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Youth Depression

Youth Depression. Lorna Martin lormartin@gov.mb.ca. General Symptoms of Youth Depression. A feeling of sadness and hopelessness (belief that there’s no way to stop feeling stressed out and sad) Moodiness (irritability, feelings of anger and sadness for weeks at a time)

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Youth Depression

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  1. Youth Depression Lorna Martin lormartin@gov.mb.ca

  2. General Symptoms of Youth Depression • A feeling of sadness and hopelessness (belief that there’s no way to stop feeling stressed out and sad) • Moodiness (irritability, feelings of anger and sadness for weeks at a time) • Eating disturbances (eating either too much of too little) • Sleep disturbances (nightmares, insomnia, hypersomnia) • Changes in social life (depressed teenagers stop spending time with their friends. They often refuse phone calls)

  3. General Symptoms of YouthDepression • Chemical abuse (depressed teenagers attempt to relieve depression, but often the result is addiction. What they don’t realize is that alcohol and drugs are depressants, not mood elevators, and their depression worsens) • Loss of interest in pleasurable activities (finding no pleasure in activities they used to enjoy, such as going to movies or concerts, reading, watching TV, listening to music or sports. As well as no involvement in new activities) adapted fromwww.counsellor.com.au/depression.html

  4. School-related Symptoms of YouthDepression • Poor performance in school, truancy, tardiness • Withdrawal from school activities/peer groups • Lack of enthusiasm, energy or motivation • Globalized anger and rage • Overreaction to criticism, increased self-criticism • Indecision, lack of concentration or forgetfulness • Restlessness and agitation • Problems with authority • Suicidal thoughts or actions (e.g., cleaning out locker, giving away items)

  5. A Few More Reasons for Depression • Fear of failure • social rejection • bodily sickness • bullying or abuse • childhood memories • thoughts of a better life • separation with family • worries about the future

  6. A Few More Reasons for Depression • alcohol/substance/drug abuse • pointless work done • teasing or low self opinion because of body, accent, clothing • imperfection of the work as a whole, as in negative comments from family, friends or peers excerpted fromwww.counsellor.com.au/depression.html

  7. Why we misdiagnose youth depression: The Pathology of Puberty • Variable performance in school • Withdrawal from family, change in peers • Lack of motivation, change in sleep patterns • Globalized anger and rage, giddiness • Overreaction to criticism, increased self-criticism • Indecision, lack of concentration or forgetfulness • Restlessness and agitation • Problems with authority

  8. Depression, Suicide and School Violence Students experiencing depression and related emotional reactions are often alienated at school, are insecure, and lack the resources to adequately cope with the many daily challenges they face, both at home and at school (Lewinsohn, Rohde, & Seeley, 1993)

  9. The Web of Behaviour Emerging Peers Siblings Strengths developmentally Families and friends socially Yet to develop student Self regulating skills academically Consistency between home and school Attitudes toward school Work habits performance Expectations for Behaviour Responsibilities

  10. Treating Youth Depression • Psychotherapy - explore events and feelings that are painful or troubling; learn coping skills • Cognitive-behavioural therapy - challenges negative thinking and behaving patterns • Interpersonal therapy - focuses on developing healthier relationships at home and school • Medication - relieves some symptoms of depression and is often prescribed with therapy

  11. Depression vs. Discouragement When assessment reveals no clinical depression, yet outward symptoms suggest depression is present: • Check the environment: at home, at school, with/out peers • Check for an underlying incident (historic, present, or upcoming) • Check for suicidal ideation

  12. The Concept of the Circle (the balanced self) GENEROSITY INDEPEN-DENCE BELONGING MASTERY

  13. Mending the Broken Circle “Discouraged children show their conflict and despair in obvious ways, or they disguise their real feelings with acts of pseudo-courage. The effective teacher or therapist or youth worker learns to read beneath these behaviours.” Brendtro, Brokenleg, Van Bockern, 1990

  14. Mending the Broken Circle • Is this revenge by a child who feels rejection? • Is this frustration in response to failure? • Is this rebellion to counter powerlessness? • Is this exploitation in pursuit of selfish goals? • Is this withdrawal in response to abuse, a threat or depression?

  15. Mending the Broken Circle “One cannot mend the circle of courage without understanding where it is broken.” Brendtro, Brokenleg, Van Bockern, 1990

  16. belonging belonging Mending the Broken Circle • NEEDS • corrective relationships of trust and intimacy • NORMAL • attached • loving • friendly • intimate • gregarious • cooperative • trusting • DISTORTED • gang loyalty • craves affection • craves acceptance • promiscuous • clinging • cult vulnerable • overly dependent • ABSENT • unattached • guarded • rejected • lonely • aloof • isolated • distrustful

  17. mastery Mending the Broken Circle • NEEDS • involvement in an environment with abundant opportunities for meaningful achievement mastery • NORMAL • achiever • successful • creative • problem-solver • motivated • persistent • competent • DISTORTED • overachiever • arrogant • risk seeker • cheater • workaholic • perseverative • delinquent skills • ABSENT • nonachiever • failure oriented • avoids risks • fears challenges • unmotivated • gives up easily • inadequate

  18. independence independence Mending the Broken Circle • NEEDS • opportunities to develop the skills and the confidence to assert positive leadership and self-discipline • NORMAL • autonomous • confident • assertive • responsible • inner control • self-discipline • leadership • DISTORTED • dictatorial • reckless/macho • bullies others • sexual prowess • manipulative • rebellious • defies authority • ABSENT • submissive • lacks confidence • inferiority • irresponsible • helplessness • undisciplined • easily led

  19. Mending the Broken Circle • NEEDS • experience the joys that accrue from helping others generosity generosity • NORMAL • altruistic • caring • sharing • loyal • empathic • pro-social • supportive • DISTORTED • noblesse oblige • overinvolved • plays martyr • co-dependency • servitude • bondage • ABSENT • selfish • affectionless • narcissistic • disloyal • hardened • anti-social • exploitative

  20. Early Family Influences

  21. The Crisis Cube HIGH STRESS Continuing growth EFFECTIVE MORE EFFECTIVE FUNCTIONING Pre-crisis behaviour Adequate coping Line of Stability CRISIS ONSET POINT Pre-crisis behaviour Use of resources Point of intervention MOUNTING STRESS LEVEL OF FUNCTIONING LOW Continued fragmentation deterioration maladaptive behaviour Need for psychotherapy years, lifetime INEFFECTIVE LOW days, months, years seconds, minutes days, months TIME Greenstone & Leviton, 1993

  22. Understanding Behaviour • Behaviour may be an expression of an underlying condition • Behaviour often has a purpose • Behaviour is the response of an individual to the environment, either external or internal • Many behaviours are learned and, therefore, can be changed • Behaviour difficulties can be viewed as a learning opportunity for us (about the child) and for the student (about their community and themselves) • Problem behaviour may be maintained by the environment • Behaviour may be a way of communicating • Survival strategies learned early in life may not be functional in later life

  23. Assisting Students in the Development of Resiliency Skills • Developing supporting relationships with students • Maintaining positive and high, but appropriate expectations for all students • Providing opportunities for children to participate and contribute • Providing growth opportunities for students

  24. Assisting Students in the Development of Resiliency Skills (cont’d) • Ensuring all students have a caring adult in their lives(mentoring) • Teaching students they are capable and have strengths • Providing opportunities for self-assessment and self-reflection • Providing opportunities to work with other students (cooperative learning)

  25. Assisting Students - Re-entry Postvention • Debriefing - involves a teacher, administrator, counsellor, or clinician reviewing a major incident with a child. Review the incident, discuss emotions, and supports in place to smooth re-entry. • Planning for re-entry -involves a teacher, administration, teacher, and students upon the the student’s return to school. • Building bridges- involves ‘building bridges’ for success between teacher and student after a major incident -- often a contingency plan for minor setbacks and a plan for immediate intervention

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