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Depression

Depression. Matt Sommerlad, Alicia Osland, Josh Jetson , Adrianne Gay. Characteristics. Characteristics could be sorted into two categories – Symptoms that directly affect the child – Symptoms that indirectly affect the child These symptoms have intellectual and cognitive implication.

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Depression

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  1. Depression Matt Sommerlad, Alicia Osland, Josh Jetson , Adrianne Gay

  2. Characteristics • Characteristics could be sorted into two categories – Symptoms that directly affect the child – Symptoms that indirectly affect the child • These symptoms have intellectual and cognitive implication

  3. Directly Affecting Symptoms Sensory: • Decreased sensation of taste and smell • Sensitivity to bright colours or colour dullness • Could be sensitive to physical touch Social/ Behavioural: • Socially withdrawn • Feelings of hopelessness, sadness, worthlessness and guilt • Increased irritability and anger • Vocal outburst or crying • Increased sensitivity to rejection • Increased risk taking, tendency to be accident prone Physical: • Tiredness, fatigue and energy loss • Aches and pains • Rapid weight gain/loss leading to eating disorders or obesity • Disturbed sleep patterns

  4. Indirectly Affecting Symptoms Communication • Withdrawal may lead to stunted communication skills, development of pragmatics, • Take things more literal or conversely interpret everything as sarcasm • Tend to avoid eye contact and as such lose meaning in conversation Social/ Behavioural: • Reduced ability to function during events • Loss of interest in extra curricula activities once enjoyed • Disruptive behaviour Physical: • Affect FMS in PE as they become less involved • Develop a negative attitude towards physical activity and result in decreased fitness • Depending on stage of development could affect fine motor skills such as handwriting as there is a tendency to give up on tasks easier

  5. Intellectual Impacts • General withdrawal in all activities and learning opportunities restricts learning • Working memory affected by anxiety and tiredness • Problems with concentration, attention and decision making • Have a loss of meaning with tasks in class • Lack of motivation to work independently but also not responsive working in groups • Have a negative self image and therefore stops them from learning and may fall behind in class work – after falling behind in literacy/numeracy will effect all other subject areas (downward spiral) • Missed work through misbehaviour • Difficulties with HOT tasks or complex activities

  6. Resources • BLACK DOG BOOKS • “I had a Black Dog, his name was Depression” and “Living with a Black Dog” – Mathew Johnstone • Gives practical advice that can also be used at home • Aimed at upper primary students, though the pictures can be discussed and analysed at any stage • In the classroom: • Take-home reader • English task • Creative Arts • Available in classroom

  7. Resources cont.. • Resource kits help with students’ self-esteem. • Self-esteem reduces the risk and severity of Depression • Self-esteem helps build resilience to cope with Depression • Some kits include: • ‘Ready to go Self-Esteem: Ready to do Ideas and Activities Promoting Self-esteem across the learning areas’ • ‘ Helping Children to Build Self-Esteem: A Photocopiable Activities Book’ • ‘Feeling Like Crap: Young People and the Meaning of Self-Esteem’ (teenagers).

  8. Resources cont.. • Websites are easily accessible for students, teachers and families • Give insightful information about Depression, symptom checklists and ideas • Some websites are: • Youth Beyond the Blue • Black Dog Institute • kidshealth.com (simple language, colourful images) • Itsallright.com (Mp3 and ITunes download)

  9. Youth Beyond Blue

  10. Black Dog Institute

  11. Kids Health

  12. It’s Allright

  13. Teaching and Management Strategies • There are multiple management strategies that can be used in the classroom to assist with children with depression. • The first step to assist the child would be to meet with their parents/caregivers with the child and identify strengths, difficulties and strategies that will help the child.

  14. From the meeting a number of strategies can be developed, such as: • Praise and encouragement • Seating plan • Hands on activities • Supervised eating times • Lesson pace and lesson activities • Extrinsic rewards • Social activities and games • High social support in the classroom – class rules • Flexibility and negotiation • Breaking down tasks • Achievable activities • By using these teaching and management strategies children with depression can find it easier to cope at school and continue to learn.

  15. Conclusion • Symptoms affect the child – directly and – indirectly • Symptoms have intellectual impacts • Black dog institute, internet sites, other books and kits are good resources for children • Teaching strategies better identified with parent/student consultation • A Variety of teaching strategies should be used

  16. References • Authur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2006). Classroom Management Creating Positive Learning Environments (2nd Edition). Victoria: Thomson. • Black Dog Institute. (2009). Depression in Children. Retrieved 23 March, 2010, from http://www.blackdoginstitute.org.au/public/depression/inchildren.cfm • Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest: Pearson Education Australia. • Dalgleish, T. (1999). Ready to go self-esteem: Ready to do ideas and activities promoting self-esteem across the learning areas. Glebe: Blake Education. • Foreman, P. (2008). Inclusion in Action (2nd ed.). South Melbourne: Cengage Learning Australia. • Kaslow, N.J. (2005). Cognitive and Cognitive Correlates of Depression in Children. Journal of Abnormal Child Psychology, 1573-2835, 605-620. • Luxmoore, N. (2008). Feeling like crap: Young people and the meaning of self-esteem. London: Jessica Kingsley Publishers Ltd. • Mathew Johnstone (2008). Living with a black dog: How to take care of someone with depression while looking after yourself. Sydney: Pan Macmillan Australia. • Mathew Johnstone (2005). I had a Black dog his name was depression. Sydney: Pan Macmillan Australia. • Minnesota Association for Children’s Mental Health (n.d.). Children’s Mental Health Fact Sheet for the Classroom: Depression. Retrieved March 28, 2010, form http://www.esu1.org/dept/sped/psych/PDFFiles/Depression.pdf • New South Wales Department of Education and Training. (2006). A Classroom Practice Guide - Quality Teaching in NSW Public Schools. Ryde: Department of Education and Training. • Plumley. K (2009), Tips for handling depression in the classroom. Retrieved March 18, 2010, from http://specialneedseducation.suite101.com/article.cfm/tips_for_handling_depression_in_the_classroom • Plummer, D. (2007). Helping children to build self esteem: A photocopiable activities book. London: Jessica Kingsley Publishers Ltd. • Seligman, Martin, E., P. (1995). Courage and Depression. Boston Mass: Houghton Mifflin. • Woolfolk, A., & Margetts, K. (2007). Educational Psychology. Frenchs Forest: Pearson Education Australia.

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