The Management of a Private Practice in Educational Therapy
Maxine Ficksman, Jane Utley Adelizzi in The Clinical Practice of Educational Therapy, 2017
Prior to the initial meeting I have asked to have any test reports that have already been done on the child, the individualized education plan (IEP) if there is one, grade reports, standardized test scores from school, and the form I have sent out. The background information I expect to receive is similar to the information that would form the basis of a good case study. It would include family members, IQ scores from previous formal assessments, standardized test scores, information on general health history and medications, current and previous diagnoses of illnesses, allergies, and conditions. A comprehensive history also includes diagnoses such as attention deficit disorder, dyslexia, Asperger’s, history of schooling, information about vision and hearing (including early ear infections), speech and language assessments if any. In today’s world, it would not be unusual for parents to share their concern about childhood depression and other conditions that impede one’s learning and functioning in daily life, especially in the classroom. I carefully examine this data to see what is there and what is missing. I formulate a list of questions that I wish to have answered. For example, if it is indicated that the child has seen a vision specialist and has been prescribed glasses, I ask the simple question, “Does she wear them?” The answers are often not what I expect.
Poverty and child health in developed countries
Nick Spencer, Sir Donald Acheson in Poverty and Child Health, 2018
Recent evidence from Canada105 and the UK118 demonstrates a steep negative gradient in a range of behaviour problems by income (see Figure 6.9). Enuresis, one of the most common behavioural and developmental problems of childhood, is linked with low socio-economic status.119 Attention deficit hyperactivity disorder (ADHD), an increasingly recognised and diagnosed problem of childhood, has been linked to low income,120 as have DSM-IITR psychiatric disorders.121Parker and co-workers characterised the process by which poor children suffer a higher prevalence of behavioural and developmental problems as ‘double jeopardy’: first, poor children are more likely to be exposed to risk factors which are positively correlated with adverse outcomes, and second, the effects of these risk factors tend to be greater than they are for non-poor children.122 One of these major risk factors is maternal depression, which is closely correlated with SES.105 Maternal depression has been linked with, among others, FTT in infancy, sleep problems, childhood depression and withdrawn and defiant behaviour in adolescence.122,123
Asthma 1
Len Sperry in Behavioral Health, 2013
Family dynamics involving asthma patients, especially parent–child relationships, are commonly studied by health researchers. Unfortunately, space does not allow more than the brief mention of a few of these studies. A particularly intriguing study involved children brought to a pediatric emergency room with and without asthma symptoms. The findings suggested that children with asthma were at risk for depression and that depression may worsen asthma severity. It was recommended that children with asthma in distressed families or high stress situations should be screened for depression, and that children with persistent asthma should be screened for depression and family relational distress. The study also found that family relational intervention was likely to be efficacious in the treatment of both childhood depression and asthma (Wood et al., 2006).
Disordered Eating Attitudes and Behaviors in Maltreated Children and Adolescents Receiving Forensic Assessment in a Child Advocacy Center
Published in Journal of Child Sexual Abuse, 2020
Timothy D. Brewerton, M. Elizabeth Ralston, Michelle Dean, Sarah Hand, Lisa Hand
All of these children and adolescents were invited to complete the following questionnaires as part of their assessment of disordered eating and traumatic stress: 1) Kids’ Eating Disorders Survey (KEDS) (Childress, et al., 1993; Childress, Jarrell et al., 1993), p. 2) Eating Disorders Inventory for Children (EDI-C) (Garner, 1991; Thurfjell et al., 2003), p. 3) Trauma Symptom Checklist for Children (TSC-C) (Briere, 1996), p. 4) Childhood Depression Inventory (CDI) (Kovacs,, 1992), and, p. 5) Adolescent Dissociative Experiences Scale (A-DES) (age ≥11 years only) (Smith & Carlson, 1996). For all children assessed aged 8 years and above, a non-offending parent or guardian was also asked to complete the following instruments: 1) Child Dissociative Checklist (CDC) (Putnam et al., 1993), and, p. 2) Child Behavior Checklist (CBCL): Parent Form (Achenbach & Edelbrock, 1981). Scoring for each instrument was conducted according to established and published procedures or protocols. In order to establish a more global measure of ED-related symptomatology, a mean of all EDI-C subscale scores (DT = drive for thinness, BUL = bulimia, BD = body dissatisfaction, INEF = ineffectiveness, PERF = perfectionism, IPD = interpersonal distrust, IA = interoceptive awareness, MF = maturity fears, ASC = asceticism, SI = social insecurity) was calculated, which we called the EDI-C mean. Similarly, we calculated the mean of all TSC-C subscale scores (ANG = anger; ANX = anxiety; DEP = depression; PTSD = posttraumatic stress disorder; DIS = dissociation, SC = sexual concerns) as a global measure of trauma-related symptomatology.
Development, preliminary validation and reliability testing of SEDA – Self-Efficacy in Daily Activities for children with pain
Published in Physiotherapy Theory and Practice, 2022
Sara Frygner-Holm, Helena Igelström, Ingrid Demmelmaier
Low self-efficacy may lead to symptoms of depression and anxiety (Bandura, 1997) and therefore these factors could have been important to assess. Both anxiety and depression are common in children experiencing chronic pain (Campo et al., 2004; Dufton, Dunn, and Compas, 2009; Kashikar-Zuck et al., 2008; Tran et al., 2016), and Bandura, Pastorelli, Barbaranelli, and Caprara (1999) demonstrated that low self-efficacy could be seen as an antecedent of childhood depression. Anxiety and depressive symptoms have been reported to correlate with low general self-efficacy (Carpino et al., 2014; Muris, 2002; Tahmassian and Jalali Moghadam, 2011). However, it is not clear whether high levels of depression and anxiety lead to low self-efficacy or if low self-efficacy results in high levels of depression and anxiety, since these studies do not allow for causal interpretations.
Time trends in the incidence of diagnosed depression among people aged 5–25 years living in Finland 1995–2012
Published in Nordic Journal of Psychiatry, 2019
Svetlana Filatova, Subina Upadhyaya, Kim Kronström, Auli Suominen, Roshan Chudal, Terhi Luntamo, Andre Sourander, David Gyllenberg
Depression is a leading cause of disability worldwide [1] and early diagnosis and treatment are essential to reduce the global burden of depression [2]. Community-based studies have reported a wide variability in the lifetime prevalence of depression from 4% to 45% [3]. Depression is relatively rare during childhood and the incidence increases after puberty [4], but depression during childhood and adolescence carries a high risk of recurrence [5,6]. The number of young persons with diagnosed depression who have used mental health services in the past 20 years has risen [7,8]. However, the number of studies on temporal changes in the incidence of diagnosed depression in this age group is small, but this information is important for planning of mental health services.
Related Knowledge Centers
- Apathy
- Cognitive Psychology
- Fatigue
- Irritability
- Major Depressive Disorder
- Sleep Disorder
- Somatic Nervous System
- Mental Disorder
- Sadness
- Signs & Symptoms