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 www.counsellor.com.au/depression.html
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 www.counsellor.com.au/depression.html
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
student
socially
developmentally
academically Consistency between
home and school
Yet to
develop
Strengths
Emerging Peers Siblings
Families
and
friends
Self
regulating
skills
Responsibilities
Work
habits
performance
Attitudes
toward school
Expectations
for Behaviour
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
BELONGING
MASTERY
INDEPEN-
DENCE
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 belonging
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
NEEDS
•corrective
relationships of
trust and
intimacy
17. Mending the Broken Circle
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
NEEDS
•involvement in
an environment
with abundant
opportunities for
meaningful
achievement
mastery
18. Mending the Broken Circle
independence independence
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
NEEDS
•opportunities to
develop the skills
and the
confidence to
assert positive
leadership and
self-discipline
19. Mending the Broken Circle
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
NEEDS
•experience the
joys that accrue
from helping
others
20. ATTACHMENT
HISTORY
PSYCHOLOGICAL
RESPONSE
ATTACHMENT
BEHAVIOUR
ASSOCIATED
BEHAVIOUR
Insecure attachment Separation anxiety Protest
Despair
Detachment
Failure
Alternative
attachments
Persistent anxiety
Depression
Object hunger
Anxious
attachment
Emotional
detachment
Antisocial
behaviour
Behaviour disorder
School phobia
Illness behaviour
Impaired capacity
to form attachments
Loneliness
Low self-esteem
Depression
Relationship
difficulties
Marital
dysfunction
Personality disorder
Alcohol & drug
abuse
Threatened
attachments
Abandonment anxiety
Suicidal ideation
Suicidal threats
Suicide attempts
Alcoholic binge
Promiscuity
Phobic stages
Recurrent
attachment failure
Chronic anxiety
Severe depression
Persistent suicidal
ideation
Repeated
suicide attempts
Major affective
disorder
Chronic alcoholism
Social isolation Hopelessness
Depair
Suicide
Adam, K.S., Early family influences on suicidal behaviour
Early Family Influences
21. CRISIS
ONSET
POINT
HIGH
EFFECTIVE
INEFFECTIVE
TIME
days, months, years seconds, minutes days, months
MORE EFFECTIVE FUNCTIONING
LOW
STRESS
Pre-crisis behaviour
Adequate coping
Line of Stability
Continued fragmentation
deterioration
maladaptive behaviour
Need for
psychotherapy
LOW
Point of
intervention
Pre-crisis behaviour
The Crisis Cube
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
