The document discusses the complexities of depression during adolescence, highlighting its onset, triggers, and the interplay of biological, psychological, and environmental factors. It emphasizes the importance of understanding root causes for effective treatment, prevention strategies in educational settings, and the role of educators in promoting mental wellness. Furthermore, it addresses the concerns associated with antidepressant medications and the potential benefits of natural health approaches and alternative therapies.

1. Adolescence - The period of physical
and psychological development from the
onset of puberty to maturity
A Simplified & Integrated Presentation
“A COMMON EMOTION”
“THE COMMON COLD OF MENTAL HEALTH”
“Adolescence is the highest risk period for depression onset”
“RESEARCH HAS DISCOVERED THAT DEPRESSION ONSET IS
OCCURRING EARLIER IN INDIVIDUALS BORN IN MORE RECENT
DECADES” - National Institute of Mental Health
“Depression is not a sign of personal weakness”

2. Depression can be a direct reaction to life circumstance or event (i.e. loss,
change, tragic/stressful event) sometimes known as “situational “
depression . Clinical depression is a more prolonged state of sadness
resulting from a potentially complex combination of environmental,
biological and psychological/social factors
EXAMPLES OF CIRCUMSTANCES THAT CAN TRIGGER DEPRESSIVE EMOTIONS
Loss, change, tragic/stressful events
 Family dysfunction; divorce, inadequate childcare  Family dysfunction; divorce, inadequate
 Bullying, social/family repercussions of homosexuality
 Involvement in the justice/legal system
 Peer or Academic Pressure
 Economics (being poor)
Biological factors complicate the feelings/emotions experienced during adolescence
in addition could be a main factor in some cases of depression
 Chemical imbalances in the brain; neurotransmitter/synapse
complications; low serotonin levels; nutritional deficiency disorders;
 Body changes; transitional nature of adolescence Other risk factors
 (puberty/hormonal changes/sexual maturation)  Substance abuse
 Low blood sugar levels  Physical trauma
 Genetics (heredity)  Disease, disorders
 Ecological impact on the body/psyche  Post teen pregnancy (postpartum depression)
 Weather (Seasonal affective disorder)

3. FEELINGS/EMOTIONS PHYSICAL SIGNS
 -Sadness, empty mood  -Worsening chronic pain or
 -Hopelessness, worthlessness, physical slowing down
excessive guilt  -Headaches
 -Reduced enjoyment/interest in  -Muscle aches
most or all aspects of life  -Chest and back pain
 -Feelings of inadequacy,  -Loss of energy
discouragement  -Sleep and appetite changes
 -Self depreciation/loss of self  -Insomnia or oversleeping
esteem
 -Restlessness
 -Inability to cope, disappointment
 -Socially withdrawn/alienation
 -Anxiousness, poor concentration
 -Uncontrollable crying
 -Anger, irritability
 -Grim/suicidal thoughts and
behaviour
With the heightened complexity of todays world, many combinations of the above are possible
and have been associated with depression . Having an understanding of the root cause will often
allow for the proper treatment(s), personal growth and well being. This is the most fundamental
aspect of dealing with mental health.

4. -Difficulty concentrating/making decisions
-Unresponsiveness
-Lack of interest/motivation
-Little to no effectiveness or productivity
-Anxiety, off task behaviour
-Inappropriate anger
-Recklessness, overreaction, emotional outbursts
-Self mutilation/suicidal behaviour (i.e. cutting)
WHAT CAN WE DO AS EDUCATORS TO PREVENT AND MANAGE BEHAVIOURS?
-Handle situations accordingly, with empathy (understanding)
-Offer support and follow any specific disciplinary guidelines
-Embrace any disclosure of emotions or thoughts with care
-Redirect the student as much as possible from negative thought patterns
-Address the issue directly with student and teacher, keep detailed logs
-Provide ideas, suggestions or resources for programming
-Advocate natural health education
WHAT CAN THE SCHOOLS DO? SOME IDEAS
-Implement coordinated school health program; re culture schools for natural health promotion
-Advocate for further implementation of natural health policy, education and practice
-Inspect schools for chemical/environmental threats to health and well being
-Raise universal awareness of relevant social/health issues
-Create self sustaining growing/cooking programs in the curriculum that offer many nutritional benefits
and have a positive ecological impact on student and community health
A worthwhile goal Create an ecologically healthy and self sustaining
system that could serve as a model for society

5. Educators have an impact in many areas contributing to a youths
positive self perception. These concepts could become important in
battling depression as well….
-Social contribution/integration/coherence
-Purpose in life; finding meaning
-Positive relations; peer, family, adult
-Environmental mastery
-Personal growth & Success
-Autonomy; confidence to think & express opinions/ideas
Wholistic wellness concept Multidimensional self concept
The educators role in wellness

6. DEPRESSION : THE BIG PICTURE
Charts that visualize the mental health spectrum
Self
Actualization
Basic Needs
Fulfilled
Stable
Happy
Mood
Deficiency
Trauma
Mood
Swings Depressed
Psychotic/
Suicidal

7. ADOLESCENTS PERSCRIBED MOOD STABILIZING MEDICATIONS :
WHAT PARENTS,YOUTH WORKERS AND EDUCATORS NEED TO KNOW
Health Canada issued stern warnings in 2004/05 that there are serious risks involved in using antidepressant medications
including an increased risk of suicide/self harm, negative behaviour/emotional changes, congenital malformations, cardiac
defects, dangerous drug interactions, and several birth defects in pregnant women.
Use of these medications dropped dramatically in Manitoba after these warnings were issued
There are similar risks associated with other medications that are used to treat/control mental illness.
Educators and other youth workers need to keep in mind the possible complications that arise from a
child being medicated. There are high needs cases where these medications seem
Being the educator it would be frustrating to know if your students were’nt
This could come into play in the classroom in the form of
Missed dose creatin
In addition, information
To have the government
The lesson for
Education involves Medication
A teen that is clinically depressed and diagnosed as such, could often be on mood stabilizing drugs.
psychological implications.
Studies
Connection between antidepressant drugs and violence

8. VISUAL IMAGES DEPICTING RELATIVE DEPRESSION THEORIES
Possible relation to mania General depression cycle and the important role of sleep
General relation between bipolar and unipolar depression and schizophrenia
scans of normal and depressed brains

9. Student improves life with Meditation
Use of antidepressant medications dropped dramatically in Manitoba after
serious health warnings were issued by Health Canada in 2004/05
 -Psychotherapy (talk therapy)
 -Cognitive behavioural therapy
 -Nutritional Supplements (micronutrients)
 -Yoga
 -Tai chi
 -Deep relaxation
 -Meditation
 -Aromatherapy
 -Guided imagery
-Acupuncture
 -Acupressure
 -Electroconvulsive therapy (ECT)
 -Vagus nerve stimulation (VNS)
 -Deep brain stimulation (DBS)
 -Transcranial magnetic stimulation (TMS)
-Hypericum perforatum
 -Chromium picolinate
 -Standard medication
More increasingly, studies have shown
that exercise and nutrition play an
important role in mental health. The
best chance of success involves
correcting nutritional deficiencies and
living an active lifestyle

11. Mental Health Foundation (Feeding Minds Report) www.mentalhealth.org.uk
Positive psychology in schools