Childhood depression – Part 1: Does it need to be dealt with only by health professionals?

Abstract

The start of the new millennium promised a high profile for the promotion of the mental health of the nation’s children and young people. Initiatives have included the publication of national statistics on the mental health of 5–15-year old children (MHF, 1999; Meltzer et al., 2000) and several public awareness campaigns (e.g. Mental Health Action Week, The Psychologist, April 2001; Mental Health Week, The Sunday Times, October 2001). Nevertheless, two recent and important evaluations of well-established school and community based emotional literacy intervention programmes in the USA, The Conduct Problems Prevention Research Group (Bierman et al., 2002a,b), and Australia (Spence, 2002) have reported disappointing results so far. This raises important questions about current approaches to supporting emotional development and problems such a depression in children. Two papers exploring these issues have been prepared, with special reference to the increasing problem of childhood depression. Paper 1 clarifies the argument against a historical tendency for a medical hegemony of psychopathology in approaches to childhood mental health problems by: a) looking at the theoretical evidence of the nature of depression, and b) considering the relevance of recent legislation encouraging all professionals to work together in the interests of the whole child. Paper 2 considers the specific role of the educational psychologist.