PSY 7-2
Your presentation on a specific topic related to childhood disorders should contain 10 to 15 visually appealing slides that address the following critical elements:
I. Define Your Position:
a. What is the topic? Provide an overview of the disorder. What are the causes and symptoms, and how is it diagnosed?
b. What is your thesis-driven argument regarding the topic?
c. What logical and appropriate assertions support your topic?
d. What precisely selected research can be referenced to support your assertions, and vice versa?
II. Evaluate Issues, Challenges, Problems, Treatments, Opportunities, and Solutions:
a. Describe issues related to the topic—misdiagnosis, over-diagnosis, stigmatization, etc.
b. Analyze challenges posed to children or teens, and their families.
c. Assess additional problems associated with the disorder (without yet devising solutions, for that is to come).
d. Describe treatments and methods of care available.
e. Analyze opportunities for caregivers.
III. Conclude With the Most Up-to-Date Research:
a. Identify the most recent understanding of how to move forward regarding the topic.
b. Describe what can be done now.
c. Estimate what will hopefully be learned in the future.
Your presentation on a specific topic related to childhood disorders should contain 10 to 15 visually appealing slides that address the following critical elements:
TOPIC: DEPRESSIVE DISORDER
I. Define Your Position:
a. What is the topic? Provide an overview of the disorder. What are the causes and symptoms, and how is it diagnosed?
b. What is your thesis-driven argument regarding the topic?
c. What logical and appropriate assertions support your topic?
d. What precisely selected research can be referenced to support your assertions, and vice versa?
II. Evaluate Issues, Challenges, Problems, Treatments, Opportunities, and Solutions:
a. Describe issues related to the topic—misdiagnosis, over-diagnosis, stigmatization, etc.
b. Analyze challenges posed to children or teens, and their families.
c. Assess additional problems associated with the disorder (without yet devising solutions, for that is to come).
d. Describe treatments and methods of care available.
e. Analyze opportunities for caregivers.
III. Conclude with the Most Up-to-Date Research:
a. Identify the most recent understanding of how to move forward regarding the topic.
b. Describe what can be done now.
c. Estimate what will hopefully be learned in the future.
PLEASE SUBMIT THE ASSIGNMENT THE SAME WAY IT ON THE DOC.
Running head:
DEPRESIVE DISORDER
1
DEPRESIVE DISORDER BIBLIOGRAPHY 2
DEPRESIVE DISORDER
T’Erica Huff
Southern New Hampshire University
Belmaker, R. H., & Agam, G. (2008). Major depressive disorder. New England Journal of Medicine, 358(1), 55-68.
Belmaker in this journal tries to explore the major causes of major depressive disorder which has continued to increase and become paramount among people in the society. Looking at how the disorder has continued to increase among the adolescents and the old people, the author summarizes the study by focusing on the struggles these individuals goes through and attempts to look at the possible solutions to this disorder.
This resource is very relevant and important to my research work as it will allow me gain deeper insight of the disorder and help me draw a deeper understanding of this condition. It provides valuable information which will help me develop my research work and thesis statement. It will also help me draw a clear conclusion for my work.
Fava, M., & Kendler, K. S. (2000). Major depressive disorder. Neuron, 28(2), 335-341.
Fava, M draws his on research work as a completely-published analyst, also as a close study related to major depressive disorder, to determine and explain its causes, people mostly affected, it’s implications on the individuals and possible control measures. He goes on to state important assumptions which support the idea that this disorder has become a big challenge and there is need to try and control it. He pays particular emphasis on the neurological impacts of this disorder on individuals affected.
Thus, using this resource will greatly help me develop my research focusing mostly on the impacts of the disorder to individuals affected. The author has also used several other resources which will also help support my thesis statement and develop a strong discussion when developing my research work.
Otte, C., Gold, S. M., Penninx, B. W., Pariante, C. M., Etkin, A., Fava, M., Schatzberg, A. F. (2016). Major depressive disorder. Nature reviews Disease primers, 2(1), 1-20.
The authors have used data from Nature reviews Disease primers to test their research hypothesis that major depressive disorder is a prevalent among the adolescents, affecting their attitude, morals, and health status. They discover their hypothesis greatly supported major depressive disorder is high among the adolescents and greatly impact on the behaviors and attitude.
This resource is important while I develop my research work as it will allow me get a clear picture of the individuals mostly affected in the society and what are the side effects of developing this disorder. It will allow me draw a strong thesis statement and draw a clear picture of what major depressive disorder is and what are side effects on the adolescents. The resource also provides strong conclusion will also be of help to my research paper.
Ripke, S., Wray, N. R., Lewis, C. M., Hamilton, S. P., Weissman, M. M., Breen, G., & Heath, A. C. (2013). A mega-analysis of genome-wide association studies for major depressive disorder. Molecular psychiatry, 18(4), 497.
Using data on molecular psychology, the authors attempt to explain how major depressive disorder relates with the genome of affected individuals. The authors have used data from other articles to support their thesis statement and prove their hypothesis. They consider the behaviors of these individuals before and after the condition. They analyze the genetic make of these persons to determine how it relates or if it has any particular association with the disorder.
Using the information from this resource is important as it will help me gather in detail the various factors associated with the disorder. This information will also allow me develop a strong and well supported discussion to prove my hypothesis. It will also allow me gather enough insight of the condition which will allow me develop a good research paper.
Angst, J., Angst, F., & Stassen, H. H. (1999). Suicide risk in patients with major depressive disorder. The Journal of clinical psychiatry.
Bittner, A., Goodwin, R. D., Wittchen, H. U., Beesdo, K., Höfler, M., & Lieb, R. (2004). What characteristics of primary anxiety disorders predict subsequent major depressive disorder?. The Journal of clinical psychiatry.
Lewinsohn, P. M., Rohde, P., Klein, D. N., & Seeley, J. R. (1999). Natural course of adolescent major depressive disorder: I. Continuity into young adulthood. Journal of the American Academy of Child & Adolescent Psychiatry, 38(1), 56-63.
Running head: 2-2 Final Project Milestone One: Final Presentation Topic 1
2-2 Final Project Milestone One: Final Presentation Topic 3
T’Erica Huff
Southern New Hampshire University
A depressive disorder is experienced in both children and adolescents. It can be defined as a mood disorder or a mental health disorder that causes a persistent feeling of depressed mood, sadness, losing interest in activities, thus interfering with the daily functioning of a person’s everyday life. The depressive disorder has various causative agents such as social, biological, or psychological sources of distress. The continuous sadness in a person, therefore, leads to multiple symptoms characterized by changes in behavior and physical activities and characteristics. It also affects someone’s thoughts bringing about suicidal thoughts. Usually, it is treated with either talk therapy, medication, or a combination of both. The scope of depressive disorder is vast therefore, I will look at why the depressive disorder is common in adolescents and why most do not get helped inadequate time and thus leading to unfortunate incidents.
Adolescence is a period of self-discovery and changes from childhood to adulthood can be difficult. During this period, a person is exposed to a lot of changes and might, therefore, be in distress. Also, during this period, an adolescent is trying to figure out where they fit into society. Therefore, as the adolescent is struggling to cope up with everything around them, they undergo a lot of stress and might, therefore, require help from others who are experienced. The problem is that not a lot of people pay significant attention to their adolescents. A parent might notice a queer behavior in his/her child but will ignore it, believing it is just a stage and it will pass. Sometimes, adolescents also feel the pressure around them and would like to speak out, but after receiving a negative response, they decide to keep quiet. More so, an adolescent may be afraid or may feel it is of no significance to share their troubles because they may perceive it as being weak and therefore decide to act like everything is normal. These are some of the circumstances that make adolescents undergo depression on their own, leading to a depressive disorder that causes harm to them and is something that could be avoided.
Therefore, in my presentation, I will expand on the causes and propose some of how the situation can be handled. I will also talk to some of the teenagers as well as parents who have been affected by the issue. More so, I will also look at some of the articles as well as books that address the issue. Therefore, I will have adequate points to deliver my presentation on the topic effectively.
Final Project Milestone Three: Outline
4
2
Final Project Milestone Three: Outline
Final Project Milestone Three: Outline
T’Erica Huff
Southern New Hampshire University
Depressive Disorder
i. Thesis statement; Depressive disorder is a condition experienced in adolescents, mostly because of the developmental changes that they are undergoing.
ii. Assertions that support the thesis statement
· A depressive disorder is a mental health disorder/ mood disorder that brings about persistent feelings of depression and sadness. It is caused by either psychological, social, or biological sources of distress.
· Psychological distress refers to unpleasant emotions or feelings that disturb the normal functioning of a person. In teenagers, it can be caused by various factors such as a new day at school, victims of bullying, adverse school experiences, among others.
· Social distress can be defined as behaviors, conditions, or situations, which are social and are linked to psychological and physical strain. In teenagers, it can be caused by verbal abuse, not being able to make friends, not fitting in a particular group, among other things.
· Biological distress is caused because of matters of physiology. For example, in teenagers, adolescence is a period of development. During this time, there are a lot of hormones being released, including stress response hormones. More so, changes are happening in the body which sometimes tend to confuse the teenager. This might sometimes lead to depressive disorder.
iii. Evaluation of challenges of the disorder to the child and caregivers
· The disorder causes misunderstanding between the adolescent and the caregiver. While some caregivers might presume the signs and symptoms of the disorder to be a stage, others will presume it to be a lack of discipline and might end up escalating the situation further.
· The disorder also causes a breach of misunderstanding between the caregiver and the adolescent. Sometimes, adolescents with the disease tend to shy away from conversations, therefore, causing difficulties in communication between the adolescent and the caregiver.
iv. Evaluation of opportunities for treatment.
· Treating depressive disorder incorporates a number of elements. There is the use of medications, depending on how severe the disease is. Mostly, the medication is of antidepressants to help reduce depression. Some of the antidepressants used are Selective serotonin reuptake inhibitors (SSRIs), such as citalopram and fluoxetine.
· Also, changes in lifestyle through behavioral therapy. This can include getting plenty of exercises and sleeping well while eating right.
v. Summary
Current research shows that the disorder is prevalent in adolescents as compared to children. More so, if not treated, the disorder can extend to adulthood and negatively affect the entire life of the patient. Furthermore, sometimes, the disorder leads to the suicide of the patient or the patient having self-harm. For now, it is important to help reduce the disorder in teenagers and to help them undergo the changes smoothly. It is also important to understand teenagers.
References
Angst, J., Angst, F., & Stassen, H. H. (1999). Suicide risk in patients with major depressive
disorder. The Journal of clinical psychiatry.
Belmaker, R. H., & Agam, G. (2008). Major depressive disorder. New England Journal of
Medicine, 358(1), 55-68.
Bittner, A., Goodwin, R. D., Wittchen, H. U., Beesdo, K., Höfler, M., & Lieb, R. (2004).
What characteristics of primary anxiety disorders predict subsequent major depressive
disorder?. The Journal of clinical psychiatry.
Fava, M., & Kendler, K. S. (2000). Major depressive disorder. Neuron, 28(2), 335-341.
Lewinsohn, P. M., Rohde, P., Klein, D. N., & Seeley, J. R. (1999). Natural course of
adolescent major depressive disorder: I. Continuity into young adulthood. Journal of
the American Academy of Child & Adolescent Psychiatry, 38(1), 56-63.
Otte, C., Gold, S. M., Penninx, B. W., Pariante, C. M., Etkin, A., Fava, M., Schatzberg, A.
F. (2016). Major depressive disorder. Nature reviews Disease primers, 2(1), 1-20.
Ripke, S., Wray, N. R., Lewis, C. M., Hamilton, S. P., Weissman, M. M., Breen, G., &
Heath, A. C. (2013). A mega-analysis of genome-wide association studies for major
depressive disorder. Molecular psychiatry, 18(4), 497.
Running head: DEPRESSIVE DISORDER 1
DEPRESSIVE DISORDER 8
Depressive Disorder
Student Name
Institutional Affiliations
Depressive Disorder
Overview of Depressive Disorder
A depressive disorder is a mental disorder characterized by severe irritability or sadness that interferes with the functioning of the person or causes significant distress (Thapar, A., Pine, D., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A., 2017). A depressive disorder is experienced not only in adults but also in children and adolescents. In children and adolescents, there are three types of depressive disorder; there is major depressive disorder, disruptive mood dysregulation disorder, and persistent depressive disorder also known as dysthymia (Thapar, A., Pine, D., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A., 2017). The cause of depression in adolescents and children is yet to be established. However, it is believed that depressive disorder can be caused by risk factors that are genetically determined interacting with environmental stress such as deprivation in early life.
The manifestation of depressive disorder in adolescents and children is linked with the typical concerns of the age group, such as playing and school work (Long et al., 2019). For example, when a playful child or a social teenager suddenly withdraws from society, stops playing and interacting with others, it would be essential to consider depressive disorder. For children and adolescents having an intellectual disability, the depressive disorder may manifest through behavioral disturbances and somatic symptoms. As earlier mentioned, there are three types of depressive disorder with each having specific signs and symptoms.
Some of the manifestations of disruptive mood dysregulation disorder are irritability and temper outbursts that are recurrent and severe. Furthermore, the symptoms have to happen in two out of the three settings; home, school and with peers. There is also the major depressive disorder that often occurs after puberty. This one has various manifestations such as losing interest in most of the activities almost daily, in a period of two weeks, and also, inappropriate guilt, feelings of worthlessness, suicidal ideation and recurrent death thoughts. Lastly, is the persistent depressive disorder. In such cases, the person may either have a huge appetite or poor appetite, insomnia or hyposomnia, fatigue or low energy amongst others.
Diagnosing a depressive disorder includes evaluating the signs mentioned above and symptoms as well as with the outlined criteria (Prinstein, M. J., Youngstrom, E. A., Mash, E. J., & Barkley, R. A., 2019). Moreover, for more information about the behavior of the child or the adolescent, interviews with the parents, friends as well as teachers and the child are conducted. This gives the professional further information on the history of the patient in order to make an accurate diagnosis. Also, other laboratory tests are conducted to exclude other disorders with similar symptoms. After the diagnosis of the depression, further analysis is carried out on the social and family setting on the patient to identify issues that may have triggered the depression. I believe that to treat the depressive disorder, psychotherapy is essential, not only for the patient but also for the family as well, the family should also receive psychotherapy.
Causes and interventions of Depressive disorder
As earlier discussed in the overview, the exact cause of the depressive disorder is unknown. However, it is believed that the interaction of various risk factors leads to the development of depressive disorders. Some of the risk factors contributing to the development of the depressive disorder in children as well as adolescents include genetics, and the brain having chemical imbalancements (Long et al., 2019). Also, the history and environment of the child contribute to the development of the depressive disorder in the person. For example, a child who grew up having a poor relationship with parents, being a victim of sexual abuse, having past trauma has a higher probability of having depression disorder. Also, a child born in a family with a history of personality disorder has a high likelihood of suffering from a depressive disorder.
Treatment of depressive disorder includes psychotherapy, antidepressants, and joint measures directed at the school and family which in some cases are termed as lifestyle changes (Prinstein, M. J., Youngstrom, E. A., Mash, E. J., & Barkley, R. A., 2019). Psychotherapy, also known as talk therapy, the patient is educated by the therapist on the specific depressive disorder that he or she is suffering from and offers strategies to help cope up with the symptoms. Therapy may involve behavioral therapy, interpersonal therapy, supportive counselling, as well as behavioral management problems. In situations where the child is a threat to their personal safety, the child or adolescent may be required to stay in a psychiatric hospital. For medication, the psychiatrist may prescribe for the patient antidepressants, stimulants, or antipsychotic medication to stabilize the mood of the patient. For lifestyle changes, both the school and family are involved. The patient is being helped to change their lifestyle to one that is healthier, for instance, exercising, having a healthy diet, proper sleep and stress management.
Summary
The depressive disorder affects the general lifestyle of a child, be it an adolescent, a pre-adolescent or a young child. It has no known cause; however, there are risk factors that trigger the development of the disease. The disease is treated in conjunction with three procedures, psychotherapy, medication and lifestyle changes. However, I believe that to make the treatment more effective; the family should also be involved in psychotherapy. This is due to the fact that the depression disorder has affected not only the child but also the entire family. Moreover, if the child was suicidal, it might lead to the family being overly cautious near the child or marginalizing the child and taking it as a point of weakness, therefore, making the intervention to be of no value. The family needs to cope up with the child and undergo therapy to foster a positive and favorable environment for the treatment of the depressive disorder. This will quicken the treatment and prevent the disorder from happening in any other family member as well.
References
Long, E. E., Griffith, J. M., Haraden, D. A., Jivanjee‐Shakir, F. F., Schweizer, T. H., & Hankin,
B. L. (2019). Depressive Disorders in Childhood. The Encyclopedia of Child and
Adolescent Development, 1-12.
Prinstein, M. J., Youngstrom, E. A., Mash, E. J., & Barkley, R. A. (Eds.). (2019). Treatment of
disorders in childhood and adolescence. Guilford Publications.
Thapar, A., Pine, D., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2017).
Rutter’s child and adolescent psychiatry. John Wiley & Sons. P874-892