mental health services

Complications

Short-term psychotherapy◦ Cognitive behavioral therapy (CBT)◦ Interpersonal therapy (IPT)

Medication◦ Selective serotonin reuptake inhibitors (SSRIs)◦ Fluoxetine (prozac)

Combination of the two

Management

Focus on positive less on correcting in regards to feedback

Rotate seating; this builds confidence and the feeling of importance in individuals

Give individual attention to the students Choose stand partners carefully, match

struggling students with more capable students

Application in the classroom

Make connection with students (notice changes in behaviors, personality, and motivation)

Communicate with other teachers that work with the student

Steer the student in the direction where they could get help

Implications in the classroom

Would not single out student Give more individual attention whenever

possible Make connection with family

Application with my students

Depression in Children and AdolescentsBy Noel M. Davis

The Journal of School Nursing

Resource