Mhd Intervention

Despite the fact that many schools now offer both social and mental health services for the entire student population, the school does not necessarily focus on the special needs of immigrant students. There are no school-based approaches that are aimed at assisting the adaptation of immigrant children in place anywhere. Transitional support is one basic factor that has been identified, which is designed to help combat mental health and educational problems by providing a sense of welcome and social support. This type of intervention has three main components; the first one is having general procedures to welcome and facilitate adjustment. The second is to provide personalized

Depression is defined as a mental illness in which a person is experiencing deep sadness and loneliness. It is known as one of the most common mental illnesses and it affects all kinds of people, regardless of sex, age and religion. Many people are not aware that depression is not only diagnosed in adults, but in children and adolescents as well. Therefore, there is a debate about whether children suffering from depression should be allowed to take antidepressants. Antidepressant drugs should be prescribed for children suffering from depression under the conditions of doctors limiting the medication, including therapy and having the parents informed/educated.

As in adults, depression in children and adolescents is treatable. Certain antidepressant medications such as selective serotonin reuptake inhibitors (SSRIs), can be beneficial to children and adolescents with MDD. Certain psychotherapy modules also have been shown to be effective. However, our awareness of antidepressant treatments in children and adolescents, though growing substantially, is incomplete compared to our knowledge about treating depression in adults.

In the afterschool program, there would be recurring instances of disruptive behaviors and we would observe that the behavior had a direct connect to the trauma the child had gone through. A violent child witnesses violence as a norm and may use that to communicate anger or frustration where on the other hand, a child that has not undergone trauma expresses those same feelings in a positive and more productive way. Understanding experiences that the child has, and how this in turn impacts how they responds to different situations creates an awareness of how to best support

Immigration is a major factor that is greatly contributing to the unprecedented demographic changes that are presently occurring in the United States. Limited literature exists concerning the psychosocial and mental health problems experienced by immigrants as a result of immigrating and subsequent adjustments. Undocumented immigrants have no legal rights and are often emotionally, physically, and economically abused. Without the right to vote and stay in the U.S. legally, immigrants have little power to change oppressive social structures. Given the dramatically growing immigrant population in the U.S., multicultural social justice counselors are confronted with a challenge to provide culturally responsive services for this population

There are a number of influencing factors that challenge refugee and immigrant youths' acculturation process, including lack of family support, informal counseling by peers or other adults and a lack of social initiatives to address culturally unique needs of youth, especially acculturation gap between youth and parents ( Morland, Ellis, & Birnam, 2012). More recent studies on youth development concluded that facilitating youth mentoring relationship is more likely to benefit the youth, yet, quality matters and strong youth-mentor relationship is associated with positive outcome in acculturation of youth. Suarez, Onaqa, & Lardemelle (2010) argued that “immigrant youth are subject to acculturative stress,

On April 19th, the Department of Social Work and Addictions presented a conference about trauma and immigration, in which taught and shared different ways to cope with traumas, in different areas such as domestic violence, and trauma in immigrant communities. While I was listening to the speakers I was thinking on how strong they are, and what they have had to go through and now with all that they are sharing with us what one day was pain and trauma.

The existing literature by McClure (2010), Hatzenbuehler (2015), Castañeda (2015), Messias (2014), and colleagues establish that immigration and immigration policy create stressful environments for immigrants that can affect health. To reiterate this point, Messias and colleagues mention, “there are physical and emotional costs to immigrants living under prolonged stress in conditions of poverty and victimization and lacking access to health care and other social services (2014, p. 88). In addition to the literature on immigration, there are several case studies that examine immigrant children’s mental health, which will be enumerated in this section of the literature review.

Based on the available research, the authors have chosen Cognitive- Behavioral Therapy as the most effective intervention when working with refugee and asylee youth. This intervention was chosen due to the high amount of research conducted using this intervention with refugee and asylee youth. The pliability of CBT allows this intervention to mold to the unique needs of this population and serve the vast degree of trauma and mental health conditions this population is vulnerable to. CBT provides an opportunity to research a variety of symptoms related to the refugee experience, including PTSD and depression, to combat the vast amount of trauma this population often has experienced (Murray et. al., 2008). CBT is a malleable therapy that has been explored and built upon to adapt to refugee and asylee youth experiences.

Prevalence of major depressive disorder in Children and adolescents 7.7% of 8.8% of children having severe impairment prevalence in children is 2% ulta female Day short is about to Mom adolescent is 4 - 8% would male to female ratio is 1 - 2sub syndromal depression is present in 5 to 10% of the children

The Beck Depression Inventory-II (BDI-II) is the latest version of one of the most extensively used assessments of depression that utilizes a self-report method to measure depression severity in individuals aged thirteen and older (Beck, Steer & Brown, 1996). The BDI-II proves to be an effective measure of depression as evidenced by its prevalent use in both clinical and counseling settings, as well as its use in studies of psychotherapy and antidepressant treatment (Beck, Steer & Brown, 1996). Even though the BDI-II is meant to be administered individually, the test administration time is only 5 to 10 minutes and Beck, Steer & Brown (1996) remark that the interpretive guidelines presented in the test manual are straightforward,

In this study, the assessment was administered to 400 randomly selected adults from the general population. A mean score of 4.45 was established for the sample with a standard deviation of 3. In order to assess reliability and validity, a study done by Steed (2001) had the BHS administered to 544 university students. The internal validity was determined to be high, with a Cronbach’s Alpha score of .88 – this indicates a very high association between test item content. Furthermore, in research done by Bouvard et al. (1992), it was found that the BHS is externally valid as well, in that it can accurately differentiate between depressive test-takers and control subjects. According to the same research, this assessment was found to have a test-retest reliability of r=.81. The scale is highly correlated with others, including “other scales assessing depressive cognitions, the automatic thoughts questionnaire, the dysfunctional attitudes scale (form A) and a scale assessing the suicidal risk (ERSD)” (Bouvard, 1992), lending to the scale’s high level of criterion validity. The scale is also highly correlated with the Hopelessness Scale for Children, which is similar in what it attempts to measure to the Beck Hopelessness Scale, but is administered to children rather than adults, and was actually developed before the BHS (Kazdin, 1986). While the scale intends to measure the three

Until recently depression in children and adolescents had not received a great deal of attention. Increasing interest can probably be traced to a number of influences.

People used to believe that children had no reason to be depressed it wasn’t till a few years ago: “No one thought that children could suffer from real depression; there wasn’t even an official diagnosis for childhood depression until 1980” (Fassler 4). But really who would have thought that such a thing could be possible. Sadly today we know that it’s a real disease and it affects more adolescents than we think: “ The National Institute of Mental Health estimates that as many as 2.5 percent of all American youngsters under the age of eighteen or over 1.5 million children and adolescents are seriously depressed” (Fassler 2).

One of the major issues in resettling this specific demographic is the prevalence of mental health among Afghan refugees. Such constant states of violence and forced fleeing from homes has left Afghans with traumatic stressors, often leading to mental health issues in the future. Mental health is a huge concern among refugee and asylees population in the U.S.as many members of these populations have encountered traumatic past experience such as war violence and torture and are at a high risk in developing depression, post-traumatic stress disorder (PTSD), and anxiety (Kleinman, 2004). In past studies, services for mental health were identified as a major need in the social work sphere. Factors such as limited access to quality healthcare, linguistic barriers, meager financial resources, cultural unfamiliarity and a lack of