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.
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- Go to chapter: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents
Eating disorders (EDs) are a complex and comparatively dangerous set of mental disorders that deeply affect the quality of life and well-being of the child or adolescent who is struggling with this problem as well as those who love and care for him or her. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) outlines specific criteria for the diagnosis of anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder (BED), and other specified feeding or ED. Treatment of eating disordered behavior typically involves a three-facet approach: medical assessment and monitoring, nutritional counseling, and psychological and behavioral treatment. Cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT) are also evidence-based approaches to treatment for AN. The treatment of EDs should be viewed as a team effort that integrates medical, nutritional, and mental health service providers.
Asthma, a pulmonary condition, is a chronic respiratory disorder typified by persistent underlying inflammation of tissues, airway obstruction, congestion, hyperresponsive airways, and the narrowing of smooth airway muscle. Asthma is one of the most common chronic medical conditions in children and is the leading cause of school absenteeism. This chapter describes childhood asthma, including its causes and triggers. It elucidates the extant research supporting treatment of the disorder and provides step-by-step empirically based interventions to ameliorate asthmatic symptomatology in children. The psychological underpinnings of asthma have been investigated in the field of psycho-neuroimmunology (PNI), which examines the interplay of the central nervous system, neuroendocrine, and immune system with psychological variables and their relation to physical health. Researchers have shown that relaxation and guided imagery (RGI), written emotional expression, yoga, and mindfulness therapy improve pulmonary lung functioning, decrease rates of absenteeism, and improve overall quality of life.
This chapter explores how practicum training may be enhanced through effective collaboration between trainers and field supervisors. Successful practicum training requires strong collaboration between the trainee’s university or institution and the supervising field psychologist. Successful collaboration between the university and field site includes consideration of site development and maintenance, effective communication, and training and support across settings. Field placement and coordination play a critical role in the training of school psychologists. The individual fulfilling this role may be recognized with a variety of formal titles, such as field placement coordinator, clinical professor, or director of clinical training (DCT). One of the primary responsibilities of the DCT is the coordination and supervision of practica-related activities, including the placement of candidates in appropriate training sites. The chapter focuses on how supervisors can address trainee problems of professional competence, develop and use remediation plans successfully, and help trainees balance fieldwork with coursework.
This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. The topic of decision making has been covered in psychology, economics, and motor learning but addressed very sparsely in sport, exercise, and performance psychology. Rational decision making requires defining the problem, identifying criteria, weighing those criteria, generating alternative solutions, and ultimately computing the optimal decision. The chapter introduces the literature on decision making and provides examples of factors that influence the choices people make. The decision to act, move, or what move to make is decided in the response selection stage, and the final stage is when one’s brain and muscles are organized to make the actual move. The key to improve the decision-making over time is to increase personal awareness of own limitations and keep learning and collecting information from reliable sources.
This chapter provides guidelines for psychologists on the assessment of oral language proficiency (OLP) of culturally and linguistically diverse (CLD) children and adolescents who study in their second language (L2). It discusses the issues that should be considered in the assessment of OLP, including the aspects of oral language that should be assessed in L1 or L2, the factors that should be considered in interpreting assessment data, and the advantages and challenges of assessing children in their L1. The chapter then describes specific methods for assessing OLP. It discusses issues involved in interpretation of data from OLP assessments, including a discussion of the diagnosis of a language disorder. The chapter also explains specific tasks and observational schedules that psychologists might find helpful when conducting assessments of OLP.
The most challenging and arguably most important part of any assessment is the diagnostic formulation and recommendations for intervention. This chapter explains clinical decision making and diagnostic formulation using a developmental systems approach (DSA) that is based on developmental bioecological theory. It provides suggestions for organizing assessment data and methods for thinking about the data in order to formulate the case systemically. The chapter discusses key issues involved in linking assessment with academic and psychosocial intervention. It reviews the knowledge, strategies, skills, and attitudes that are essential competencies for psychologists who conduct assessments with culturally and linguistically diverse (CLD) children and adolescents. Assessments and intervention with CLD children and adolescents are both challenging and rewarding. Psychologists who work with these children and families effectively have a set of attitudes that stimulate them to find information and research, as well as develop effective strategies.
Many developmental models view human growth from a space of lack or abundance, a perpetual fulcrum swinging from the word survive at one end to thrive at the other. This chapter discusses Urie Bronfenbrenner’s bioecological theory of human development to conceptualize female adolescent and young adult development. The contextual focus of this theory provides a global framework for counselors to view young women as individuals who both influence, and are influenced by, their surroundings. Customs, beliefs, and the government all play a role in the development of children and adolescents. When young females overcome the stigma associated with mental health services, they typically seek treatment in one of two primary settings: community mental health centers and schools. Relational-cultural theory (RCT) is an evolving feminist model of human development that views connection to others as essential to growth and disconnection as a major cause of disrupted functioning.
This chapter presents the best measures for resilience and community protection for some of the social determinants of digital diseases in the future for further discussion with families, school workers, and allied health professionals. It suggests that high levels of resilience may prevent development of mental health problems, like depression, stress, anxiety and obsessive-compulsive symptoms, supporting the suggestion that fostering resilience may prevent development of mental health problems in adolescents. The chapter presents a case report of a 14-year-old, brought to consultation by his mother, who has been worried about his weight. This case report points out how important it is to build up resilience skills through the development of caring and supportive relationships within and outside the family. The chapter suggests a four-pronged approach to prevent the excessive use and the problems associated with the Internet. It includes regulatory, parental, educational, and technological approaches.
One of the best known psychologists of the 20th century was Jean Piaget. The memory he described was from when he was about 2 years old, a kidnapping attempt in which his nurse tried to protect him. According to the storehouse metaphor, memory is kind of a warehouse. When one remembers an event from one’s life, one looks through this warehouse. Remembering a past event is also a kind of simulation, a simulation of what happened in the past, rather than a veridical reproduction of the past. In fact, our best understanding is that brains are massively parallel simulation devices. Constructive theories deal with filling in gaps at encoding as the event transpires, whereas reconstructive theories deal with filling in gaps at retrieval as one tries to remember the event. When thinking about memory illusions it is important to make a similar distinction.Source: