Childhood Depression E-Book

Martha C. Tompson

• Herausgeber: Hogrefe Publishing
• Kategorie: Geisteswissenschaft
• Serie: Advances in Psychotherapy - Evidence-Based Practice
• Sprache: Englisch

Seitenzahl: 234

Veröffentlichungsjahr: 2024

Beschreibung

An evidence-based guide to the assessment and treatment of childhood depression with a focus on a family-based approach Up-to-date overview of the evidence-base Step-by-step guidance of a family-focused treatment Downloadable handouts for clinical practice This volume in the Advances in Psychotherapy series provides the reader with an up-to-date, evidence-based introduction to the assessment and treatment of childhood depression, including major depressive disorder, persistent depressive disorder, disruptive mood dysregulation, and adjustment disorders. After exploring the latest knowledge on the diagnosis, course, theories, and contributing factors of childhood depression, the author presents a step-by-step description of family-focused treatment for childhood depression (FFT-CD), which integrates CBT and family therapy goals. Treatments for depression that work well for adolescents and adults cannot simply be extended to children as their cognitive capabilities are not as fully developed nor stable. FFT-CD focuses on positive and supportive parent–child interactions that support the development of a positive self, helping parents provide the child with additional positive feedback on their developmentally appropriate achievements, and enhancing child and family coping. Downloadable resources include numerous FFT-CD handouts for children and parents. This text should be particularly useful to child or school psychologists, marriage and family therapists, child psychiatrists and anyone working with depressed youth and their families.

Leseprobe

Advances in Psychotherapy – Evidence-Based Practice, Volume 54

Childhood Depression

Martha C. Tompson

Department of Psychological and Brain Sciences, Boston University, MA

About the Author

Martha C. Tompson, PhD, is a licensed clinical psychologist in Massachusetts. She has been a faculty member in the Department of Psychological and Brain Sciences at Boston University for over 25 years and is the Director of Clinical Training for the Doctoral Program in Clinical Psychology. Dr. Tompson has spent her career developing and evaluating family-based treatment for mental health problems in children and adults. She lives in the Boston area with her husband and has two grown children.

Advances in Psychotherapy – Evidence-Based Practice

Series Editor

Danny Wedding, PhD, MPH, Professor Emeritus, University of Missouri–Saint Louis, MO

Associate Editors

Jonathan S. Comer, PhD, Professor of Psychology and Psychiatry, Director of Mental Health Interventions and Technology (MINT) Program, Center for Children and Families, Florida International University, Miami, FL

J. Kim Penberthy, PhD, ABPP, Professor of Psychiatry & Neurobehavioral Sciences, University of Virginia, Charlottesville, VA

Kenneth E. Freedland, PhD, Professor of Psychiatry and Psychology, Washington University School of Medicine, St. Louis, MO

Linda C. Sobell, PhD, ABPP, Professor, Center for Psychological Studies, Nova Southeastern University, Ft. Lauderdale, FL

The basic objective of this series is to provide therapists with practical, evidence-based treatment guidance for the most common disorders seen in clinical practice – and to do so in a reader-friendly manner. Each book in the series is both a compact “how-to” reference on a particular disorder for use by professional clinicians in their daily work and an ideal educational resource for students as well as for practice-oriented continuing education.

The most important feature of the books is that they are practical and easy to use: All are structured similarly and all provide a compact and easy-to-follow guide to all aspects that are relevant in real-life practice. Tables, boxed clinical “pearls,” marginal notes, and summary boxes assist orientation, while checklists provide tools for use in daily practice.

Continuing Education Credits

Psychologists and other healthcare providers may earn five continuing education credits for reading the books in the Advances in Psychotherapy series and taking a multiple-choice exam. This continuing education program is a partnership of Hogrefe Publishing and the National Register of Health Service Psychologists. Details are available at https://www.hogrefe.com/us/cenatreg

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

Library of Congress of Congress Cataloging in Publication information for the print version of this book is available via the Library of Congress Marc Database under the Library of Congress Control Number 2024935167

Library and Archives Canada Cataloguing in Publication

Title: Childhood depression / Martha C. Tompson, Department of Psychological and Brain Sciences,

Boston University, MA.

Names: Tompson, Martha C., author.

Series: Advances in psychotherapy--evidence-based practice ; v. 54.

Description: Series statement: Advances in psychotherapy--evidence-based practice ; volume 54 |

Includes bibliographical references.

Identifiers: Canadiana (print) 20240343336 | Canadiana (ebook) 20240343360 | ISBN 9780889375185

(softcover) | ISBN 9781613345184 (EPUB) | ISBN 9781616765187 (PDF)

Subjects: LCSH: Depression in children. | LCSH: Depression in children—Diagnosis. | LCSH:

Depression in children—Treatment. | LCSH: Child psychotherapy. | LCSH: Family psychotherapy. |

LCSH: Cognitive therapy.

Classification: LCC RJ506.D4 T66 2024 | DDC 150 | 618.92/8527—dc23

© 2025 by Hogrefe Publishing

www.hogrefe.com

The authors and publisher have made every effort to ensure that the information contained in this text is in accord with the current state of scientific knowledge, recommendations, and practice at the time of publication. In spite of this diligence, errors cannot be completely excluded. Also, due to changing regulations and continuing research, information may become outdated at any point. The authors and publisher disclaim any responsibility for any consequences which may follow from the use of information presented in this book.

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The cover image is an agency photo depicting models. Use of the photo on this publication does not imply any connection between the content of this publication and any person depicted in the cover image. Cover image: © Solovyova – iStock.com

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Format: EPUB

ISBN 978-0-88937-518-5 (print) • ISBN 978-1-61676-518-7 (PDF) • ISBN 978-1-61334-518-4 (EPUB)

https://doi.org/10.1027/00518-000

Citability: This EPUB includes page numbering between two vertical lines (Example: |1|) that corresponds to the page numbering of the print and PDF ebook versions of the title.

Contents

Preface

1  History

1.1  Diagnostic Criteria and Description

1.1.1  Major Depressive Disorder

1.1.2  Persistent Depressive Disorder

1.1.3  Disruptive Mood Dysregulation Disorder

1.1.4  Adjustment Disorders

1.1.5   Other Depressive Disorders

1.2  Epidemiology

1.3  Course and Prognosis

1.4  Differential Diagnosis

1.5  Comorbidities

1.6  Issues Gaining Increased Attention

2  Theories and Contributing Factors

2.1.  Biological Contributors

2.1.1  Neural Factors

2.1.2  Endocrine-Related and HPA Axis

2.1.3  Genetic Factors and Parental Depression

2.2  Child and Developmental Risk Factors

2.2.1  Developmental Risk

2.2.2  Temperament/Personality

2.2.3  Cognitive Contributors

2.2.4  Earlier Mental Health Problems

2.3  Environmental and Psychosocial Risk Factors

2.3.1  Stress Context

2.3.2  Family Functioning

2.3.3  Peer Stress

2.4  Models/Theories

2.4.1  Vulnerability–Stress Models

2.4.2  Cognitive-Behavioral Models

2.4.3  Interpersonal and Stress-Generation Models

2.5  An Integrative Model to Guide Treatment

3  Evaluation

3.1  Reporters

3.2  Special Considerations in Evaluation

3.3  Diagnostic Tools

3.3.1  Depression Screening

3.3.2  Diagnostic Interviews

3.3.3  Depression Symptom Rating Scales

3.3.4  Observational and Technological Approaches

3.3.5  Tools for Evaluating Suicidal Thoughts and Behaviors

4  Treatment: A Family-Based Approach

4.1  Evidence Base for Child and Adolescent Depression Treatment

4.1.1  Psychosocial Interventions

4.1.2  Medication Interventions

4.2  Family-Focused Treatment for Childhood Depression (FFT-CD)

4.2.1  Structure of the Therapy

4.2.2  Important Treatment Strategies

4.2.3  Setting the Stage with Individual Sessions

4.2.4  Family Sessions

4.3  Challenges in Implementing FFT-CD

4.4  Efficacy of FFT-CD

5  Case Vignettes

6  Further Reading

7  References

8  Appendix: Tools and Resources

|vii|Preface

The past decade has witnessed a dramatic 33% growth of major depressive disorder (MDD) in adolescents (Blue Cross Blue Shield, 2018) and a startling 100% increase in emergency room visits for attempted suicides, self-injury, or suicidal ideation (Mercado et al., 2017). With 1–2% of primary school-aged youth suffering from MDD and another 0.6–1.7% from persistent depressive (dysthymic) disorder, childhood-onset depressive disorders are significantly less common than adolescent-onset forms (Birmaher et al., 2007). However, onset in childhood is associated with significant morbidity and significant interference in the crucial developmental tasks that present during middle childhood.

Youth depression unfolds within a developmental and systems context and integration of families into treatment has a number of advantages. From a developmental standpoint, many therapy approaches for depression do not adequately consider developmental limitations during middle to late childhood. For example, cognitive behavioral therapy (CBT) approaches assume that negative/maladaptive ways of attending to, processing, and remembering contribute to individual vulnerability to depression (Beck & Bredemeier, 2016); however, this approach does not always fit well with the cognitive-developmental capabilities of preadolescent children. The ability to use higher-order generalizations to understand oneself and others emerges gradually across childhood and the kinds of cognitive vulnerabilities emphasized in cognitive therapy for adolescents and adults may not yet be stable (Garber & Flynn, 2001). From a systems standpoint, compared to adults and adolescents, preadolescents are more strongly embedded in their family context and thus engagement of families in treatment is particularly helpful. Parents provide support and feedback throughout this period, interface with the community settings (communicating with schools, attending churches, setting up extracurricular activities) and social relationships (setting up playdates, transporting children to social activities), and model/teach coping and other key life skills. Thus, it is unlikely that treatments that work well for adolescents and adults can simply be extended downward; children may need a more developmentally informed treatment approach.

In this book we present family-focused treatment for childhood depression (FFT-CD), which was designed specifically to address the developmental needs of school-aged children and their parents. The emphasis is on fostering positive and supportive parent–child interactions that scaffold the development of a positive self, helping parents provide the child additional positive feedback on their developmentally appropriate achievements, and enhancing family and child coping. Through providing a background on childhood depression, giving a step-by-step description of this intervention approach, and illustrating its implementation with case examples, we hope to enhance work with depressed children and strengthen their families to move forward.