Depression in the Schools: A Hidden Piece in the E/BD Puzzle?

Autor/inn/en	Heath, Nancy L.; Toste, Jessica R.; Holly, Shareen
Titel	Depression in the Schools: A Hidden Piece in the E/BD Puzzle?
Quelle	In: Exceptionality Education Canada, 16 (2006) 2-3, S.129-148 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	School Personnel; Puberty; Depression (Psychology); Behavior Problems; Emotional Disturbances; Correlation; Student Behavior; Symptoms (Individual Disorders); Attention Deficit Disorders; Hyperactivity; Children; Adolescents; Incidence; Affective Behavior; Social Influences; Academic Achievement; Child Development + Suchen Sie Ihr Suchwort? Schulpersonal; Pubertät; Gefühlsstörung; Korrelation; Student behaviour; Schülerverhalten; Psychiatrische Symptomatik; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Vorkommen; Affective disturbance; Active behaviour; Affektive Störung; Sozialer Einfluss; Schulleistung; Kindesentwicklung
Abstract	Depression is an essential component in any consideration of emotional/behavioural difficulties in the schools. Depression can occur as a disorder or as a clinically significant array of depressive symptoms, both of which should be of concern to school personnel. The present paper reviews literature concerning the identification, prevalence, and pattern of depression in the schools. Important distinctions regarding differences as a function of pubertal status and gender are noted. The co-occurrence of school difficulties in the areas of affective, physical, social, behavioural, and academic areas which may result in under- or mis-identification of student depression are highlighted. The particular comorbidity of depression and externalizing disorders such as conduct and oppositional disorders, as well as ADHD are critically examined. Based on current childhood depression literature, a framework for understanding the externalizing and internalizing comorbid difficulties is presented. Specific school implications of the framework are explored. (Contains 1 figure.) (Author).
Anmerkungen	Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10