Depression In School-aged Children Research Articles

Community factors influencing child and adolescent depression: A systematic review and meta-analysis.

Depression has been identified as a priority disorder among children and adolescents. While numerous reviews have examined the individual and family factors that contribute to child and adolescent depressive symptoms, less is known about community-level risk and protective factors. The aim of this study was to complete a systematic review to identify community risk and protective factors for depression in school-aged children (4-18 years). The review adopted the procedures recommended by the Cochrane Non-Randomised Studies Methods Working Group and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A comprehensive literature search was conducted to identify both observational and intervention study designs in both peer-reviewed and non-peer reviewed publications. A total of 21 studies met the inclusion criteria. Seventeen of the 18 community association studies and 2 of the 3 intervention studies reported one or more significant effects. Results indicated that community safety and community minority ethnicity and discrimination act as risk factors for depressive symptoms in school-aged children. Community disadvantage failed to achieve significance in meta-analytic results but findings suggest that the role of disadvantage may be influenced by other factors. Community connectedness was also not directly associated with depressive symptoms. There is evidence that a number of potentially modifiable community-level risk and protective factors influence child and adolescent depressive symptoms suggesting the importance of continuing research and intervention efforts at the community-level.

학령기 아동의 성별에 따른 자기 지각과 우울 간 관계

The purpose of this study was to investigate the relationship between self-perceptions and school children`s depression according to their gender. The participants comprised 578 school age children in Daegu or Gyeongbok Province. The participants completed measures of self-perception(SPPC) and depression(CDI). The SPPC consisted of 6 domains, self-perception(scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct and global self-worth). The collected data were analyzed by means of MANOVA, Repeated measures MANOVA, and Multiple Regression Analysis(using SPSS PC(19.0 version). The results were as follows. (1) Among the domain specific areas of self-perception, global self worth scored the highest amongst the other subscales(scholastic competence, social acceptance, athletic competence, behavioral conduct and global self-worth) in both boys and girls. (2) Level of depression in school children differed according to sex and domain specific self-perception which was social acceptance, physical appearance, behavioral conduct and global self worth. (3) Self-perception on depression was a more salient predictor in girls than boys. Among the domain specific area of self-perception, global self worth was the best predictor in both boys and girls.

Interactive effects of family socioeconomic status and body mass index on depression in school-aged children.

Depression is an important health problem in children and the onset of depression is occurring at a younger age than previously suggested. The associations of being overweight and low socioeconomic status in childhood depression have been well documented; nevertheless few studies have addressed the combined effects of socioeconomic status and body weight, with depression in school-age children. We intended to examine if the relationship between socioeconomic status and childhood depression could be modified by abnormal body weight. A cross-sectional study was performed with a total of 559 subjects from 29 elementary schools in Taiwan. A depression scale was used to determine the depression status. Children receiving governmental monetary assistance for after-school class were categorized as being in the lower socioeconomic group. Data for depression-related demographic characteristics, family and school variables were collected. Children in the lower socioeconomic status group have a higher prevalence of depression (23.5%) than those in higher socioeconomic status groups(16.4%). Being overweight demonstrates the opposite effect on depression risk in the different socioeconomic groups. In lower socioeconomic families, the risk of depression in overweight children is three times higher than that for normal weight children; whereas in higher socioeconomic families, overweight children have a lower risk for depression than normal weight children. We concluded that a qualitative interactive effect existed between being overweight and socioeconomic status with childhood depression. More attention should be paid to overweight children from lower socioeconomic status families to prevent depression in school-age children.

Psychology in Latvia

History of psychology in Latvia can be divided into three stages: (1) origin and early development during the period of independence between the two World Wars; (2) survival under rather difficult conditions under the Soviet rule; and (3) rapid growth after the reestablishment of independence in 1991. After a brief review of the first two stages, this survey concentrates on recent and current trends in Latvian psychology. Research is reviewed on: interethnic relations, social representations; attachment styles in infancy and childhood and their reverberations in adulthood; early detection and intervention of depression in schoolchildren and university students; validation of major intelligence tests and exploration of new modes of assessing intelligence, and the interplay of social axioms and personal characteristics in observing traffic regulations. As a profession, psychology has burgeoned in the last two decades; programs for training psychologists have been expanded; and applications of psychology have been extended beyond schools to clinical, counselling, industrial/organizational, military, and sports settings.

Mental Health and Extracurricular Education in Korean First Graders

This study explores the results of mental health screening in Korean first graders in association with the amount of time the children spent in extracurricular education. The study included a community sample of 761 boys and girls, with a mean age of 6.6 years, collected from 5 elementary schools in Gunpo-si, South Korea, in July 2007. Primary caregivers completed a questionnaire that included information on demographic characteristics, the amount of time the children spent in extracurricular education and other activities, and an adapted form of the Behavior Assessment System for Children, Second Edition (BASC-2) to screen for mental health problems. These first graders spent a mean of a little over 2 hours each day in extracurricular education. Extracurricular education demonstrated positive correlations with 4 BASC-2 domains, including hyperactivity (r = 0.092, P < .05), aggression (r = 0.073, P < .05), conduct problems (r = 0.073, P < .05) and depression (r = 0.137, P < .01). A positive linear relationship between depression and extracurricular education was also evident in regression analyses (F = 2.25, R(2) = 0.022, P = .001). The relationship held true even when controlling for time spent with parents, time spent with friends, and time spent asleep. Post hoc analyses revealed that children receiving more than 4 hours of extracurricular education per day showed a sharp increase in depressive symptoms as well as a decrease in the amount of time spent with caregivers. Results of this study demonstrate that excessive amounts of time spent in extracurricular education (greater than 4 hours per day) may be associated with depression in school-aged children. These findings have relevance for mental health screening and educational policy.

Hausärztliche Primärversorgung

Based on guidelines and recommendations of experts this paper describes how depression in children and adolescents can be recognized and managed in primary care. Depression in school age children often presents as diminished attention and somatic complaints, such as sleep problems or tiredness and in adolescents as loss of drive and depressed mood. Interviews with children, adolescents and parents aim at establishing a relationship and identifying depressive symptoms. It is difficult and challenging to achieve simultaneous contact with children and parents. Rating scales help the physician to structure an assessment of behaviour. Questions on indications of dangerous behaviour must be documented. Physicians showed much more competence in psychosocial issues in 5 min training interviews than they were aware of. A supportive and trustful relationship, counseling and monitoring constitute the core competency in primary care. If depressive symptoms last longer or are severe psychotherapy and antidepressive medication are indicated. Consultation of a child and adolescent psychiatrist is needed immediately if a suicidal tendency is suspected and quickly for suspected additional psychiatric problems. The availability of specialists is an indicator of the quality of cooperation. Basic knowledge of psychiatric problems in children, skills in interviewing and a supportive attitude are the essential instruments to feel comfortable in the role of counselor in primary care.

Relationship of Attachment Security, to Social Anxiety, and Depression in School-aged Children: The Mediating Effect of Self Competency

Purpose: This descriptive correlational study was designed to examine the relationship of attachment security to social anxiety and depression. In addition, the mediating effect of self competency in relation to attachment security and the other variables was investigated. Methods: Data were collected from 194 students in grade 5 or 6, and descriptive statistics, Pearson correlation coefficient, and hierachical multiple regression were used with SPSS/PC 12.0 program to analyze the data. The instruments used were Kerns, Klepac and Cole’s Security Scale, La Greca & Stones’ Revised Social Anxiety Scales for children (SASC-R), Cho and Lee’s Korean form of Kovacs’ children’s Depression Inventory (CDI) and Harter’ Self-perception Profile for Children. Results: There were significantly negative effects between attachment security and the variables, social anxiety and depression. Also, self competency was negatively correlated with social anxiety and depression. Self competency had a significant mediating effect on the relation of social anxiety and depression to attachment security. Conclusion: For the effective management and prevention of social anxiety and depression in schoolaged children, programs including strategies to increase self competency should be developed. These programs can increase self competency which has a mediator role between attachment security and the other variables (social anxiety and depression).

Qualidade do sono e depressão: que relações sintomáticas em crianças de idade escolar

O sono e a depressão têm sido associados, tendo-se questionado se um padrão de sono deficitário era condição necessária e suficiente para o aparecimento de sintomatologia depressiva. Este estudo procura averiguar a prevalência dos problemas de sono e da depressão em crianças em idade escolar. Foram avaliadas em dois momentos 467 crianças da escola primária, com idades compreendidas entre os 6 e os 11 anos de idade (M=8,70; DP=0,692). Os resultados revelam uma diminuição na prevalência ao longo do ano lectivo nos dois quadros nosológicos, verificando-se também uma relação negativa entre o rendimento académico e a sintomatologia depressiva nos dois momentos de avaliação (T1 rho=-0,349; p=0,000; T2 rho=-0,406; p=0,000). Serão discutidas implicação dos resultados para a avaliação e intervenção das crianças, contemplando a possibilidade de uma intervenção precoce de modo a prevenir o aparecimento de um estado depressivo na infância que venha manter ou agravar os problemas do sono.

Depression in School-Aged Children: Assessment and Early Intervention

A careful assessment of all of these factors will help nurse therapists who are also primary care providers develop a more holistic approach to treatment and, thus, increase treatment effectiveness. The three-pronged assessment approach discussed above is cost effective, safe, and indicated as a frontline measure to assess the risk for depression in children and their parents (particularly mothers), which can begin the process of "true" early intervention. I say "true" early intervention because in my role as an early intervention specialist, my first meeting with families usually occurs after a crucial incident requiring hospitalization of the child or the parent, or school failure, or both. My programs of intervention are hardly "early," although treatment is started relatively early in the life of the child. In the past few years, I have noticed that psychiatric-mental health advanced practice nurses, including myself, are increasingly working in some capacity in primary health centers, such as school-based clinics, churches, collaborative practices, and community health centers. It would be wonderful if we used these settings to identify risk for depression in children and begin preventive treatment (starting with teaching good sleep hygiene, a treatment in itself) to truly make early intervention a reality.

Associations Between Sleep Problems, Anxiety, and Depression in Twins at 8 Years of Age

Associations between sleep and internalizing problems are complex and poorly understood. To better understand these covarying difficulties, genetic and environmental influences were estimated by using a twin design. Three hundred 8-year-old twin pairs reported on their anxiety and depression by completing the Screen for Childhood Anxiety Related Emotional Disorders and the Children's Depression Inventory. Parents reported on their children's sleep problems by completing the Child Sleep Habits Questionnaire. Children reported by their parents to have different types of sleep problems self-reported more depression symptoms than those without. The correlation between total sleep-problem score and depression was moderate. That between sleep problems and anxiety was smaller and was not examined further. The association between sleep problems and depression was mainly explained by genes, and there was substantial overlap between the genes influencing sleep problems and those influencing depression. There was smaller influence from environmental factors making family members alike, and environmental factors making family members different decreased the association between sleep problems and depression. A range of sleep difficulties are associated with depression in school-aged children, and the overall association between the 2 difficulties may be largely influenced by genes.

Can Seafood Consumption Help Reduce Childhood Depression

The prevalence of major depression in school-age children is 2% to 4%. Clinicians and parents would welcome a natural therapeutic intervention for

Obesity, Shame, and Depression in School-Aged Children: A Population-Based Study

To investigate whether there is an association between adolescent obesity and depression in a nonclinical population and whether psychosocial and economic status and subjective experiences of shame (defined as experiences of being degraded or ridiculed by others) may account for such an association. We examined associations between self-reported body mass index (BMI) and depression, controlling for gender, shame, parental employment, parental separation, and economy. The study was performed on a sample of 4703 adolescents (71% of the target population of 15- and 17-year-old students in 1 Swedish County) who answered the Survey of Adolescent Life in Vestmanland 2004. Obesity was significantly related to depression and depressive symptoms among 15- and 17-year-olds. Obesity was also significantly related to experiences of shame. All significant association between BMI grouping and depression according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition disappeared when shaming experiences, parental employment, and parental separation were controlled for. Adolescents who reported many experiences of shame had an increased risk (odds ratio: 11.3; confidence interval: 8.3-14.9) for being depressed. There is a significant statistical association between adolescent obesity and depression. Effects of experiences of shame, parental separation, and parental employment explain this association. These results suggest that clinical treatment of obesity may sometimes not just be a matter of diet and exercise but also of dealing with issues of shame and social isolation.

A Test of the Integration of the Hopelessness and Self-Esteem Theories of Depression in Schoolchildren.

This prospective study tested the diathesis-stress and symptom components of the integration of the hopelessness and self-esteem theories of depression in a sample of third- and seventh-grade children. The procedure involved an initial assessment of depressive symptoms, self-esteem, and depressogenic inferential styles about causes, consequences, and the self. The procedure also involved a follow-up assessment, 6 weeks later, in which depressive symptoms and the occurrence of negative events were assessed. In line with the integrative theory, depressogenic inferential styles interacted with negative events to predict increases in hopelessness but not nonhopelessness depression symptoms in boys with low but not high self-esteem. At the same time, contrary to the integrative theory, depressogenic inferential styles interacted with negative events to predict increases in hopelessness but not nonhopelessness depression symptoms in girls with high but not low self-esteem.

A Contextually Based Approach for Treating Depression In School-Age Children

Depression is a condition that affects between 2% and 21 % of school-age children. School personnel have begun taking an interest in identifying and treating students who experience symptoms of depression. Typical intervention strategies focus on teaching students social skills necessary to receive reinforcement from others and restructuring irrational beliefs associated with depression. Although these approaches have generated some success, they are time and labor intensive. In this article, an alternative conceptualization that focuses on manipulating context is presented, and then 10 strategies based on this approach are described.

夫婦関係と児童期の子どもの抑うつ傾向との関連

夫婦関係と児童期の子どもの抑うつ傾向との関連

The Children's Depression Inventory: error in cutoff scores for screening purposes.

The Children's Depression Inventory (CDI) is used to screen for depression in school-age children. Such screening uses the manual's reported information on suggested cutoff scores. These cutoff scores are based on an erroneous base-rate calculation and an inadequate methodology. Data are provided showing that for the suggested cutoff scores of 13 or 20, the CDI has poor receiver-operating characteristics. Indeed, for the cutoff score of 20, suggested as being suitable for screening in the general population (e.g., schools), clinicians will miss 86% of depressed children. In conclusion, it is recommended that the CDI is better suited as a continuous measure of mood and that cutoff scores should not be used to screen for the likely presence or absence of depression.

Cognitive‐Behavioral Group Treatments in Childhood Anxiety Disorders: The Role of Parental Involvement

This study examined (1) the effect of a cognitive-behavioral group intervention on anxiety, depression, and coping strategies in school-age children (aged 7-12 years) with Axis I anxiety disorders; and (2) the effect of parental involvement on treatment outcomes. Parents and children (N = 62) were randomly assigned to one of three 12-week treatment conditions: parent and child intervention, child-only intervention, and parent-only intervention. Child anxiety, depression, and coping strategies were assessed before and after treatment. All treatment groups reported fewer symptoms of anxiety and depression posttreatment and changes in their use of coping strategies. Children in the parent and child intervention used more active coping strategies posttreatment compared with children in the other 2 treatment conditions. Parents in this treatment condition reported a significantly greater improvement in their children's emotional well-being than parents in the other treatment conditions. Cognitive-behavioral group interventions reduced symptoms of anxiety and depression in school-age children with anxiety disorders. Concurrent parental involvement enhanced the effect on coping strategies. Further investigation is needed to corroborate the effectiveness of such short-term interventions and the maintenance of treatment effects.

Anxiety in Depressed School Children

The purpose of this study was to investigate the relationship between anxiety and depression in school children. From a pool of 292 nineto eleven-year-old children, 23 depressed children (12 boys and 11 girls) were identified and compared to 23 ageand schoolmatched controls. Measures were based on parallel items from the self-rated Children's Depression Inventory (CDI), parent-rated Child Behaviour Checklist (CBCL) and Children's Behaviour Questionnaire for parents and teachers as compared to DSM-III symptomatology for Overanxious Disorder (OAD). Results suggest that depressed children are generally anxious but not identical to children suffering from OAD. Depressed girls were most likely to suffer from tension and somatic symptoms than depressed boys, who tend to be more generally anxious at this age.

Learning disabilities as a symptom of depression in children.

The presence of depression in school-age children may not be adequately recognized by teachers. Teachers may be misdiagnosing depressed children as having a specific learning problem. The incidence of depression in 282 children admitted to a child and family psychiatric unit for a variety of emotional/behavioral disorders was investigated. While depression was seen as a major factor in the poor learning of the identified depressed children, very few of these children were seen as having specific learning disabilities, even though some of them previously had been diagnosed as learning disabled. Recognition and appropriate treatment of childhood depression by involved professionals is important.