Depression in Children: Information for Teachers
Children can communicate or show feelings of unhappiness, sadness, discouragement, irritability, but most of them will be reactive to an external event, they will serve to adapt to the different situations they face and the child will progressively recover from these states of anxiety. cheer up. However, a small percentage of them will experience depressive symptoms during their childhood and/or adolescence.
It is important to differentiate depression from sadness. Sadness is a universal emotion of the human condition and has an adaptive function, while depression is a serious alteration of mood, qualitatively different from sadness and that requires specific treatment.
Depression is a pathology that, in turn, seems to be accelerating its rise as a cause of hospital admission.
Depression in children can be severe and long lasting and can interfere with all aspects of daily life, from school performance to relationships with friends and family.
Symptoms of depression in children
Symptoms of depression vary depending on the child’s personality and developmental stage.
The main symptoms are:
- Irritable or sad mood. Children are often more irritable or moody than sad or downcast.
- Loss of interest or pleasure. They spend less time on hobbies or activities that previously gave them pleasure. Teachers often note increased social isolation or abandonment of hobbies they previously enjoyed.
Other common symptoms are the following:
- Changes in appetite, with repercussions on weight (loss, gain or plateau)
- Changes in sleep (difficulty sleeping or excessive sleeping)
- Psychomotor changes (difficulty sitting still and moving continuously; or marked slowing of responses and movements)
- Thoughts of worthlessness or guilt
- Fatigue, loss of energy
- Difficulty concentrating (for example, a sudden drop in academic performance, constant distractibility, or memory complaints)
- Thoughts of death, suicide attempts
Keep in mind that many of the symptoms described are also characteristic of other types of difficulties or disorders; They are not unique to depression. They can appear in other psychological disorders, such as:
- Anxiety disorder: nervousness, psychomotor restlessness, somatic complaints, difficulty sleeping.
- Conduct disorders: conduct or discipline problems
- Attention deficit hyperactivity disorder (ADHD): concentration difficulties, poor academic performance, low frustration tolerance, low self-esteem
- Learning disorders: poor academic performance, difficulty concentrating, low self-esteem
- School phobia: complaints of physical discomfort, agitation, poor academic performance
- Lack of social skills: social isolation, misbehavior, discipline problems
- Physical illnesses: complaints of physical discomfort, change in appetite, tiredness
- Eating disorders: increase or decrease in body weight, lack of weight gain / adequate growth, changes in appetite, low self-esteem
None of these symptoms, isolated or in group, are only depression. Yes If necessary, a mental health professional (clinical psychologist or psychiatrist) will be able to rule out these and other causes.
Risk Factors for Childhood Depression
- Temperamental: Certain temperament and personality traits increase the risk of developing major depression.
- Environmental: such as adverse events in childhood, especially when they are multiple and of different types.
- Genetic and physiological: children whose parents have a depressive disorder have two to four times greater risk.
- Comorbidity: having another psychological disorder increases the risk of developing depression or hindering its improvement. Having a chronic or disabling medical illness also increases the risk of depressive episodes.
Diagnosis of depression in children
The onset of depression can be sudden or gradual. Diagnosing it can be difficult because it can present typical symptoms of other disorders, such as anxiety or attention deficit hyperactivity disorder.
Although a child may present with one or more symptoms of depression, it is generally considered a major depressive disorder if five or more of the described symptoms are observed for a minimum of two weeks during most of the day and these cause significant interference. In day to day.
Treatment of depression in children
When the symptoms are not typical of depression, but are reactive emotions to vital events, they usually do not require specialized treatment. Teachers can teach children to identify, understand and manage these emotions. For example, feelings of failure and irritability caused by getting a bad grade in school can be a sign of the need to improve study habits and pay more attention in school. On the other hand, they will also be an opportunity for children to learn to tolerate frustration.
On the other hand, when the symptoms of depression are persistent and more severe, the help of a professional should be sought (generally a clinical psychologist or a psychiatrist, although initially the referring pediatrician can be consulted).
The most used treatments are:
- Psychological treatments, such as cognitive behavioral therapy, interpersonal therapy, or family therapy
- Pharmacological treatments
- Combined treatments (drugs and psychotherapy)
How can you help a child with symptoms of depression?
The following list of suggestions can help teachers with the most common symptoms of depression in children:
- Low self-esteem and tendency to criticize oneself: praises the child frequently with sincerity, reinforcing specific behaviors; accentuate the positive, in a sympathetic way. Challenge the child’s criticism of himself and point out her negative thoughts when they occur, also help him to integrate and accept his own mistakes and imperfections within her self-concept.
- Guilt: help the child to distinguish between events that he can control and those that are out of his control: help him start talking positively about himself.
- Family stability: the teacher can suggest to parents/guardians, maintain a routine and reduce changes in family matters; tell the child about the changes ahead of time to reduce concerns.
- Hopelessness and helplessness: ask the child to write or talk about her feelings and write down her pleasant thoughts three to four times a day, increasing these over a period of four to six weeks.
- Loss of interest and sadness: prepare an interesting activity for the day; plan special events; comment on nice things.
- Appetite and weight problems: the teacher must talk with the parents/guardians so that they do not force him to eat; prepare her favorite foods; makes eating time pleasant.
- Sleep Difficulties: Teacher should discuss with parents/guardians and suggest that they maintain a consistent bedtime schedule; to participate with him in relaxing activities such as reading or listening to soft music; End the day on a positive note.
- Agitation and restlessness: change the activities that cause agitation; teach the child breathing and relaxation techniques; suggest to parents that a massage can help; stimulates exercise and recreation.
- Excessive fears: reduce situations that cause anxiety and uncertainty; support him and reassure him; accompany him to face situations that cause disproportionate fear; planning can reduce uncertainty.
- Aggressive behavior and anger: reject destructive behavior in a kind but firm way; validates his emotions and encourages the child to express his angry feelings appropriately; do not react with anger; Be consistent in his responses to inappropriate behavior.
- Difficulty thinking and concentrating: encourages the child to participate in games learning; adapts the environment to facilitate concentration.
- Suicidal thoughts: be alert to signs of suicide; seek professional help immediately.
- If the depression persists: suggest to the parents that they consult their pediatrician so that they can consider making a referral to a clinical psychologist or psychiatrist.
Remember, before any sign of alarm or doubt, consult with the specialist.