Management of depression in children and adolescents

Gledhill, Julia; Hodes, Matthew

doi:10.1002/pnp.375

Cited by 5 publications

(3 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Antidepressants can be used in the management of Major Depression, Anxiety, Seasonal Affective Disorder (SAD), OCD, PTSD and Social Anxiety. They may also be used to treat enuresis and pre-menstrual syndrome[ 141 ].…”

Section: Psychopharmacology Of Childhood Behavioural and Emotional DImentioning

confidence: 99%

Behavioural and emotional disorders in childhood: A brief overview for paediatricians

Ogundele

2018

WJCP

295

188

View full text Add to dashboard Cite

Mental health problems in children and adolescents include several types of emotional and behavioural disorders, including disruptive, depression, anxiety and pervasive developmental (autism) disorders, characterized as either internalizing or externalizing problems. Disruptive behavioural problems such as temper tantrums, attention deficit hyperactivity disorder, oppositional, defiant or conduct disorders are the commonest behavioural problems in preschool and school age children. The routine Paediatric clinic or Family Medicine/General Practitioner surgery presents with several desirable characteristics that make them ideal for providing effective mental health services to children and adolescents. DSM-5 and ICD-10 are the universally accepted standard criteria for the classification of mental and behaviour disorders in childhood and adults. The age and gender prevalence estimation of various childhood behavioural disorders are variable and difficult to compare worldwide. A review of relevant published literature was conducted, including published meta-analyses and national guidelines. We searched for articles indexed by Ovid, PubMed, PubMed Medical Central, CINAHL, EMBASE, Database of Abstracts and Reviews, and the Cochrane Database of Systematic reviews and other online sources. The searches were conducted using a combination of search expressions including “childhood”, “behaviour”, “disorders” or “problems”. Childhood behaviour and emotional problems with their related disorders have significant negative impacts on the individual, the family and the society. They are commonly associated with poor academic, occupational, and psychosocial functioning. It is important for all healthcare professionals, especially the Paediatricians to be aware of the range of presentation, prevention and management of the common mental health problems in children and adolescents.

show abstract

Section: Psychopharmacology Of Childhood Behavioural and Emotional DImentioning

confidence: 99%

Behavioural and emotional disorders in childhood: A brief overview for paediatricians

Ogundele

2018

WJCP

295

188

View full text Add to dashboard Cite

show abstract

“…Psychological, social and cognitive factors are found to be involved in creating mental as well as emotional turmoil for children and adolescents and result in causing depressive disorders. Gledhill and Hodes (2015) identified that from the biological or genetic perspective, various elements are involved that may cause depression among children. For example, genetic causes may include brain trauma, development disorders, genetic influence or chemical imbalances.…”

Section: Causes and Implications Of Depression Among School Childrenmentioning

confidence: 99%

Evaluating Primary School Teachers’ Ability to Identify Signs of Depression Among School Children in Saudi Arabia

Alghufali

2023

hesj

View full text Add to dashboard Cite

تعتبر أعراض الاكتئاب شائعة بين طلاب المرحلة الابتدائية. وفقًا لمنظمة الصحة العالمية، فإن الاكتئاب هو السبب الأول للإعاقة، ويعتبر ثاني أهم اضطراب في عام 2020. وقد أفاد نحو 8% و 20% من الطلاب بأنهم يعانون من أعراض الاكتئاب. كما أن الاكتئاب مرتبط بشكل كبير بعدم القدرة على التأقلم مع البيئة الدراسية خلال المرحلة الابتدائية. أهداف الدراسة: 1- تقييم مدى استعداد المعلمين وقدرتهم على التعرف على التلاميذ الذين يعانون من أعراض الاكتئاب والإبلاغ عنها. 2- البحث في تصورات معلمي المدارس الابتدائية السعوديين بشأن أسباب اكتئاب التلاميذ. عينة الدراسة: تكونت الدراسة من 15 معلماً. تم التواصل مع 23 مدرسة للوصول إلى العينة المستهدفة المكونة من 15 معلمًا. طرق الدراسة: تم جمع بيانات هذا البحث من معلمي المدارس الابتدائية والثانوية في المملكة العربية السعودية. تم جمع البيانات باستخدام المقابلات شبه المنظمة. تم تحليل البيانات موضوعيًا، في حين أن المقابلات كانت تحتوي على بعض الأسئلة المحددة مسبقًا. نتائج الدراسة: وجدت الدراسة أنه في حين أن تدريب المعلمين قد يحسن قدرتهم على اكتشاف أكثر المشكلات والأعراض المتعلقة بالاكتئاب، فإن عدم وجود آلية دعم مناسبة للمعلمين يؤثر على قدرتهم على التعامل مع الحالات التي يلاحظونها.

show abstract

“…Compared to adults, symptoms of depression in children may be more characterized by irritability than by low mood. Depression may deteriorate children's functionality in home and school settings [28].…”

Section: The Achenbach System Of Empirically Based Assessmentmentioning

confidence: 99%

Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study

Cortés-Ramos

Landa-Blanco

2021

IJERPH

View full text Add to dashboard Cite

School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.

show abstract

Management of depression in children and adolescents

Abstract: As part of our series on managing neurological and psychiatric conditions in children and adolescents, Dr Julia Gledhill and Dr Matthew Hodes discuss depression.

Cited by 5 publications

References 25 publications

Behavioural and emotional disorders in childhood: A brief overview for paediatricians

Behavioural and emotional disorders in childhood: A brief overview for paediatricians

Evaluating Primary School Teachers’ Ability to Identify Signs of Depression Among School Children in Saudi Arabia

Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study

Contact Info

Product

Resources

About