Psy 230 : Fall 2015

Depression is one of the most commonly diagnosed psychiatric disorders among school-aged youth, with high prevalence and far-reaching consequences (Probst, 2008). “School Phobia and excessive clinging to parents may be symptoms of depression in children. Poor academic performance, substance abuse, antisocial behavior, sexual promiscuity, truancy, and running away may be symptoms of depression in adolescents” (Sadock & Sadock, 2003, p. 554). Depression in adolescents often is an unremitting disorder that predicts ongoing depression and psychosocial impairment (Kratochvil et. at., 2005). It affects the developmental process, resulting in difficulties with concentration and motivation, leading to poor academic performance,

One thing that can cause depression is a perfectionistic personality ("ReachOut.com."). With all the stress that comes along with trying to perfect every practice can possibly depress a child. Children are supposed to be having fun playing with friends on playdates and concentrating on school work not getting first place at a beauty pageant where they learn nothing beneficial to them.

Perfectionism has had a history of being linked to issues such as self-criticism, chronic depression, procrastination, obsessive-compulsive disorder, anxiety, and much more. Although not

J.K was administered Children Depression Inventory (CIDI) to verify the themes found in the projective tests. Children Depression Inventory assesses the presence and severity of depressive symptoms ages 7 to 17 years. It measures Negative Mood, Interpersonal Problem, Ineffectiveness, Anhedonia and Negative Self-Esteem. Her CDI total score was 42. Her scores ranged from below average to average. CDI total score reflects the number and severity of the depressive symptoms. J.K’s CDI profile is considered normal. Her highest T score was on the subscale Ineffectiveness which corresponds with her drawings that suggest that she feels inadequate. J.K’s challenge appears to be related to her view of school and her desire for a stronger relationship

s the awareness of mental diseases such as depression increases throughout American society, the diagnosis of childhood depression has risen as well. Recent reports published by the National Alliance on Mental Illness in addition to studies suggest that 11 to 20 percent of children will experience a depressive disorder by the time they are 18 years old (Duckworth, 2014; Vitiello).1, 8 In early childhood, depressive disorders including major depressive disorder (MDD) and dysthymic disorder, now called persistent depressive disorder per DSM-V, are more often seen in boys than in girls. However, at the start of puberty and by the age of 14, MDD and DD are more commonly seen in girls (Shashi Bhatia). 2 This apparent flip in occurrences has not been properly studied, but conjecture has been made proposing that hormonal imbalances may play a key role in the rise of depressive disorders in pubescent girls. Mental diseases, such as depression, can cause significant psychological and psychosocial harm to an adolescent or child (Pine).3 In addition, depression has been shown have a negative impact on growth, educational development, relationships, and self-image (Brent).4 Not only is there an immediate impact on this patient population, but it is believed that children who suffer from depression will be at an increased

As Elizabeth Wurtzel (2002) states “That's the thing about depression: A human being can survive almost anything, as long as she sees the end in sight. But depression is so insidious, and it compounds daily, that it's impossible to ever see the end.” Depression is a universal illness that affects an ever increasing proportion of society, which can lead to serious repercussions. This piece discusses what factors can contribute to depression in terms of developmental psychology.

The primary and secondary outcomes of interest in this study are respectively depression and anxiety (in children. Depression in children will be measured at the beginning of the study and every three weeks up to three weeks after the intervention (6 measurements in total) using the center for epidemiological studies of depression scale for children (CES-DC). The CES-DC was developed in 1986 and has widely been used around the world for depression screening in children. One of its strengths is that it is short and is suitable to any continent. It psychometric properties are: internal reliability .86, test retest reliability .85, area under ROC curve .825,

A repeated measure mixed model ANOVA was conducted with depressive symptoms as the dependent variable and gender and diagnosis as the independent variables. Because no interaction between gender and diagnose was found, an independent sample t-test was done with diagnose as the independent variable (t(337)=-3.16 p=.002 d= -.37).

I'm no doctor from what I know depression can be debilitating. Everything we love doing is no more an excitement and we question our very existence sometimes to the point of suicide. I had to realize it wasn't me but it was me. Circumstational depression, you are the root

Symptoms of depression were measured by the Center for Epidemiologic Studies Depression Scale—Short Form (CES-D-S; Radloff, 1977). The CES-D-S is a shortened 10-item self-report version of the 20-item CES-D. Using a 4-point scale (0 = rarely or none of the time [less than 1 day], 3 = most or all of the time [5-7 days]), participants respond to how frequently they experienced each item (e.g., “I felt that my life had been a failure,” “I felt lonely”) in the past week. The CES-D-S correlates highly with the CES-D and demonstrates similar accuracy in classifying participants with depressive symptoms, thus it has been widely accepted as a comparable tool to the CES-D (Zhang et al., 2012). In the present study, α =

It says that I am a perfectionist because my parents pressured me from a young age. “Perfectionism, too, is a form of parental control, and parental control of offspring is greater than ever in the new economy and global marketplace, realities that are deeply unsettling to today's adults”(Marano). The quote is basically explaining that I was made a perfectionist, not born one and that the increase in parental control is larger than ever. I became a perfectionist because, from a young age, my parents always set high goals for me and never expected less. “Perfectionists fear that a mistake will lead others to think badly of them; the performance aspect is intrinsic to their view of themselves” (Marano). I relate to this quote because my perfectionism has led me to worry about what others might think of my work, or that one small flaw will make people think badly about me. “There’s a difference between excellence and perfection…Excellence involves enjoying what you're doing, feeling good about what you've learned, and developing confidence. Perfection involves feeling bad about a 98 and always finding mistakes no matter how well you're doing. A child makes all As and one B. All it takes is a parent raising an eyebrow for the child to get the message” (Marano). I can easily identify with this quote because my perfectionism leads me to always tear myself down about something I know I could’ve done better,

3. The Two-way Repeated-Measures ANOVA was used for testing the differences of mean scores of depression between the experimental group and the control group at the baseline, immediately after completing the program, 1-month follow-up, and 2-months follow-up scores. The assumptions

Anxiety and depression (internalizing problems) have increasingly become an issue in youths, with nearly 20% of youths across the world suffering from some form of psychiatric disorder (Eisenberg & Neighbors, 2007). In addition to being widespread, these mental health problems have proven strongly debilitating and impairing for youth quality of life (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003) and positively associated with poor academic achievement and increased suicide risk (Gould, et al., 1998). Moreover, the impacts of these issues on youth mental health carry over into adulthood (Weissman, et al., 1999) and adults who experienced psychiatric problems as children display poorer lifelong functioning if the onset of the problem was earlier in life (Copeland, 2015). As such, it is imperative that researchers develop a better understanding of the risk factors associated with the development of internalizing problems in youth populations.

The BDI-II is a self-report inventory designed to assess the severity and presence of depression. The scale could discriminate clinically depressed persons from non-clinical groups (Beck, Steer, & Brown, 1996). The brief Hungarian version of BDI-II consists of 9 items and its psychometric properties were found to be similar to the original scale. Items are answered on a 4-point Likert- type scale (‘0’ = symptom is not present to ‘3’ = symptom is very intense) and total scores from 0 (no depression) to 36 (severe depression) (Rózsa, Szádóczky, & Füredi, 2001).

Aaron Beck’s theory of depression pointed out that depression is the result of negative schema, cognitive errors, and negative triad rather than the situation (Nolen-Hoeksema & Hilt, 2009, p340). When someone who is vulnerable to contain dysfunctional attitudes encounters a stressful situation or a traumatic life event, the negative schema is activated. The negative schema disturbs the thought process and then causes cognitive errors. Consequently, negative triad, consist of negative view of the self, the world and the future, is developed, which in combination can trigger a person to become depressed. Researches have been conducted to evaluate the relationship between the negative schema and teen depression. With a moderate level of evidence