1. Youth Depression
Lorna Martin

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 Youth Depression
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 from

4. School-related Symptoms of Youth Depression
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 from

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 developmentally socially student academically
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. Mending the Broken Circle
belonging
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. Mending the Broken Circle
mastery
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. Mending the Broken Circle
independence
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 EFFECTIVE LOW INEFFECTIVE LOW TIME
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