DOCSLIB.ORG

Depression in Children and Adolescents: Guidelines for School Practice by John E

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Depression in Children and Adolescents: Guidelines for School Practice by John E Depression in Children and Adolescents: Guidelines for School Practice By John E. Desrochers & Gail Houck TABLE OF CONTENTS Front Matter Acknowledgments 1 Dedication 3 About the Authors 5 About This Book 7 SECTION 1: The School as a Setting for Preventing Depression 1. Depression in Childhood and Adolescence: A Quiet Crisis 11 2. School Mental Health Professionals as Front-Line Service Providers 23 SECTION 2: Strategies for Prevention and Intervention 3. School-Wide Interventions for Preventing Depression 35 4. Evidence-Based Interventions for Students at Risk for Depression 45 5. Intensive Interventions for Students With Depression 61 6. Depression Can Be Prevented: Effectiveness of Prevention Programs 77 SECTION 3: Protective and Risk Factors for Depression 7. Protective Factors 91 8. Vulnerabilities and Risk Factors 101 SECTION 4: Recognizing, Screening, and Assessing Students With Depression 9. Recognizing Students With Depression: Screening for Prevention 119 10. Assessment of Depression in Children and Adolescents 135 SECTION 5: Systems, Collaboration, and Administrative Structures 11. It Takes a Village: Collaborative and Integrated Service Delivery 155 12. Depression Within a Response-to-Intervention Framework 175 SECTION 6: Special Topics 13. Suicide Prevention and Intervention 185 14. Bullying: Peer Victimization and Depression 203 15. Pharmacotherapy for Depression 223 16. Advocating for Comprehensive and Coordinated School Mental Health Services 231 (By Kelly Vaillancourt, PhD, NCSP, Katherine C. Cowan, & Anastasia Kalamaros Skalski, PhD) Depression in ChildhoodCHAPTER 1 and Adolescence: A Quiet Crisis Depression among children and adolescents student–teacher interactions followed by fur- represents a quiet crisis for those students and ther student disengagement from school and their families, for schools, and for society as increased depressive symptoms. In a similar a whole. By the time they turn 18 years, ap- way, students exhibiting depression frequent- proximately 11% of children and adolescents ly also have difficulty maintaining social con- will have experienced some form of diagnos- nections with peers. They sometimes exhibit able depressive disorder (National Institute of irritability, indifference, or behavior problems Mental Health [NIMH], 2012). If one considers that alienate their classmates, contributing to subclinical levels of depression, the percent- feelings of disconnection and depression. Tar- age is even higher (Avenevoli, Knight, Kessler, diness and absence from school can reinforce & Meridangas, 2008). Studies have found that this downward cycle with teachers and peers. 10% to 30% of adolescents either show sig- nificant subclinical depressive symptoms or would meet clinical cutoffs if self-reports were In adulthood, these students often expe- considered, suggesting that “if 20% is consid- rience low educational and occupational ered a ‘middle ground’ approximation, the accomplishment (with correspondingly low data would indicate that, in a classroom of 30 income), early marriage and parenthood, and adolescent students, approximately six would marital dissatisfaction. Negative outcomes are have serious depressive symptoms or disor- more pronounced for those with more severe ders” (Huberty, 2012, p. 151). These students depression (Avenevoli et al., 2008). The World exhibit significant depressive symptoms and Health Organization (WHO) reports that functional impairment and are at increased major depressive disorder is the leading cause risk for the later development of clinical levels of disability among Americans age 15 to 44 of depression (Rudolf, 2009). years (WHO, 2011, as cited in NIMH, 2012). THE COST TO STUDENTS, Depression that is left untreated in childhood ADULTS, AND SOCIETY and adolescence results in significant suffering to these individuals as adults. It also makes Students with depression frequently exhibit later treatment more lengthy and costly and difficulties in academic performance and social places greater demands on family, healthcare, interactions. Their motivation, initiative, and welfare, educational, business, and justice sys- persistence can suffer, and teachers sometimes tems down the road, causing significant and misperceive them as lazy or not caring about preventable costs to society (NIMH, 2004). their work. This can result in fewer positive 11 Depression in Childhood and Adolescence: A Quiet Crisis The most tragic cost associated with depres- sion is suicide. Suicide is the third leading CHALLENGES TO DISCUSSING DEPRESSION IN SCHOOLS cause of death among children and adoles- QQ cents ages 10 to 24 years of age (NIMH, 2010). Depression is mostly internal to the student and hard to observe. In 2009, this country lost 4,636 young people QQ ages 5 to 24 years to suicide; 1,934 of those Knowledge about depression is lacking. who died were between the ages of 5 and 19 QQ Stigma and denial about mental health years (CDC, 2012). problems exists in society. QQ People may hold the mistaken belief that mental health is not the responsibility of the schools. ESSENTIALS QQ School personnel may be concerned that QQ In a classroom of 30 students, approximately addressing depression would overwhelm 6 might have serious symptoms of resources. depression. QQ Depression is associated with impaired school performance; negative interpersonal, vocational, and mental health outcomes in adulthood; and death through suicide. THE NATURE OF DEPRESSIVE SYMPTOMS A QUIET CRISIS The nature of depressive symptoms does not make it easy to observe or talk about. The Notwithstanding the huge, long-lasting cost symptoms, like those of other internalizing to students, families, and society, the preven- disorders, are internal to the student; that tion and treatment of depression is discussed is, the key symptoms of depression are usu- very little in schools. The reasons for this in- ally internal thoughts and feelings not eas- clude (a) the nature of depression and other ily observable by others. Many depressive internalizing disorders, (b) lack of knowledge symptoms that are observable behaviors (e.g., among educators about student depression, restlessness, agitation, irritability, classroom (c) the stigma associated with depression, and misbehavior) are often misinterpreted by (d) limited resources. Given the long-standing adults as a lack of motivation or as discipline consequences, it is imperative that we begin problems. As a result, the true problems of the discussion. students suffering from depression are often not recognized or treated appropriately. 12 Depression in Childhood and Adolescence: A Quiet Crisis LACK OF KNOWLEDGE LIMITED RESOURCES ABOUT DEPRESSION The problem of limited resources, including Most educators are not taught to identify signs inadequate numbers of school mental health of depression. Most people, including educa- professionals, often exerts subtle pressure to tors, are also not aware that depression has a avoid looking too closely into these problems. significant effect on academic performance, The unspoken fear is that if school personnel that it can be prevented, and that school staff were to become involved in addressing de- can effectively implement programs that pre- pression and anxiety to the same extent that vent and reduce depressive symptoms. More- they now address mental health issues such as over, very little attention is paid to this issue aggression, conduct problems, and other ex- in educators’ professional development. This ternalizing disorders, they would not be able lack of knowledge makes it less likely that to handle the additional work. teachers and other school personnel would realize that the topic of depression was even within their professional purview, making it WHO ARE SCHOOL MENTAL very unlikely that they would feel comfortable HEALTH PROFESSIONALS? or empowered to talk about issues of identifi- QQ School counselors cation and intervention in their classrooms or QQ School nurses schools. QQ School psychologists QQ School social workers STIGMA AND DENIAL Despite continuing gains in this area, there is still a stigma associated with mental illness in MAJOR THEMES OF THIS BOOK general and depression in particular among a Several major themes are addressed through- significant portion of society. This stigma op- out this book. One central theme is that de- erates to keep students, school personnel, and pression is an under-recognized problem family members from talking openly about among children and adolescents that causes these issues, regardless of whether it concerns them and their families significant suffering, an individual student’s suffering or school- and results in immense cost to schools and so- wide programs to address mental health. De- ciety at large. Another is that, to be most ef- nial can also sometimes be at work with de- fective, services for students with depression pression, much as it is with a variety of mental need to be comprehensive in scope, integrated health problems. In addition, people often with other programs in the school and com- hold the mistaken belief that mental health is munity, and delivered in a coordinated man- not the responsibility of the schools and that, ner. Other themes central to this book are in- instead, it is the responsibility of the family to troduced in this section and are elaborated in find services outside of the school system. subsequent chapters. 13 Depression in Childhood and Adolescence: A Quiet Crisis Depression is Best Understood From a stage. The reverse is also true:
Load more

Recommended publications
  • Psychosis and Schizophrenia in Children and Young People'
    PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE' THE NICE GUIDELINE ON RECOGNITION and MANAGEMENT PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE RECOGNITION AND MANAGEMENT National Clinical Guideline Number 155 National Collaborating Centre for Mental Health commissioned by The National Institute for Health and Care Excellence published by The British Psychological Society and The Royal College of Psychiatrists 2572_Book.indb 1 6/27/2013 3:50:03 PM Project3 27/06/2013 15:14 Page 1 © The British Psychological Society & The Royal College of Psychiatrists, 2013 The views presented in this book do not necessarily refl ect those of the British Psychological Society, and the publishers are not responsible for any error of omission or fact. The British Psychological Society is a registered charity (no. 229642). All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Enquiries in this regard should be directed to the British Psychological Society. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN-: 978-1-908020-60-4 Printed in Great Britain by Stanley L. Hunt (Printers) Ltd. Additional material: data CD-Rom created by Pix18 (www.pix18.co.uk) developed by National Collaborating Centre for Mental
    [Show full text]
  • Cornerstone of a “CRISP”
    ™ USF HEALTH BYRD ALZHEIMER’S INSTITUTE SUMMER 2010 Finding Potential Alzheimer’s Treatments 3 in Unlikely Places Neuroimaging Center: 4 Cornerstone of a “CRISP” Q&A With Paul R. Sanberg, PhD, DSc Senior Associate Vice President for 6 Research & Innovation at USF Alzheimer’s Research at 8 USF: Unstoppable Early Diagnosis Yields Savings 11 for Dementia Patients Jun Tan, MD, PhD Robert A. Silver Chair in Developmental Neurobiology Professor, Director of Developmental Neurobiology Laboratory Silver Child Development Center Welcome Here at the USF Health Byrd Alzheimer’s Institute, our mission is to provide outstanding diagnostic Summer 2010 evaluation and treatment, offer Stephen K. Klasko, MD, MBA comprehensive educational Sr. Vice President for USF Health Dean, USF College of Medicine opportunities, and perform cutting edge research, with the ultimate Dave Morgan, PhD Chief Executive Officer goal of curing Alzheimer’s disease ALEX STAFFORD and related dementia. Amanda G. Smith, MD Medical Director Building on the more than 25 years of service that the Suncoast Melanie Meyer Center has offered to the Bay area, we are renovating one floor of Director, Communications the Institute over the next year to launch our newest program: a & External Affairs “Dementia Diagnosis CRISP” (Clinical and Research Holly Lisle Integrated Strategic Program). Associate Director of Development The CRISP program will provide a comprehensive multidisci- Editor Melanie Meyer plinary diagnostic clinic that will transform memory-related health services for patients and families throughout Florida. In addition, Creative Director Steve Smith family-centered care will offer patients information about the impact of Alzheimer’s across the whole of family life, from adult Art Director daycare options, legal issues, stress management, competency for Donald A.
    [Show full text]
  • Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education
    Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education April 2017 Authors Acknowledgments Jessica Dym Bartlett, MSW, PhD We are grateful to our reviewers, Elizabeth Jordan, Senior Research Scientist Jason Lang, Robyn Lipkowitz, David Murphey, Child Welfare/Early Childhood Development Cindy Oser, and Kathryn Tout. We also thank Child Trends the Alliance for Early Success for its support of this work. Sheila Smith, PhD Director, Early Childhood National Center for Children in Poverty Mailman School of Public Health Columbia University Elizabeth Bringewatt, MSW, PhD Research Scientist Child Welfare Child Trends Copyright Child Trends 2017 | Publication # 2017-19 Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education Table of Contents Executive Summary .............................................................1 Introduction ..........................................................................3 What is Early Childhood Trauma? ................................. 4 The Impacts of Early Childhood Trauma ......................5 Meeting the Needs of Young Children Who Have Experienced Trauma ...........................................................7 Putting It Together: Trauma-Informed Care for Young Children .....................................................................8 Promising Strategies for Meeting the Needs of Young Children Exposed to Trauma ..............................9 Recommendations ...........................................................
    [Show full text]
  • Typical Child Development
    TYPICAL CHILD DEVELOPMENT ADOLESCENTS Physical • Rapid growth, maturity of sexual organs, development of secondary sexual characteristics • Girls generally physically mature before boys • Learning to accept changes in their bodies and adapt their behavior based on these changes Cognitive • Begin to think hypothetically and see different points of view • During middle and late adolescents the ability to see multiple perspectives is refined Social • Group values guide individual behavior. In early adolescence most peer groups are still same sex • Become interested in sexual relationships but most contact is through groups. May begin to experiment in sexual behavior • In early adolescence social roles still largely defined by external sources • During middle and late adolescence • Choose friends based on personal characteristics and mutual interest. Peer group declines in interest. • Experiment with social roles and explore options for career choices Emotional • Depend upon peers for emotional stability, support and to help mold their emerging identities • Self-esteem greatly affected by acceptance of peers • Early adolescents are moody, dramatic and very vulnerable to emotional stress • Middle and late adolescence, identity is more individualized and a sense of self develops and stabilizes • Self- esteem in middle and late adolescence is influenced by his/her ability to live up to internalized standards for behavior SCHOOL AGE Physical • The ability to sit still and attend increases as they move through this stage • Practice, refine, and
    [Show full text]
  • Language Pathologists in Early Intervention: Technical Report Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention
    Roles and Responsibilities of Speech- Language Pathologists in Early Intervention: Technical Report Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention Reference this material as: American Speech-Language-Hearing Association. (2008). Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Technical Report [Technical Report]. Available from www.asha.org/policy. Index terms: early intervention, newborns, infants and toddlers, developmental disorders doi:10.1044/policy.TR2008-00290 © Copyright 2008 American Speech-Language-Hearing Association. All rights reserved. Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or availability of these documents, or for any damages arising out of the use of the documents and any information they contain. Roles and Responsibilities of Speech-Language Pathologists in Technical Report Early Intervention: Technical Report About This This technical report was developed by the American Speech-Language-Hearing Document Association (ASHA) Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention and was approved by the ASHA Board of Directors (BOD 4-2008) in February 2008. Members of the Committee were M. Jeanne Wilcox (chair), Melissa A. Cheslock, Elizabeth R. Crais, Trudi Norman- Murch, Rhea Paul, Froma P. Roth, Juliann J. Woods, and Diane R. Paul (ex officio). ASHA Vice Presidents for Professional Practices in Speech-Language Pathology Celia Hooper (2003–2005) and Brian B. Shulman (2006–2008) served as the monitoring officers. This technical report replaces the 1989 ASHA document Communication-Based Services for Infants, Toddlers, and Their Families. **** Historical In this report, the term “early intervention” is used to refer to services provided to Perspective and children from birth up to age 3 years who are at risk for or have developmental Background disabilities or delays.
    [Show full text]
  • Speech and Language Developmental Milestones
    U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES ∙ National Institutes of Health NIDCD Fact Sheet | Voice, Speech, and Language Speech and Language Developmental Milestones How do speech and language develop? by hearing loss, while other times it may be due to a speech or language disorder. The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech What is the difference between a speech and language skills. These skills develop best in a world that disorder and a language disorder? is rich with sounds, sights, and consistent exposure to the speech and language of others. Children who have trouble understanding what others say (receptive language) or difficulty sharing their thoughts There appear to be critical periods for speech and language (expressive language) may have a language disorder. Specific development in infants and young children when the brain language impairment (SLI) is a language disorder that delays is best able to absorb language. If these critical periods are the mastery of language skills. Some children with SLI may allowed to pass without exposure to language, it will be more not begin to talk until their third or fourth year. difficult to learn. Children who have trouble producing speech sounds correctly What are the milestones for speech and or who hesitate or stutter when talking may have a speech language development? disorder. Apraxia of speech is a speech disorder that makes it difficult to put sounds and syllables together in the correct The first signs of communication occur when an infant learns order to form words.
    [Show full text]
  • Psychosis in Children and Adolescents
    PSYCH TLC DEPARTMENT OF PSYCHIATRY DIVISION OF CHILD & ADOLESCENT PSYCHIATRY UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES PSYCHIATRIC RESEARCH INSTITUTE Psychosis in Children and Adolescents Written by: Jody L. Brown, M.D. Assistant Professor D. Alan Bagley, M.D. Chief Resident Department of Psychiatry Division of Child & Adolescent Psychiatry University of Arkansas for Medical Sciences Initial Review by: Laurence Miller, M.D. Clinical Professor, Medical Director, Division of Behavioral Health Services Arkansas Department of Human Services Initially Developed: 1-31-2012 Updated 3-31-2014 by: Angela Shy, MD Assistant Professor Department of Psychiatry Division of Child & Adolescent Psychiatry University of Arkansas for Medical Sciences Work submitted by Contract # 4600016732 from the Division of Medical Services, Arkansas Department of Human Services 1 | P a g e Department of Human Services Psych TLC Phone Numbers: 501-526-7425 or 1-866-273-3835 The free Child Psychiatry Telemedicine, Liaison & Consult (Psych TLC) service is available for: Consultation on psychiatric medication related issues including: . Advice on initial management for your patient . Titration of psychiatric medications . Side effects of psychiatric medications . Combination of psychiatric medications with other medications Consultation regarding children with mental health related issues Psychiatric evaluations in special cases via tele-video Educational opportunities This service is free to all Arkansas physicians caring for children. Telephone consults are made within 15 minutes of placing the call and can be accomplished while the child and/or parent are still in the office. Arkansas Division of Behavioral Health Services (DBHS): (501) 686-9465 http://humanservices.arkansas.gov/dbhs/Pages/default.aspx 2 | P a g e Table of Contents 1.
    [Show full text]
  • Dementia: Attachment Matters JAN BEATTIE (SCOTTISH GOVERNMENT) & JANICE WEST (FREELANCE CONSULTANT) March 2021 INSIGHT 59 · Dementia: Attachment Matters 2
    INSIGHTS 59 A SERIES OF EVIDENCE SUMMARIES Dementia: attachment matters JAN BEATTIE (SCOTTISH GOVERNMENT) & JANICE WEST (FREELANCE CONSULTANT) MARCH 2021 INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 2 Acknowledgements This Insight was reviewed by Helen Allbutt (NHS Education Scotland), Julie Christie (Hammond Care), Edwina Grant (Scottish Attachment in Action), Trish Hafford-Letchfield (University of Strathclyde), Gillian Ritch (Orkney Council) and colleagues from Scottish Government. Comments represent the views of reviewers and do not necessarily represent those of their organisations. Iriss would like to thank the reviewers for taking the time to reflect and comment on this publication. This work is licensed under the Creative Commons Attribution-Non Commercial-Share Alike 2.5 UK: Scotland Licence. To view a copy of this licence, visit https://creativecommons.org/licenses/by-nc-sa/2.5/scotland/ Copyright ©March 2021 INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 3 Key points • Attachment theory, most developed and applied to the early years, has relevance to our understanding of dementia and its impact on people and their family carers. Understanding attachment helps us to understand behaviours and responses to dementia. • Attachment, an emotional link between two people which lasts through space and time, affects people’s ability and willingness to relate to the world around them and can be a preventative factor in managing the symptoms and effects of dementia. • Attachment can enhance the safety and security experienced by people living with dementia, can support them to maintain relationships, connect with their community and engage in support and care. INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 4 Introduction arguably the first in the world to reflect a rights- based approach, drawing as it did on the Charter Dementia is an umbrella term for symptoms caused of Rights for People with Dementia and their by over 100 brain conditions with Alzheimer’s Carers in Scotland (Scottish Government, 2009).
    [Show full text]
  • Development of the Japanese Version of the Cornell Assessment of Pediatric Delirium
    Acute Medicine & Surgery 2018; 5:98–101 doi: 10.1002/ams2.312 Brief Communication Development of the Japanese version of the Cornell Assessment of Pediatric Delirium Haruhiko Hoshino,1,2 Yujiro Matsuishi,1,2 Nobutake Shimojo,1 Yuki Enomoto,1 Takahiro Kido,3 and Yoshiaki Inoue1 1Department of Emergency and Critical Care Medicine, Faculty of Medicine, University of Tsukuba, 2Pediatric Intensive Care Unit, and 3Department of Pediatrics, University of Tsukuba Hospital, Tsukuba, Ibaraki, Japan Aim: Delirium is a form of acute cerebral dysfunction and is associated with increased length of hospital stay, mortality, and health- care costs for adult patients in intensive care. However, in Japan, there are currently no reliable criteria or tools for diagnosing delir- ium in critically ill pediatric patients. The purpose of this study was to translate the Cornell Assessment of Pediatric Delirium (CAPD)— a screening tool for pediatric delirium—from English to Japanese for use in the diagnosis of delirium for pediatric patients in pediatric intensive care units. Methods: The back-translation method was used to ensure equivalence in the Japanese version of the CAPD and its accompanying developmental anchor points. The translation process was repeated by a multidisciplinary committee of medical researchers and clini- cians. Results: The final back-translated version of the CAPD was submitted to the original author, who gave her approval. Conclusion: The Japanese CAPD was developed and its effectiveness tested using a standardized procedure. Further study
    [Show full text]
  • Unpaid and Paid Care: the Effects of Child Care and Elder Care on the Standard of Living*
    Working Paper No. 691 Unpaid and Paid Care: The Effects of Child Care and Elder Care on the Standard of Living* by Kijong Kim and Rania Antonopoulos Levy Economics Institute of Bard College October 2011 * This paper is largely drawn from the authors' previous work with two other scholars, Thomas Masterson and Ajit Zacharias of the Levy Economics Institute of Bard College (Antonopoulos, Kim, Masterson, and Zacharias 2010). The authors thank them for their superb competency and collegiality. The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levyinstitute.org Copyright © Levy Economics Institute 2011 All rights reserved ABSTRACT Transforming care for children and the elderly from a private to a public domain engenders a series of benefits to the economy that improve our standard of living. We assess the positive impacts of social care from both receivers’ and providers’ points of view. The benefits to care receivers are various, ranging from private, higher returns to education to enhancing subjective well-being and health outcomes. The economy-wide spillovers of the benefits are noteworthy.
    [Show full text]
  • Redalyc.The Role of Individual Temperament, Family and Peers In
    International Journal of Clinical and Health Psychology ISSN: 1697-2600 [email protected] Asociación Española de Psicología Conductual España Cunha, Marina; Soares, Isabel; Pinto-Gouveia, José The role of individual temperament, family and peers in social anxiety disorder: A controlled study International Journal of Clinical and Health Psychology, vol. 8, núm. 3, septiembre, 2008, pp. 631-655 Asociación Española de Psicología Conductual Granada, España Available in: http://www.redalyc.org/articulo.oa?id=33712016002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative © International Journal of Clinical and Health Psychology ISSN 1697-2600 2008, Vol. 8, Nº 3, pp. 631-655 The role of individual temperament, family and peers in social anxiety disorder: A controlled study Marina Cunha1 (Instituto Superior Miguel Torga, Portugal), Isabel Soares (Universidade do Minho, Portugal), and José Pinto-Gouveia (Universidade de Coimbra, Portugal) (Received January 22, 2007 / Recibido 22 de enero 2007) (Accepted February 20, 2008 / Aceptado 20 de febrero 2008) ABSTRACT. In the present ex post facto study the influence of inhibition, attachment styles, parental rearing styles and social comparison in social anxiety disorder was investigated. First, we studied the isolated effect of each variable through the comparison of two clinical groups and a control group. Then we analysed the action of these variables altogether, using the structural equation model, controlling eventual mediator effects. The sample consisted of adolescents with ages between 12 and 18 years old, who were distributed by three comparison groups: social phobia, other anxiety disorders and normal controls.
    [Show full text]
  • Autism and Its Impact on Child Development Tony Charman, Phd Institute of Child Health, United Kingdom June 2007, Rev
    AUTISM Autism and Its Impact on Child Development Tony Charman, PhD Institute of Child Health, United Kingdom June 2007, Rev. ed. Introduction Autism and related pervasive developmental disorders are more common than previously recognized, affecting 1 up to one in 100 individuals. Although symptoms and accompanying functional impairments can improve with development and as a result of specific interventions, the condition is lifelong and results in considerable morbidity and cost to the individual, his or her family and society. Subject The term “autism spectrum disorders” is now commonly used to describe a range of neurodevelopmental 2 conditions that differ in underlying etiology and vary in manifestation. What they share in common with Kanner’s description of classically “autistic” children is a primary impairment in social relatedness and 3 reciprocity. Once considered particular characteristics of rare individuals in the population, these impairments are now more commonly understood as a broad spectrum of individual differences that are widely distributed in 4 the general population. Problems ©2007-2017 CEECD / SKC-ECD | AUTISM 1 The primary impairment in social reciprocity, peer relationships and emotional engagement is accompanied in different individuals by varying degrees of language and communication impairment, mental retardation and patterns of non-functional restricted, repetitive and stereotyped behaviours. Sensory abnormalities, including either hyposensitivity or hypersensitivity, and unusual interests in some sensations are common. A lack of imaginative play indicates an underlying difficulty with generation of ideas that is highly relevant in the development of understanding, and thinking about, other people and other situations. All of these characteristics can be seen in varying degrees of severity.
    [Show full text]