Recurrent Depression in Adolescents: A Follow-up Study

Garber, Judy; Kriss, Margaret R.; Koch, Michael; Lindholm, Linnea

doi:10.1097/00004583-198801000-00008

Cited by 143 publications

(58 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a follow-up study, Garber, Kriss, Koch, and Lindholm (1988) found that adolescents who had experienced an early-onset depressive episode had a particularly poor prognosis with respect to future episodes of depression. Similarly, the findings of Strober and Carlson (1982) and Welner, Welner, and Fishman (1979) supported the relationship among early (prepubertal) onset, an unusually high rate of affective disorders among relatives, and poor outcome.…”

Section: Age Of Onsetmentioning

confidence: 99%

Assessing severity in behavior disorders: Empirically based criteria

Clarizio

1990

Psychol. Schs.

View full text Add to dashboard Cite

School psychologists are routinely required to make judgments about the severity of behavior disorders in children. While federal law demands that a child exhibit an emotional problem "to a marked degree," school psychologists are given few clearcut guidelines for making judgments about the severity of students' adjustment problems. The purpose of this paper is to present a list of empirically based criteria for assessing the severity of behavior disorders in children. To this end, research on major behavior disorders in children of interest to school psychologists is reviewed.School psychologists are routinely required to make judgments about the severity of behavior disorders in children. As used herein, the term behavior disorders refers to both conduct disorders and emotional problems. Severity refers to the degree or harmful extent of the consequences of given disorders. Not only would a very severe condition have adverse effects on the individual and/or others, it would also be characterized by a poorer response to intervention and have an unfavorable outcome. Given the ubiquity of children's problems and the financial constraints of school districts, care must be exercised in rendering judgments about the severity of children's person and social difficulties. Federal law (e.g., PL 94-142) requires that a child manifest an emotional problem "to a marked degree"; some state laws demand differentiation between seriously emotionally disturbed and emotionally disturbed; yet psychologists are given few clearcut guidelines for making judgments about the severity of students' adjustment difficulties.Major texts on child psychopathology (Quay & Werry, 1986) and school psychology (Reynolds & Gutkin, 1982) do not provide explicit, systematic, integrative coverage of this important issue. Thus, despite the ever-present demand to evaluate the severity of pupils' behavior disorders, psychologists are given very little precise guidance in making judgments about the severity of children's adjustment problems.The purpose of this article is to develop a list of empirically based criteria by which psychologists can judge the severity of behavior disorders in children. To this end, the published research literature on the major behavior disorders in children that is of interest to school psychologists is reviewed. The focus of this review is limited, by and large, to a discussion of the nature of the child's condition as it relates to severity. Discussion of home (e.g., parental psychopathology), community (e.g., community disorganization), and classroom factors (e.g., pacing) are excluded, even though they influence severity of the child's disorder. Moreover, no attempt has been made to review systematically each criterion presented with respect to every psychopathological disorder of childhood as described in the Diagnostic and Statistical Manual of Mental Disorders (DSM 111-R, 1987), which devotes 68 pages to disorders usually first evident in infancy, childhood, or adolescence (excluding mood disorders and schizophrenia, ...

show abstract

Section: Age Of Onsetmentioning

confidence: 99%

Assessing severity in behavior disorders: Empirically based criteria

Clarizio

1990

Psychol. Schs.

View full text Add to dashboard Cite

show abstract

“…The growing recognition of the high rates and the debilitating course of adolescent major depression (Fleming et al 1993, Garber et al 1988, Harrington et al 1990, Kashani et al 1987 Puig-Antich et al 1993) has intensified the search for effective psychotherapeutic (Lewinsohn et al 1990, Moreau et al 1991) and psychopharmacological treatments. Although adolescent depression shares many clinical features with its adult form (Ryan et al 1987), there are significant age-dependent differences in psychopharmacological treatment response.…”

Section: Introductionmentioning

confidence: 99%

Extended Open-Label Fluoxetine Treatment of Adolescents with Major Depression

Colle¹,

Bélair²,

Difeo³

et al. 1994

Journal of Child and Adolescent Psychopharmacology

View full text Add to dashboard Cite

Fluoxetine was used to treat nine adolescents (ages 15 to 18) with a DSM-III-R diagnosis of major depression who had failed to respond to milieu or intensive individual psychotherapy. One patient developed a hypomanic episode after 8 weeks, and fluoxetine was discontinued. Seven of the eight patients who continued open-label treatment showed "very much" or "much" clinical improvement, as measured by the Clinical Global Impression Scale, by 24 weeks of treatment. A greater than 50% reduction in symptoms on the Beck Depression Inventory was reported by most patients following 4 to 12 weeks of treatment. Similar reductions were clinically observed (over 50% reduction on the Hamilton Depression Rating Scale) after 4 to 12 weeks. Self-reported depression ratings at weeks 12,16, and 24 were significantly lower than those at weeks 2 and 4. Patients whose depressive episode had lasted less than 6 months reported significantly fewer symptoms by week 8 of treatment than patients with a longer duration of illness, but extending the duration of treatment increased apparent treatment response in those patients with long illness duration. Self-report ratings of suicidal ideation decreased by more than 50% for most patients between weeks" 6 and 16 of treatment. No patient reported an increase in suicidal ideation during fluoxetine treatment. The most common side effects, behavioral activation (increased activity, silliness, disruptive behavior) and gastrointestinal complaints, were transient and well tolerated. These uncontrolled clinical data suggest that fluoxetine might have some value in treating adolescents with major depression, but controlled studies with larger samples are needed before claims about efficacy can be ventured or the use of fluoxetine can be recommended for treating adolescent depression. These preliminary data also suggest that extending a fluoxetine trial beyond 8 weeks might enhance clinical response, especially in adolescents whose major depressive episode has lasted more than 6 months. ¥

show abstract

“…Depression in adolescents may be associated with long-term problems in social adjustment. After recovering from depression, adolescents may experience negative attributions, sub-clinical symptoms, and impairment of interpersonal relationships and social functioning [5,6].…”

mentioning

confidence: 99%