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Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
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Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents
Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
10.1891/9780826127952.0024
Authors
- Stark, Kevin D.
- Wang, Leah A.
- Banneyer, Kelly N.
Abstract
Depression is a chronic, recurring disorder that impacts children’s academic, interpersonal, and family functioning. The heritability of major depressive disorder (MDD) is likely to be in the range of 31% to 42%. This chapter begins with a brief overview of the etiology of depression. It presents a description of a cognitive behavioral therapy (CBT) intervention designed to be delivered in a group format, an individual interpersonal intervention, and an individual behavioral activation (BA) intervention that includes a great deal of parental involvement. The ACTION program is a manualized program that is based on a cognitive behavioral model of depression. There are four primary treatment components to ACTION: affective education, coping skills training (BA), problem-solving training, and cognitive restructuring. The chapter concludes with a brief discussion of universal therapeutic techniques to be incorporated into work with depressed youth regardless of the therapeutic orientation or treatment strategy.