Depression in Children

DEPRESSION IN CHILDREN......Page 3
CONTENTS......Page 7
PREFACE......Page 9
ABSTRACT......Page 21
INTRODUCTION......Page 22
Sample......Page 23
Apparatus......Page 24
RESULTS......Page 25
Feeling Different......Page 26
Sibling Comparison......Page 27
How Schools and Teachers React......Page 28
Not Fair......Page 29
Resenting Teachers......Page 30
Dealing with Intense Frustration......Page 31
Labelled as Lazy......Page 32
Clever Coping Strategies......Page 33
Putting Off Homework......Page 34
Rebelling in the Classroom......Page 35
Getting Pregnant......Page 36
Bullied by Peers......Page 37
Depression and Dyslexia......Page 38
Rejected by Society (Positive or Negative)......Page 39
Cutting......Page 40
Over-Dosing......Page 41
Post Traumatic Stress Disorder......Page 42
What is Dyslexia?......Page 43
Difference......Page 44
Humiliation, Schools and Teachers......Page 46
Avoiding and being the Class Clown......Page 47
Rebelling in the Classroom......Page 48
Perfection......Page 49
Going into a Bubble and Regression......Page 50
Why some Dyslexics get Depressed......Page 51
Self-Harm and Suicide......Page 52
Post Traumatic Stress Disorder......Page 53
CONCLUSIONS......Page 54
What is needed?......Page 55
REFERENCES......Page 56
Pre-School Non-Language Indicators......Page 57
Aged 12 or Over......Page 58
Aged 12 or Over Non-Language Indicators......Page 59
ABSTRACT......Page 61
What are the Symptoms of Depression?......Page 62
How do Children and Adolescents Experience Depression?......Page 63
Persistence......Page 65
Defining Dyslexia......Page 66
Persisting Factors......Page 67
Primary School Age Non-Language Indicators......Page 68
Normality and School......Page 69
The Dyslexic Child at School......Page 70
Stress......Page 71
Anxiety......Page 72
Self-Esteem......Page 73
Peer Group......Page 74
Emotional-Based Coping......Page 75
Avoidance-Based Coping......Page 76
DEPRESSION AND THE DYSLEXIC CHILD......Page 77
Self-Harm and Suicide......Page 80
Post Traumatic Stress Disorder and Daily Hassles......Page 81
Self-Blame......Page 82
Bed-Wetting......Page 83
Stammering......Page 85
Defence Mechanisms......Page 87
How Does Parenting Style and other Factors Make Individuals Choose Between Emotional and Behavioural Defensive Strategies?......Page 90
Could the Decision to Choose Emotional or Behavioural Defence Mechanisms Happen at Childhood?......Page 91
How Dyslexic Defence Mechanisms (Ddms) Compare to those of other Researchers?......Page 93
DISCUSSION......Page 94
CONCLUSIONS......Page 96
REFERENCES......Page 97
INTRODUCTION......Page 109
A DEVELOPMENTAL FRAMEWORK FOR UNDERSTANDINGDEPRESSION IN CHILDREN AND ADOLESCENTS......Page 110
NOSOLOGY OF CHILDHOOD AND ADOLESCENT DEPRESSION......Page 111
COMORBIDITY......Page 112
Episode Duration......Page 113
Other Psychiatric Outcomes......Page 114
Family-Genetic Factors......Page 115
Sleep Architecture and Electrophysiological Studies......Page 116
Neuroendocrine Studies......Page 117
Temperament and Personality......Page 118
Cognitive Schemas and Information-Processing......Page 119
A Diathesis-Stress Model of Cognitive Vulnerability......Page 120
Life Stress......Page 121
Coping with Stress......Page 122
AN INTEGRATIVE MODEL OF CHILDHOOD AND ADOLESCENT DEPRESSION......Page 123
ASSESSMENT OF DEPRESSION IN CHILDREN AND ADOLESCENTS......Page 124
Pharmacological Interventions......Page 125
Psychosocial Interventions......Page 126
SUMMARY AND FUTURE DIRECTIONS......Page 127
REFERENCES......Page 128
ABSTRACT......Page 149
INTRODUCTION......Page 150
DEPRESSION IN CHILDREN AND ADOLESCENTS......Page 151
ESSENTIAL FATTY ACIDS (EFA)......Page 153
COGNITIVE DEVELOPMENT AND EFAS......Page 155
Animal Studies......Page 156
DEPRESSION, AGGRESSION AND EFAS......Page 157
Clinical Trials with EFAs in Adults......Page 158
Mild Depression in Young People......Page 160
COMORBID DISORDERS/ ATTENTION DEFICIT HYPERACTIVITY DISORDER......Page 161
BLOOD ANALYSES OF EFAS IN DEPRESSION AND COMORBID DISORDERS/ADHD......Page 164
REFERENCES......Page 168
INTRODUCTION......Page 177
POSSIBLE EXPLANATIONS FOR CO-OCCURRING DEPRESSION AND CONDUCT PROBLEMS......Page 179
Explanation 2: Conduct Problems Confer Risk for Depressive Symptoms......Page 180
Explanation 3: Shared Risk Factors Account for Co-Occurring ConductProblems and Depression......Page 181
AN ALTERNATIVE MODEL FOR SHARED PROCESSES......Page 182
Autonomic Processes......Page 183
Prefrontal Cortical and Limbic System Processes......Page 184
Parent-Child Interactional Processes......Page 186
GAPS IN THE LITERATURE AND DIRECTIONS FOR FUTURE RESEARCH......Page 187
Concurrent Consideration of Multiple Explanations......Page 188
Child × Context Interactions......Page 189
CONCLUSION......Page 190
REFERENCES......Page 191
ABSTRACT......Page 201
EPIDEMIOLOGY......Page 202
PATHOGENESIS......Page 205
DIAGNOSIS......Page 206
PROGNOSIS......Page 210
TREATMENT......Page 211
EFFICACY OF NON-PHARMACOLOGICAL TREATMENT......Page 212
EFFICACY OF PHARMACOLOGICAL TREATMENT......Page 214
SAFETY OF PHARMACOLOGICAL TREATMENT......Page 217
Assessment of Suicidal Tendencies......Page 220
Switch to Another SSRI as Monotherapy......Page 221
General Recommendations......Page 222
Acute Phase Treatment......Page 223
Maintenance Phase Treatment......Page 224
PREVENTION......Page 225
FUTURE RESEARCH......Page 228
REFERENCES......Page 230
ABSTRACT......Page 237
INTRODUCTION......Page 238
HISTORICAL OVERVIEW OF CHILDHOOD DEPRESSION......Page 239
DSM......Page 240
DC: 0-3......Page 242
Other Modified Criteria......Page 243
OTHER CONSIDERATIONS IN MAKING A DEPRESSIVE DISORDERDIAGNOSIS DURING CHILDHOOD......Page 244
Depression in Childhood and Adolescence......Page 245
Depression in Preschool Children......Page 246
Summary of Other Considerations......Page 249
Assessment......Page 250
Rating Scales......Page 251
Clinical Interviews......Page 252
Assessment Summary......Page 253
Cognitive-Behavioral Therapy......Page 254
Psychotropic Medications......Page 255
CONCLUSION......Page 256
REFERENCES......Page 257
INTRODUCTION......Page 263
Participants......Page 265
Procedure......Page 266
Measures......Page 267
Mediational Analyses......Page 270
DISCUSSION......Page 271
REFERENCES......Page 273
ABSTRACT......Page 279
DEPRESSION VULNERABILITY AND ATTACHMENT......Page 280
COPING AND STRESSORS......Page 281
GENDER DIFFERENCES......Page 282
Ethical Procedure......Page 283
INSTRUMENTS......Page 284
Cognitive Vulnerability: Academic and Social Competence - Self-Perception......Page 285
Perceived Stressors......Page 286
Gender......Page 287
DISCUSSION......Page 288
REFERENCES......Page 290
ABSTRACT......Page 293
REFERENCES......Page 296
ABSTRACT......Page 299
INTRODUCTION......Page 300
EPIDEMIOLOGY OF DEPRESSION IN PEDIATRIC GTS POPULATION......Page 301
SUGGESTED CLINICAL ASSOCIATIONS AND CORRELATES OF DEPRESSION AND DEPRESSIVE SYMPTOMATOLOGY IN CHILDREN WITH GTS......Page 302
GTS AND DEPRESSION: ETIOLOGY......Page 303
DIAGNOSTIC AND TREATMENT IMPLICATIONS......Page 304
REFERENCES......Page 305
INDEX......Page 309