Depression And Its Effects On Children

“Recent data estimate the overall prevalence of depression at about 11.1% of the American population, or nearly 35 million individuals (Centers for Disease Control and Prevention, 2011). A predictive models suggest that up to 50% of the population will experience at least one episode of depression during their lives” (Life Extension, 2014). Depression has negatively affected the lives of many individuals throughout the world. Look around you there may even be someone close to you that is demonstrating signs of its stifling affects. Depression does not discriminate with its suffocating

Mental health is a serious topic that is often not taken seriously. Due to my own struggles with depression, I have experienced the impact mental illness can have on a student’s life. Mental illness can make everyday life feel unbearable and can have just as serious of an effect on a person as a physical illness. The causes of increasing mental health problems in college students are numerous, and it will take work from both students and universities to overcome this problem, but change is necessary for the health of U.S. college students.

The Children’s Depression Inventory measures child depression, but is not a diagnostic tool. It has only been around since 1992, but it has been updated once since then. There are many paraprofessionals and professionals who are allowed to administer the test, but there are still qualifications past that for whoever does end up giving the test. There are four versions of the test, two for the child to self-report, one for a parent to report on the child, and one for a teacher to report on the child. There are two options for ways to take any of these four versions: paper and pencil or software. The scoring forms are either attached to the response form for the paper and pencil version or the responses are automatically scored on the

First, the Pro viewpoint is anti- depressant drugs are good because they can improve the quality of life for children with depression. Firstly, parents of bipolar kids face hard questions. The Boston Globe states, “Without treatment kids can have a hard time focusing in school and are more prone to outbursts at any time when they get angry or bad anxiety. The illness in a child can severely impair a child’s ability to socialize and get through daily life.”(Lopez, 3) With The Boston Globe claiming that if children don’t get treatment, that they could possibly have a difficult time getting through a simple day, think about them trying to get through a whole year of their life, about how difficult that could be for a child. Janet Woznick, psychiatrist

Relate to Audience: A lot of college students suffers from depression daily. The stress from being in an unfamiliar environment, working and going to school at the same time can be a very heavy load to deal with. On

The researchers advance the scientific knowledge base by adding to the current knowledge, contributed to the theory, and met the qualifications for a valuable research (Capella, 2016). According to Reising et al., (2016), the study was to address parental depression, social economic status (SES), and community disadvantage for internal and external issues in children and adolescents. Also, taking to account that parental negligence is also a factor that is connected to the internal and external problems in children and adolescents. In addition, concurring to the previous research (Fear, et al., 2009) (Flynn & Rudolph 2011), (Lewis, Collishaw, Thapar, & Gordon, 2014), (McCarthy, Downes, & & Sherman), & (Sondheimer, MD, 2010), all came into

"College Mental Health Fact Sheet: Depression." Healthy Minds. Healthy Lives. American Psychiatric Association. 2 Apr. 2008 .

Depression is a serious disease that affects people of all genders and ages, but there are many ways to cope with depression. Evert and McGillivray (2014) studied the effects of cognitive behavioral therapy on the presence of depression symptoms, anxiety, and stress in males and females with autism. People with autism tend to experience greater levels of depression, anxiety, and stress than those without autism. Cognitive behavioral therapy includes several sessions addressing issues such as identifying stressors, emotions, relationships with one’s feelings, managing internal voice, and coping mechanisms. The therapy suggested ways of managing internal voice, and how to use alternative thoughts. For example, teaching the participants to recognize when they are using negative internal self-talk, and how to replace those thoughts with positive self-talk. The participants found that the cognitive behavioral therapy decreased their depression symptoms, anxiety, and stress, and the decreased levels were maintained at three and nine month follow-ups. A person’s own emotions and internal voice can greatly affect his or her health.

The Children's Depression Inventory (CDI) is a 27 item questionnaire designed to measure the degree of depressive symptoms a child may be experiencing (reviewed by Fránová, Lukavský, and Preiss, 2008). The age group appropriate for the CDI is 7 to 17 years. The 27 items included in the CDI are divided into five subscales: scale A: negative mood; scale B: interpersonal problems; scale C: ineffectiveness; scale D: anhedonia; and scale E: negative self-esteem. The CDI is a widely used instrument and its validity and reliability have been repeatedly validated by researchers.

Anxiety and Depression disorders are two of the most common mental disorders in the United States (Falsafi, 2016). It appears that the two disorders are widespread amongst college students and most cannot manage the high demands and stress (Falsafi, 2016). Therefore, they feel more prone to depression and anxiety (Falsafi, 2016). According to the authors Miller & Chung, mental health amongst college students in the United States is a growing public health concern and educators are concerned about the low academic performance of college students and how it influences their mental health (Miller, & Chung, 2009). Research indicates that university students suffer with low grades and poor academic performances, while trying to manage depression and anxiety (Falsafi, 2016). With the consistence of higher drop out rates, it is imperative that colleges and universities create programs that assist students with managing their depression and anxiety to help them through their education.

Depression is a common disorder, with a lifetime prevalence of 16.6% for adults, and a 12-month and lifetime prevalence of 7.5% and 11% in adolescents, respectively (Avenevoli, Swendsen, He, Burstein, & Merikangas, 2015; Kessler et al., 2005). Additionally, Avenevoli et al. (2015) note that depression has its roots in childhood, as rates of depression dramatically increase in adolescence. Thus, understanding the mechanisms involved in youth depression development is critical. Parenting and children’s emotion regulation (ER) capabilities have been extensively studied as risk factors, and each has consistently been found to convey risk for depression (Aldao, Nolen-Hoeksema, & Schweizer, 2010; McLeod, Weisz, & Wood, 2007). While direct effects on depression development exist for both factors, it is also likely that depression results from the dynamic interaction of parenting and child ER across the lifespan. Such a finding would enhance our understanding of depression’s etiology and suggest that successful depression treatment and intervention must involve intervention in multiple domains. Thus, the purpose of this review is to synthesize recent research in order to better understand how parenting and child ER interact to contribute to the emergence of youth depression.

   Today a college education can overload students with too many stressful situations. Not only does Stress overload today's college students, but it is also the leading cause of personality disorders. In her essay, Cathy Bell explains that major depressive disorder strikes 5-12% of men and 10-20% of women; half of these people will have more than one occurrence and 15% of them will commit suicide ("Depression for the young"). For instance, many depressives are first recognized and treated during their years in college. For a large amount of people, depression exposes itself because of traumatizing experiences, such as leaving home and/or academic stress. For other students alcohol and drugs become a

With more and more college students becoming depressed and anxious, researchers have been working hard to try and improve college student lifestyles. According to Therese Borchard, associate editor of World of Psychology, at least 44 percent of American college students reported feeling symptoms of depression this past year (Borchard).

There are a multitude of elements that influence the onset of depression and depressed feelings. The daily stressors of college life are one contributing factor to depression in college students. Some of the other stressors include: conflict between work and family, relationship problems, financial concerns, and poor grades, lack of social support or networks, a sense of not belonging, having fewer friends, and experiencing loneliness (Lindsey 2009). The economy has had an impact on every party of our society, including education. Heavy student loans are just another burden on these kids who do not know what their future career will hold for them (Curetalk). These different responsibilities are just other factors that influence the emotional health of college students.

Some studies indicate that today’s youth are ten times more likely than fifty years ago (Wickramaratne, 1989). Many credit the increase in depression statistics to greater understanding and awareness of depressions itself, moreover, there are concerns that although over the last five decades, virtually every aspect of American life has improved (Seilgman, Ernst, Gillham, Reivich, & Linkins, 2009). Americans have greater purchasing power, larger homes, more cars, better careers, less effect racism, women’s rights, more entertainment, less pollutants, dynamic music and better education, yet depression is on the rise. Is it possible that the lack of positivity education is at the root of this depression increase? Positive psychology was formally introduced by Martin E.P. Seligman to the American Psychological Association (APA) in his 1998 Presidential address (Seilgman, Ernst, Gillham, Reivich, & Linkins, 2009). However, there is irrefutable evidence that peripheral ideations can be found dating back to American philosopher and psychologist William James studies, citing one’s ability to alter their attitude can alter their outcome (Froh, 2004 pg. 18).