DepressioDepressionn

DepressioDepressionn

Matt Sommerlad, Alicia Osland,Matt Sommerlad, Alicia Osland,Josh Jetson , Adrianne GayJosh Jetson , Adrianne Gay

CharacteristicsCharacteristics• Characteristics could be sorted into two

categories – Symptoms that directly affect the child – Symptoms that indirectly affect the child

• These symptoms have intellectual and cognitive implication

Directly Affecting Directly Affecting SymptomsSymptoms

Sensory:• Decreased sensation of taste and smell• Sensitivity to bright colours or colour dullness• Could be sensitive to physical touch

Social/ Behavioural:• Socially withdrawn• Feelings of hopelessness, sadness, worthlessness and guilt• Increased irritability and anger• Vocal outburst or crying• Increased sensitivity to rejection• Increased risk taking, tendency to be accident prone

Physical:• Tiredness, fatigue and energy loss• Aches and pains• Rapid weight gain/loss leading to eating disorders or obesity• Disturbed sleep patterns

Indirectly Affecting Indirectly Affecting SymptomsSymptoms

Communication• Withdrawal may lead to stunted communication skills, development of

pragmatics, • Take things more literal or conversely interpret everything as sarcasm• Tend to avoid eye contact and as such lose meaning in conversationSocial/ Behavioural:• Reduced ability to function during events• Loss of interest in extra curricula activities once enjoyed• Disruptive behaviour Physical:• Affect FMS in PE as they become less involved• Develop a negative attitude towards physical activity and result in

decreased fitness• Depending on stage of development could affect fine motor skills such as

handwriting as there is a tendency to give up on tasks easier

Intellectual ImpactsIntellectual Impacts• General withdrawal in all activities and learning

opportunities restricts learning• Working memory affected by anxiety and tiredness• Problems with concentration, attention and decision

making• Have a loss of meaning with tasks in class • Lack of motivation to work independently but also not

responsive working in groups• Have a negative self image and therefore stops them from

learning and may fall behind in class work – after falling behind in literacy/numeracy will effect all other subject areas (downward spiral)

• Missed work through misbehaviour• Difficulties with HOT tasks or complex activities

ResourcesResources• BLACK DOG BOOKS• “I had a Black Dog, his name was Depression” and

“Living with a Black Dog” – Mathew Johnstone• Gives practical advice that can also be used at home• Aimed at upper primary students, though the

pictures can be discussed and analysed at any stage• In the classroom:

– Take-home reader– English task– Creative Arts– Available in classroom

Resources cont..Resources cont..• Resource kits help with students’ self-esteem.• Self-esteem reduces the risk and severity of

Depression• Self-esteem helps build resilience to cope with

Depression• Some kits include:

– ‘Ready to go Self-Esteem: Ready to do Ideas and Activities Promoting Self-esteem across the learning areas’

– ‘ Helping Children to Build Self-Esteem: A Photocopiable Activities Book’

– ‘Feeling Like Crap: Young People and the Meaning of Self-Esteem’ (teenagers).

Resources cont..Resources cont..

• Websites are easily accessible for students, teachers and families

• Give insightful information about Depression, symptom checklists and ideas

• Some websites are:– Youth Beyond the Blue– Black Dog Institute– kidshealth.com (simple language,

colourful images) – Itsallright.com (Mp3 and ITunes

download)

Youth Beyond BlueYouth Beyond Blue

Black Dog InstituteBlack Dog Institute

Kids HealthKids Health

It’s AllrightIt’s Allright

Teaching and Teaching and Management Management

StrategiesStrategies• There are multiple management strategies

that can be used in the classroom to assist with children with depression.

• The first step to assist the child would be to meet with their parents/caregivers with the child and identify strengths, difficulties and strategies that will help the child.

• From the meeting a number of strategies can be developed, such as:– Praise and encouragement– Seating plan– Hands on activities– Supervised eating times– Lesson pace and lesson activities– Extrinsic rewards– Social activities and games– High social support in the classroom – class rules– Flexibility and negotiation– Breaking down tasks– Achievable activities

• By using these teaching and management strategies children with depression can find it easier to cope at school and continue to learn.

ConclusionConclusion• Symptoms affect the child

– directly and – indirectly

• Symptoms have intellectual impacts

• Black dog institute, internet sites, other books and kits are good resources for children

• Teaching strategies better identified with parent/student consultation

• A Variety of teaching strategies should be used

ReferencesReferences• Authur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2006). Classroom Management

Creating Positive Learning Environments (2nd Edition). Victoria: Thomson.• Black Dog Institute. (2009). Depression in Children. Retrieved 23 March, 2010, from

http://www.blackdoginstitute.org.au/public/depression/inchildren.cfm • Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest: Pearson Education Australia.• Dalgleish, T. (1999). Ready to go self-esteem: Ready to do ideas and activities promoting self-

esteem across the learning areas. Glebe: Blake Education.• Foreman, P. (2008). Inclusion in Action (2nd ed.). South Melbourne: Cengage Learning

Australia.• Kaslow, N.J. (2005). Cognitive and Cognitive Correlates of Depression in Children. Journal of

Abnormal Child Psychology, 1573-2835, 605-620. • Luxmoore, N. (2008). Feeling like crap: Young people and the meaning of self-esteem. London:

Jessica Kingsley Publishers Ltd.• Mathew Johnstone (2008). Living with a black dog: How to take care of someone with

depression while looking after yourself. Sydney: Pan Macmillan Australia.• Mathew Johnstone (2005). I had a Black dog his name was depression. Sydney: Pan Macmillan

Australia.• Minnesota Association for Children’s Mental Health (n.d.). Children’s Mental Health Fact Sheet

for the Classroom: Depression. Retrieved March 28, 2010, form http://www.esu1.org/dept/sped/psych/PDFFiles/Depression.pdf

• New South Wales Department of Education and Training. (2006). A Classroom Practice Guide - Quality Teaching in NSW Public Schools. Ryde: Department of Education and Training.

• Plumley. K (2009), Tips for handling depression in the classroom. Retrieved March 18, 2010, from http://specialneedseducation.suite101.com/article.cfm/tips_for_handling_depression_in_the_classroom

• Plummer, D. (2007). Helping children to build self esteem: A photocopiable activities book. London: Jessica Kingsley Publishers Ltd.

• Seligman, Martin, E., P. (1995). Courage and Depression. Boston Mass: Houghton Mifflin.• Woolfolk, A., & Margetts, K. (2007). Educational Psychology. Frenchs Forest: Pearson Education

Australia.