1st half Flashcards

1
Q

History

A

The recognition of depressive symptoms and disorders in school-aged children is a relatively new phenomenon
During the mid-twentieth century, psychologists rarely diagnosed children with depression
More recently, researchers began noting similarities and differences observed in children and adults with depression
Slightly different criteria are now being used to diagnose depression in children

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2
Q

Obstacles in Diagnosis in Childhood

A

some of the obstacles and criticisms in diagnosing young children with depression include:

  • Distinguishing between developmentally appropriate and adaptive states
  • Transitory nature
  • Diagnostic classification systems that fail to take into account developmental variations
  • Shortages of evidence-based psychometrically sound measures
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3
Q

Depression in children

A
  • Depression in school-aged children is often associated with depressed or irritable mood
  • It is also frequently associated with social withdrawal and somatic complaints (stomach ache, headache etc)
  • Depressed children often exhibit impairment in family, school and peer functioning
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4
Q

Understanding depression in Youth

A
  • Depressed mood or loss of interest are hallmark characteristics of depression
  • May sometimes be differentiated from adult presentation of depression by irritability, physical complaints, & lack of making expected weight gains (rapid changes)
  • Girls tend to exhibit more symptoms than boys, particularly after onset of adolescence
  • Many definitions lack developmental perspective (cognitive, affective, & interpersonal competencies)
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5
Q

Understanding depression in Youth

A

Symptoms include:

  • Sadness
  • Difficulties concentrating and making decisions
  • Lack of productivity
  • Lack of desire to do things that once were interesting
  • Appetite changes
  • Sleep changes
  • Suicidal ideation
  • Weariness
  • Irritable mood
  • Fatigue
  • Psychomotor disturbance
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6
Q

Additional Diagnosis of Disruptive Mood Dysregulation Disorder

A
  • A diagnosis reserved for children between 6 and 18 years of age who show persistent irritability and frequent episodes of extremely out-of-control behavior.
  • This new diagnosis was added to address concerns about the potential over-diagnosis and over-treatment of bipolar disorder in children
  • Chronic, severe persistent irritability
  • Must be distinguished carefully from pediatric bipolar disorder
  • Prevalence Rate: 2% - 5%
  • Rates are expected to be higher in males and school-aged children than in females and adolescents

rule out pediatric bipolar disorder

  • Severe recurrent temper outbursts manifested verbally or behaviorally that are grossly out of proportion in intensity or duration to the situation or provocation
  • Temper outbursts are inconsistent with developmental level
  • Temper outbursts occur, on average, three or more times per week
  • The mood between temper outbursts is persistently irritable or angry most of the day, nearly every day, and is observable by others
  • Temper outbursts/and irritable or angry mood must be present in at least two of three settings and should be considered severe in at least one of these settings
  • Temper outbursts/and irritable or angry mood has been present for 12 or more months
  • There has never been a distinct period lasting more than 1 day during which full symptom criteria is met for a manic or hypomanic episode (makes it bipolar again)
  • Behaviors do not occur exclusively during an episode of major depressive disorder and are not better explained by another disorder (Autism Spectrum Disorder, Posttraumatic Stress Disorder, Separation Anxiety Disorder)
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7
Q

Major Depressive Disorder:

A

Symptoms

  • Must cause impairment
  • Must reflect a change from baseline
  • Cannot be secondary to -general medical condition
  • Have 5 out of the following symptoms for at least 2 weeks. One has to be depressed mood or loss of pleasure
  • -Depressed most of the day, nearly every day
  • -Anhedonia
  • -Significant weight change
  • -Sleep disturbance
  • -Psychomotor agitation or retardation
  • -Fatigue or loss of energy
  • -Feelings of worthlessness or inappropriate guilt
  • -Diminished ability to think or concentrate/indecisiveness
  • -Recurrent thoughts of death or suicide without a plan, or suicide attempt or a specific plan for attempting suicide
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8
Q

Three levels of severity in Major Depressive Disorder

A

Mild: Few in any symptoms in excess of those required to make the diagnosis are present, the intensity of the symptoms is distressing but manageable, and the symptoms result in mind impairment in social or occupational functioning

Moderate: The number of symptoms, intensity of symptoms, and/or functional impairment are between those specified for “mild” and “severe”

Severe: The number of symptom is substantially in excess of that required for the diagnosis, the intensity of the symptoms is seriously distressing and unmanageable, and the symptoms markedly interfere with social and occupational functioning

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9
Q

Major Depressive Disorder Specifiers

A
  • In Partial Remission: Symptoms of the immediately previous major depressive episode are present, but full criteria are not met, or there is a period lasting less than 2 months without any significant symptom of major depressive episode following the end of such an episode
  • In Full Remission: During the past 2 months, no significant signs or symptoms of the disturbance were present
  • With Psychotic Features: Delusions and/or hallucinations are present

—With Mood-Congruent Psychotic Features: The content of all delusions and hallucinations are consistent with the typical depressive themes of personal inadequacy, guilt, disease, death, nihilism, or deserved punishment

—With Mood-Incongruent Psychotic Features: The content of the delusions or hallucinations does not involve the typical depressive themes, or is a mixture of mood-incongruent and mood-congruent themes.

-With Catatonia: Apply to an episode of depression if catatonic features (psychomotor disturbance including decreased motor activity, excessive/peculiar motor activity, motor agitation) are present during most of the episode

–With Peripartum Onset: The onset of most recent episode of major depression occurs during pregnancy or in the 4 weeks following delivery

–With Seasonal Pattern: Recurrent major depressive disorder that has a regular temporal relationship between onset and a particular time of the year

  • Full remissions may also occur at a characteristic time of the year
  • Seasonal major depressive episodes substantially outnumber the non-seasonal major depressive episodes that may have occurred over the individual’s lifetime
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10
Q

Persistent Depressive Disorder

A

Symptoms

  • Depressed mood for most of day, for more days than not, as indicated by subjective account or observations made by others, for at least 2 years
  • ** For children and adolescents, mood can be irritable and duration must be at least 1 year**
  • Must have 2 or more of the following symptoms
  • -Poor appetite or overeating
  • -Insomnia or hypersomnia
  • -Low energy or fatigue
  • -Low self-esteem
  • -Poor concentration or difficulty making decisions
  • -Feelings of hopelessness
  • During 2 year period (or 1 year for children/adolescents), never been without a symptoms for more than 2 months at a time

Never been a manic or hypomanic episode
Not better explained by schizoaffective disorder, schizophrenia, delusional disorder, or other psychotic disorder
Not due to substance abuse or medication
Significant impairment

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11
Q

Persistent Depressive Disorder Specifiers

A

–With Anxious Distress: at least 2 of the following: feeling keyed up or tense; feeling unusually restless; difficulty concentrating because of worry; fear that something awful might happen; feeling individual will lose control of self.

–With Mixed Features: At least 3 of following: elevated/expansive mood; inflated self-esteem or grandiosity; more talkative/pressured speech; flight of ideas/racing thoughts; increase in energy or goal directed activity; increased involvement in risky activities; decreased need for sleep

–With Melancholic Features: At least 1 of the following: Loss of pleasure in most or almost all activities; lack of reactivity to usually pleasurable stimuli; At least 3 of the following: Profound despondency/despair; depression worse in morning; early morning wakening; psychomotor agitation or retardation; significant anorexia or weight loss; excessive/inappropriate guilt

–With Atypical Features: Mood reactivity (Mood brightens in response to actual or potential positive events) and two or more of the following: Significant weight gain or increase in appetite; hypersomnia; leaden paralysis (heavy feelings in arms or legs); long standing pattern of interpersonal rejection sensitivity that results in significant social or occupational impairments

–With Psychotic Features: Same as Major Depressive Disorder
With Catatonia: Same as Major Depressive Disorder

–With Peripartum Onset: Same as Major Depressive Disorder

–With Seasonal Pattern: Same as Major Depressive Disorder

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12
Q

ICD-10-CM F33 Major Depressive Disorder

A

Key symptoms: at least one of these, most days, most of the time for at least 2 weeks

persistent sadness or low mood;and/or
loss of interests or pleasure
fatigue or low energy

if any of above present, ask about associated symptoms:

disturbed sleep 
poor concentration or indecisiveness
low self-confidence
poor or increased appetite
suicidal thoughts or acts
agitation or slowing of movements
guilt or self-blame 
The 10 symptoms then define the degree of depression and management is based on the particular degree 
not depressed (fewer than four symptoms) 
mild depression (four symptoms) 
moderate depression (five to six symptoms) 
severe depression (seven or more symptoms, with or without psychotic symptoms)
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13
Q

Prevalence of Depressive Disorders in Children/Adolescents

A

Prevalence estimates for depression with school-age children are highly variable with prevalence rates varying as a function of age & developmental level.

  • -Early childhood: 0.9% to 2.7%
  • -Adolescents: 15-20%

Gender Differences
No evidence for gender differences in early childhood
Gender differences in adolescence (more common in females due to sociotal stressors, or puberty)

Ethnicity
Mixed prevalence rates
Some no difference; others more symptoms reported for minorities
Cultural & linguistic considerations: norms & language to describe depression

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14
Q

Developmental Course

A

-The onset of Disruptive Mood Dysregulation disorder must be before age 10 years, and the diagnosis should not be applied to children with a developmental age of less than 6 years

  • Major Depressive Disorder may first appear at any age, but the likelihood of onset increases markedly with puberty
  • —In US, incidence peaks in 20s
  • Persistent Depressive Disorder often has an early insidious onset (in childhood/adolescence or early adult life) and a chronic course,
  • –Early onset: Before age 21
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15
Q

Etiology and Risk Factors

A

Risk factors may predict the onset, severity, and duration of psychopathology

  • Genetic
  • Biological
  • Social-Cognitive
  • Interpersonal
  • Contextual
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16
Q

Etiology: Genetics

A

Genetic predisposition of internalizing disorders.

  • Heritability estimates range from 11-72% (Wambolt & Wambolt, 2000); 20-45% & 40-70% (Sullivan et al., 2000)
  • Children whose parents are anxious & depressed are at a higher risk to develop mood & anxiety disorders than their peers.
  • Twin & adoption studies with adult samples indicated that genetic factors account for approximately 50% of the variance in the diagnosis of depressive disorders
  • Genetic liability may be coupled with environmental risks linked to parental depression
17
Q

Etiology: Biological

A
  • Dysregulation of Neuroendocrine system in adults
  • -Endocrine system influences sleep, emotion, & eating
  • -Hypothalimic-pitutitary thyroid (HPT)
  • -Hypothalimic-pitutitary adrenal (HPA)
  • Disruption in neurotransmitter processes
  • -Serotonin & norepinephrine in limbic system
  • -Decrease in these transmitters produces depression
  • -Prolonged stress to these areas of the brain in genetically vulnerable individuals leads to reduction of these neurotransmitter levels
  • Disruption of biological rhythms
  • -Sleep wake cycle
  • -Depressed individuals have demonstrated sleep abnormalities including reduced REM, sleep abnormalities
  • Atypical activation of particular brain regions
  • -Structural & functional brain studies indicate that left frontal brain regions are more active during negative emotional experiences
18
Q

Etiology: Social-Cognitive

A

Cognitive Models

–Information-processing (Beck): negative automatic thoughts, schemas, negative perceptions of self & world, heightened by external stressors

–Depressed attributional style

–Bidirectional relationship between cognition & depression

–Association between attributional style & depression becomes stronger with age

19
Q

Etiology: Interpersonal

A

Behavioral/Interpersonal Models

  • Depressed individuals react to & contribute to disruptions in their relationship
  • Interpersonal styles & social deficits elicit negative responses / encounters & rejection from others which can heighten depressed affect

–Inability to form high-quality relationships

–Impulsivity & aggression

–Passivity & withdrawal

–Ruminative, helpless, reassurance seeking

  • Skill deficits & Lack of reinforcement
  • Social Problem Solving, Coping, & Emotion Regulation
20
Q

Etiology: Family

A

Disruptions in early social bonds / family adversity can undermine key development believed to create vulnerability for depression

  • Caregiver loss
  • Maltreatment
  • Insecure parent-child attachment
  • Parent styles characterized by low warmth
  • Parent-child relationships
  • Martial & family discord
  • Parent psychopathology
  • Parent behavior
21
Q

Etiology: Contextual

A

Environmental adversity as triggers of depression in vulnerable individuals

  • Acute negative life events
  • Chronic stressors & daily hassles
  • SES disadvantage & parental unemployment, low levels of parent education

Life Stress Models

  • Diathesis-stress models: depression is a function of the interaction between personal vulnerability & external stress
  • Exposure to event, triggers cognitive disposition
  • Prolonged physical illness (Reinherez et al., 1993)
22
Q

Comorbidity:

A

Findings suggest most comorbidity with Persistent Depressive Disorder/Dysthymia, Anxiety Disorders, ODD/CD, and ADHD

  • Dysthymia: 30% - 80%
  • Anxiety Disorders: 30% to 80%
  • ADHD: 47.9 to 57.1%

-CD/ODD: 42%
Almost half of children with major depression disorder have another disorder

The majority of children with Major Depressive Disorder or Dysthymia have some type of comorbidity (Klein et al., 2005)

23
Q

Assessment: Developmental Perspective

A

Consideration of Developmental factors

  • Expression of symptoms
  • Language & cognitive abilities
  • Normative fluctuations of mood versus clinically meaningful depression

Consider assessing domains of functioning during life stages

Consideration of associated symptoms & comorbid conditions

Progress monitoring

24
Q

Assessment

A

Multi-dimentional/ assessment

Purposes of assessment

-Screening
Prognosis

  • Treatment planning
  • Treatment monitoring & evaluation

Level of depression

  • Syndrome
  • Mood
  • Disorder

Multi-informant, multi-dimensional approach allows clinicians opportunities to best understand a child’s behavior

Two main types of assessments: Diagnostic Interview and Behavior Rating Scales

–Interviews: PAPA, DISC, K-SADS

–Rating scales: Reynolds Child Depression Scale, BASC-2, CBCL, CDI

  • Multiple Informants/ Sources
  • -Self, parent, teacher
  • Informant considerations
  • -Reporters can give discrepant reports
  • -Age of child

Direct Observations
must have

25
Q

Assessment: Interviews

A

Schedule for Affective Disorders & Schizophrenia for school-age children K-SADS

Child & Adolescent Psychiatric Assessment

Diagnostic Interview for Children & Adolescents

26
Q

Assessment: Rating Scales

A
  • Assess depressive mood and symptoms
  • Rated by youth (age 8+), parent, teacher
  • Age & education level
  • Likert responses
  • Doesn’t provide info on duration of symptoms or configuration of symptoms
  • Convenience & ease of administration
  • Assess symptoms not easily measured (hopelessness)
  • May struggle to differentiate depression from negative affect (i.e., anxiety)

Self

  • Beck Depression Inventory II (BDI-II)
  • Child Depression Inventory: Second Edition (CDI-2)
  • Center for Epidemiologic Studies Depression Scale (CES-D)
  • Mood and Feelings Questionnaire
  • Reynolds Child/Adolescent Scale

Clinician

  • Hamilton Rating Scale
  • Children’s Depression Rating Scale-Revised
27
Q

Empirically Supported Treatments

A

Interpersonal Therapy
Cognitive Behavior Therapy
Behavior Therapy
Psychotropic Medications

28
Q

Interpersonal therapy

A
  • For depressed teenagers, Interpersonal Therapy (IPT) is a well-established treatment
  • The focus is on helping the client understand and address problems in their relationships with family members and friends that are assumed to contribute to depression
  • IPT is a short-term, manual-driven outpatient treatment
  • Focuses on interpersonal problems of adolescents (ages 12 - 18) with mild to moderate depression
  • IPT attempts to improve the adolescents communication and problem solving skills to increase personal effectiveness and satisfaction with current relationships
  • Ultimately intended to relieve depression symptoms
  • Delivered by a therapist in a hospital-based, school-based, and community based outpatient clinics over 12 weeks through 35 - 50 minute weekly treatment sessions
  • Changes in family interactions and functioning during treatment are highlighted and discussed how to maintain these changes after treatment ends
29
Q

Cognitive Behavior Therapy (CBT)

A
  • CBT is designed to change both maladaptive cognitions and behaviors
  • During CBT, the depressed child/adolescent learns about the nature of depression and how his/her mood is linked to both their thoughts and actions
  • CBT is one of the most well-studied treatments for children and adolescents with depression
  • Behavioral principles are used to overcome a client’s lack of motivation at the beginning of therapy and to reinforce positive activities

—Therapist helps client schedule pleasurable activities, especially with others, that typically give positive reinforcement (Activity Scheduling)

30
Q

Example of Applying Cognitive Behavior Therapy in Practice: A Thought Record

A

Situation: Upcoming Exam

  • Child’s Mood: Anxious and Depressed
  • Child’s Automatic Thought: I am going to fail my test
  • Evidence that Supports that Automatic Thought: I did poorly on my midterm
  • Evidence that Counters the Automatic Thought: I have been joining a study group and have done well on my practice quizzes
  • Alternative Thought: I can rely on my studying and preparation to give me the best chance for success
31
Q

Essential Features of CBT for Depression

A

-Cognitive Restructuring: Involves collaboration between the client and therapist to identify and modify habitual errors in thinking that are associated with depression

  • Depressed students often experience distorted thoughts about:
  • -Themselves (I am stupid)
  • -Their environment (My life is terrible)
  • -Their Future (There is no sense in going on. Nothing will go right for me)
  • Information about the student’s current experiences, past history, and future prospects is used to counter these distorted thoughts
  • Students with depression typically cut back on activities that have the potential to be enjoyable to them
  • Behavioral Activation: Negotiates gradual increases in potentially rewarding activities with the student
  • Clinician works on Problem Solving Skills

–When students are depressed, the problems in daily life seem insurmountable

-Involves instruction and guidance in specific strategies for solving problems (e.g. breaking problems down into small steps)

32
Q

Psychotropic Medications

A
  • Research findings suggest that some medications can help relieve depressive symptoms in youth (especially adolescents)
  • Those that appear to be most effective include selective serotonin reuptake inhibitors (SSRIs)

–Clomipramine
(Anafranil)

–Flouxetine (Prozac)

–Fluvoxamine (Luvox)

–Paroxetine (Paxil)

–Sertraline (Zoloft)

33
Q

SSRIs

A

-SSRIs are believed to increase the level of the neurotransmitter serotonin by inhibiting its reuptake into the presynaptic cell

–This increases the level of serotonin in the synaptic cleft available to bind to the postsynaptic receptor

-Serotonin is associated with feelings of well-being and happiness

34
Q

Final Thought on Treatment for Depression

A

It is important to note that while medications can be helpful, they do not negate the need for therapy to deal with the many issues that may have contributed to the child’s depression