PSY341H5 Lecture 8: Week 8 Depressive and Bipolar Disorders
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Symptoms of depression
•
Cognitive
•
Physiological and behavioural
•
Emotional
Watch the video clip
•
Dr. Aaron beck on depression
•
Depressed people significantly differed from the non-depressed
Overview of mood disorders
•
The spectrum runs from severe depression to extreme mania
•
DSM-5 divides mood disorders into two general categories:
•
Depressive disorders: extreme sadness, loss of pleasure/interest
•
Bipolar disorder: mood swings, state of sadness to high euphoria
Depression
•
A pervasive unhappy mood disorder
•
Children who are depressed cannot shake their sadness - interferes with their daily
routines, social relationships, school performance, and overall functioning
History
•
In the past, it was mistakenly believed that depression did not exist in children in a
form comparable to that in adults
•
We now know:
•
Children do experience recurrent depression
•
Depression in children is not masked, but rather may be overlooked
Anatomy of depression
•
Depression (symptom): feeling sad or miserable
•
Depression (syndrome): a group of symptoms that occur together more often than by
chance
•
Depression (disorder):
•
Major depressive disorder (MDD)
•
Dysthymic disorder depressed mood is generally less severe but with longer-
lasting symptoms (a year or more) and significant impairment in functioning
Depression in young people
• Almost all young people experience some symptoms of depression
• Suicide among teens is a serious concern
• 90% of youngsters with depression show significant impairment in daily functions
• More than sad: teen depression
• What is different?
• Watch the video clip
Depression and development
• Experience and expression of depression change with age
• In children under age 7 (as young as 3-5)
• Tends to be diffuse and less easily identified – Anaclitic depression (Spitz) –
infants
•Preschoolers
•School-age children
• Preteens - isolate themselves
Major depressive disorders
• Diagnosis in children
• Same criteria for school-age children and adolescents
• Depression is easily overlooked because other behaviors attract more attention
• Some features are more common in children and adolescents than in adults
•Reacting irritibly to minor events
Prevalence
• Between 2% and 8% of children age 4-18 experience MDD
• Depression is rare among preschool and school-age children (1-2%)
• The sharp increase in adolescence may result from biological maturation at puberty
interacting with developmental changes
Onset, course, and outcome
• Onset may be gradual or sudden
• Age of onset usually between 13 and 15 years • Average episode lasts eight months
• Most children eventually recover from initial episode, but the disorder does not go
away
•70% recurrence within 5 years
•1/3 develop bipolar disorder within 5 years of the depression
• Overall outcome is not optimistic
•
•More common in girls
•Before puberty it is very similar, but it then gets higher for females
Gender, ethnicity, and culture
•No gender differences until puberty; then, females are two to three times more likely
to suffer from depression
•Symptom presentation is similar for both sexes, although correlates of depression
differ for the sexes
•Physical, psychological, and social changes are related to the emergence of sex
differences in adolescence
Coping styles and depression
• Is Distraction a Bad Thing?
• Action-oriented coping style versus ruminative coping style
• What are the pros and cons of using distraction to cope with depression?
• What do you think would happen if you consistently use distraction when
feeling depressed
•Running away from the problem
Activity
• Write about a time when you felt depressed. What happened?
• What were your thoughts, feelings, and how did you behave?
• What made you feel better?
•
Psychological theories of mood disorders
•Behavioural Theories
• Learned helplessness theory
•Cognitive Theories
• Aaron Beck’s Theory
• Reformulated learned helplessness theory
• Ruminative response styles theory
•Psychodynamic Theory
•Interpersonal Theories
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
• Watch the video clip
Cognitive theories
• Focus on relationship between negative thinking and mood
• Emphasize “depressogenic” cognitions
• Hopelessness theory
Cognitive theories
• Beck’s cognitive model: depressed individuals make negative interpretations about
life events
• Biased and negative beliefs are used as interpretive filters for understanding
events
• Three areas of cognitive problems
Cognitive biases and distortions
•Selective attentional biases
•Feelings of worthlessness, negative beliefs, attributions of failure, self-critical and
automatic thoughts
•Depressive ruminative style, pessimistic outlook, and negative self-esteem
•Negative thinking and faulty conclusions generalized across situations, hopelessness,
and suicidal ideation
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
•
Reformulated learned helplessness
• Attributional style and depression: People who attribute negative events to internal,
stable, and, global causes are more likely than other people to experience learned
helplessness deficits following such events and are thus predisposed to depression
Bipolar disorder
• Features a striking period of unusually and persistently elevated, expansive, or
irritable mood, alternating with or accompanied by one or more major depressive
episodes
• Elation and euphoria can quickly change to anger and hostility if behavior is
impeded
• May be experienced simultaneously with depression
Bipolar disorder in young people
• Young people with BP display:
• Significant impairment in functioning, including previous hospitalization, MDD,
medication treatment, co-occurring disruptive behavior, and anxiety disorders
• History of psychotic symptoms and suicidal ideation/ attempts are common
Bipolar disorder symptoms
• Symptoms include restlessness, agitation, sleeplessness, pressured speech, flight of
ideas, racing thoughts, sexual disinhibition, surges of energy, expansive grandiose
beliefs
The diagnosis of mania
• Mr.jones
Bipolar disorder mania in young people
•Youngsters with mania may present with atypical symptoms – volatile and erratic
changes in mood, psychomotor agitation, and mental excitation
•Classic symptoms for children with mania include pressured speech, racing thoughts,
and flight of ideas
Video clip: raising sadie
• A mother describes her experience raising her BP daughter
BREAK
Depression and suicide
• Most youngsters with depression think about suicide, and as many as one-third who
think about it, attempt it
• Worldwide, the strongest risk factors are having a mood disorder and being a
young female
• Ages 13 and 14 are peak periods for a first suicide attempt by those with
depression
Suicide
• The suicide of tyler clementi
• Watch the video clip
Discussion
• Rate of suicide among 15- to 24-year-old youth has increased dramatically in the past
40 years.
• How does contemporary culture differ from that of your parents and grandparents
with respect to specific factors contributing to the rise in suicide rates among the
young?
Treatment of depression
• Fewer than half of children with depression receive help for their problem
• Rates vary by racial/ethnic background
• Cognitive-behavioral therapy (CBT)
• Has shown the most success in treating children and adolescents with
depression
Aaron beck
• Errors in thinking and depression
•
Activity: cognitive distortions
• Think of a situation in which you may engage in this thinking error
• Develop a brief skit that illustrates this thinking error to the rest of the class
• What could someone else say in this situation that would point out and correct the
thinking error?
•1) All-or-Nothing Thinking 2) Overgeneralization 3) Mental Filter 4) Disqualifying the
Positive 5) Jumping to Conclusions 6) Emotional Reasoning 7) Personalization
Treatment of depression
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focuses on improving interpersonal communication and has also been effective
• Psychopharmacological treatments
• With the exception of SSRIs, which have problematic side effects, medications
have been less effective than CBT and IPT-A
Psychosocial interventions
• Behavior therapy
• Focuses on increasing pleasurable activities and events, and providing the
youngster with the skills necessary to obtain more reinforcement
• Cognitive therapy
• Teaches depressed youngsters to identify, challenge, and modify negative
thought processes
Activity
• The polar bear: try to pose for yourself this task, not to think of a polar bear, what
happens?
Psychosocial interventions
• Cognitive-behavioral therapy (CBT)
• Most common form of psychosocial intervention combining behavioral and
cognitive therapies
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focus is on depressive symptoms and social context in which they occur
Medications
•Tricyclic antidepressants consistently fail to demonstrate any advantage over placebo
in treating depression in youth
•SSRIs (e.g., Prozac, Zoloft, and Celexa) are the most commonly prescribed medications
for treating childhood depression
•Up to 60% of depressed youngsters respond to placebo
Prevention
•CBT and interpersonal psychotherapy are most effective at lowering the risk for
depression and for preventing recurrences
•School-based initiatives may provide a comprehensive program to enhance protective
factors in the environment and to develop young people’s individual resiliency skills
Treatment for bipolar disorder
•There is no cure for BP
• A multimodal plan includes:
•Monitoring symptoms closely
•Educating the patient and the family
•Matching treatments to individuals
•Administering medication, e.g., lithium
•Addressing symptoms and related psychosocial impairments with
psychotherapeutic interventions
Week 8: Depressive and Bipolar Disorders
Monday, November 5, 2018
12:54 PM
Symptoms of depression
• Cognitive
• Physiological and behavioural
• Emotional
Watch the video clip
• Dr. Aaron beck on depression
•Depressed people significantly differed from the non-depressed
Overview of mood disorders
• The spectrum runs from severe depression to extreme mania
•DSM-5 divides mood disorders into two general categories:
•Depressive disorders: extreme sadness, loss of pleasure/interest
• Bipolar disorder: mood swings, state of sadness to high euphoria
Depression
• A pervasive unhappy mood disorder
• Children who are depressed cannot shake their sadness - interferes with their daily
routines, social relationships, school performance, and overall functioning
History
• In the past, it was mistakenly believed that depression did not exist in children in a
form comparable to that in adults
•We now know:
• Children do experience recurrent depression
• Depression in children is not masked, but rather may be overlooked
Anatomy of depression
•Depression (symptom): feeling sad or miserable
•Depression (syndrome): a group of symptoms that occur together more often than by
chance
•Depression (disorder):
• Major depressive disorder (MDD)
•
Dysthymic disorder depressed mood is generally less severe but with longer-
lasting symptoms (a year or more) and significant impairment in functioning
Depression in young people
•
Almost all young people experience some symptoms of depression
•
Suicide among teens is a serious concern
•
90% of youngsters with depression show significant impairment in daily functions
•
More than sad: teen depression
•
What is different?
•
Watch the video clip
Depression and development
•
Experience and expression of depression change with age
•
In children under age 7 (as young as 3-5)
•
Tends to be diffuse and less easily identified – Anaclitic depression (Spitz) –
infants
•
Preschoolers
•
School-age children
•
Preteens - isolate themselves
Major depressive disorders
•
Diagnosis in children
•
Same criteria for school-age children and adolescents
•
Depression is easily overlooked because other behaviors attract more attention
•
Some features are more common in children and adolescents than in adults
•
Reacting irritibly to minor events
Prevalence
•
Between 2% and 8% of children age 4-18 experience MDD
•
Depression is rare among preschool and school-age children (1-2%)
•
The sharp increase in adolescence may result from biological maturation at puberty
interacting with developmental changes
Onset, course, and outcome
•
Onset may be gradual or sudden
•
Age of onset usually between 13 and 15 years • Average episode lasts eight months
•
Most children eventually recover from initial episode, but the disorder does not go
away
•
70% recurrence within 5 years
•1/3 develop bipolar disorder within 5 years of the depression
• Overall outcome is not optimistic
•
•More common in girls
•Before puberty it is very similar, but it then gets higher for females
Gender, ethnicity, and culture
•No gender differences until puberty; then, females are two to three times more likely
to suffer from depression
•Symptom presentation is similar for both sexes, although correlates of depression
differ for the sexes
•Physical, psychological, and social changes are related to the emergence of sex
differences in adolescence
Coping styles and depression
• Is Distraction a Bad Thing?
• Action-oriented coping style versus ruminative coping style
• What are the pros and cons of using distraction to cope with depression?
• What do you think would happen if you consistently use distraction when
feeling depressed
•Running away from the problem
Activity
• Write about a time when you felt depressed. What happened?
• What were your thoughts, feelings, and how did you behave?
• What made you feel better?
•
Psychological theories of mood disorders
•Behavioural Theories
• Learned helplessness theory
•Cognitive Theories
• Aaron Beck’s Theory
• Reformulated learned helplessness theory
• Ruminative response styles theory
•Psychodynamic Theory
•Interpersonal Theories
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
• Watch the video clip
Cognitive theories
• Focus on relationship between negative thinking and mood
• Emphasize “depressogenic” cognitions
• Hopelessness theory
Cognitive theories
• Beck’s cognitive model: depressed individuals make negative interpretations about
life events
• Biased and negative beliefs are used as interpretive filters for understanding
events
• Three areas of cognitive problems
Cognitive biases and distortions
•Selective attentional biases
•Feelings of worthlessness, negative beliefs, attributions of failure, self-critical and
automatic thoughts
•Depressive ruminative style, pessimistic outlook, and negative self-esteem
•Negative thinking and faulty conclusions generalized across situations, hopelessness,
and suicidal ideation
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
•
Reformulated learned helplessness
• Attributional style and depression: People who attribute negative events to internal,
stable, and, global causes are more likely than other people to experience learned
helplessness deficits following such events and are thus predisposed to depression
Bipolar disorder
• Features a striking period of unusually and persistently elevated, expansive, or
irritable mood, alternating with or accompanied by one or more major depressive
episodes
• Elation and euphoria can quickly change to anger and hostility if behavior is
impeded
• May be experienced simultaneously with depression
Bipolar disorder in young people
• Young people with BP display:
• Significant impairment in functioning, including previous hospitalization, MDD,
medication treatment, co-occurring disruptive behavior, and anxiety disorders
• History of psychotic symptoms and suicidal ideation/ attempts are common
Bipolar disorder symptoms
• Symptoms include restlessness, agitation, sleeplessness, pressured speech, flight of
ideas, racing thoughts, sexual disinhibition, surges of energy, expansive grandiose
beliefs
The diagnosis of mania
• Mr.jones
Bipolar disorder mania in young people
•Youngsters with mania may present with atypical symptoms – volatile and erratic
changes in mood, psychomotor agitation, and mental excitation
•Classic symptoms for children with mania include pressured speech, racing thoughts,
and flight of ideas
Video clip: raising sadie
• A mother describes her experience raising her BP daughter
BREAK
Depression and suicide
• Most youngsters with depression think about suicide, and as many as one-third who
think about it, attempt it
• Worldwide, the strongest risk factors are having a mood disorder and being a
young female
• Ages 13 and 14 are peak periods for a first suicide attempt by those with
depression
Suicide
• The suicide of tyler clementi
• Watch the video clip
Discussion
• Rate of suicide among 15- to 24-year-old youth has increased dramatically in the past
40 years.
• How does contemporary culture differ from that of your parents and grandparents
with respect to specific factors contributing to the rise in suicide rates among the
young?
Treatment of depression
• Fewer than half of children with depression receive help for their problem
• Rates vary by racial/ethnic background
• Cognitive-behavioral therapy (CBT)
• Has shown the most success in treating children and adolescents with
depression
Aaron beck
• Errors in thinking and depression
•
Activity: cognitive distortions
• Think of a situation in which you may engage in this thinking error
• Develop a brief skit that illustrates this thinking error to the rest of the class
• What could someone else say in this situation that would point out and correct the
thinking error?
•1) All-or-Nothing Thinking 2) Overgeneralization 3) Mental Filter 4) Disqualifying the
Positive 5) Jumping to Conclusions 6) Emotional Reasoning 7) Personalization
Treatment of depression
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focuses on improving interpersonal communication and has also been effective
• Psychopharmacological treatments
• With the exception of SSRIs, which have problematic side effects, medications
have been less effective than CBT and IPT-A
Psychosocial interventions
• Behavior therapy
• Focuses on increasing pleasurable activities and events, and providing the
youngster with the skills necessary to obtain more reinforcement
• Cognitive therapy
• Teaches depressed youngsters to identify, challenge, and modify negative
thought processes
Activity
• The polar bear: try to pose for yourself this task, not to think of a polar bear, what
happens?
Psychosocial interventions
• Cognitive-behavioral therapy (CBT)
• Most common form of psychosocial intervention combining behavioral and
cognitive therapies
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focus is on depressive symptoms and social context in which they occur
Medications
•Tricyclic antidepressants consistently fail to demonstrate any advantage over placebo
in treating depression in youth
•SSRIs (e.g., Prozac, Zoloft, and Celexa) are the most commonly prescribed medications
for treating childhood depression
•Up to 60% of depressed youngsters respond to placebo
Prevention
•CBT and interpersonal psychotherapy are most effective at lowering the risk for
depression and for preventing recurrences
•School-based initiatives may provide a comprehensive program to enhance protective
factors in the environment and to develop young people’s individual resiliency skills
Treatment for bipolar disorder
•There is no cure for BP
• A multimodal plan includes:
•Monitoring symptoms closely
•Educating the patient and the family
•Matching treatments to individuals
•Administering medication, e.g., lithium
•Addressing symptoms and related psychosocial impairments with
psychotherapeutic interventions
Week 8: Depressive and Bipolar Disorders
Monday, November 5, 2018 12:54 PM
Symptoms of depression
• Cognitive
• Physiological and behavioural
• Emotional
Watch the video clip
• Dr. Aaron beck on depression
•Depressed people significantly differed from the non-depressed
Overview of mood disorders
• The spectrum runs from severe depression to extreme mania
•DSM-5 divides mood disorders into two general categories:
•Depressive disorders: extreme sadness, loss of pleasure/interest
• Bipolar disorder: mood swings, state of sadness to high euphoria
Depression
• A pervasive unhappy mood disorder
• Children who are depressed cannot shake their sadness - interferes with their daily
routines, social relationships, school performance, and overall functioning
History
• In the past, it was mistakenly believed that depression did not exist in children in a
form comparable to that in adults
•We now know:
• Children do experience recurrent depression
• Depression in children is not masked, but rather may be overlooked
Anatomy of depression
•Depression (symptom): feeling sad or miserable
•Depression (syndrome): a group of symptoms that occur together more often than by
chance
•Depression (disorder):
• Major depressive disorder (MDD)
• Dysthymic disorder depressed mood is generally less severe but with longer-
lasting symptoms (a year or more) and significant impairment in functioning
Depression in young people
• Almost all young people experience some symptoms of depression
• Suicide among teens is a serious concern
• 90% of youngsters with depression show significant impairment in daily functions
• More than sad: teen depression
• What is different?
• Watch the video clip
Depression and development
• Experience and expression of depression change with age
• In children under age 7 (as young as 3-5)
• Tends to be diffuse and less easily identified – Anaclitic depression (Spitz) –
infants
•Preschoolers
•School-age children
• Preteens - isolate themselves
Major depressive disorders
• Diagnosis in children
• Same criteria for school-age children and adolescents
• Depression is easily overlooked because other behaviors attract more attention
• Some features are more common in children and adolescents than in adults
•Reacting irritibly to minor events
Prevalence
• Between 2% and 8% of children age 4-18 experience MDD
• Depression is rare among preschool and school-age children (1-2%)
• The sharp increase in adolescence may result from biological maturation at puberty
interacting with developmental changes
Onset, course, and outcome
• Onset may be gradual or sudden
• Age of onset usually between 13 and 15 years • Average episode lasts eight months
• Most children eventually recover from initial episode, but the disorder does not go
away
•
70% recurrence within 5 years
•
1/3 develop bipolar disorder within 5 years of the depression
•
Overall outcome is not optimistic
•
•
More common in girls
•
Before puberty it is very similar, but it then gets higher for females
Gender, ethnicity, and culture
•
No gender differences until puberty; then, females are two to three times more likely
to suffer from depression
•
Symptom presentation is similar for both sexes, although correlates of depression
differ for the sexes
•
Physical, psychological, and social changes are related to the emergence of sex
differences in adolescence
Coping styles and depression
•
Is Distraction a Bad Thing?
•
Action-oriented coping style versus ruminative coping style
•
What are the pros and cons of using distraction to cope with depression?
•
What do you think would happen if you consistently use distraction when
feeling depressed
•
Running away from the problem
Activity
•
Write about a time when you felt depressed. What happened?
•
What were your thoughts, feelings, and how did you behave?
•
What made you feel better?
•
Psychological theories of mood disorders
•Behavioural Theories
• Learned helplessness theory
•Cognitive Theories
• Aaron Beck’s Theory
• Reformulated learned helplessness theory
• Ruminative response styles theory
•Psychodynamic Theory
•Interpersonal Theories
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
• Watch the video clip
Cognitive theories
• Focus on relationship between negative thinking and mood
• Emphasize “depressogenic” cognitions
• Hopelessness theory
Cognitive theories
• Beck’s cognitive model: depressed individuals make negative interpretations about
life events
• Biased and negative beliefs are used as interpretive filters for understanding
events
• Three areas of cognitive problems
Cognitive biases and distortions
•Selective attentional biases
•Feelings of worthlessness, negative beliefs, attributions of failure, self-critical and
automatic thoughts
•Depressive ruminative style, pessimistic outlook, and negative self-esteem
•Negative thinking and faulty conclusions generalized across situations, hopelessness,
and suicidal ideation
Learned helplessness
• Depression results from a perceived absence of control over the outcome of a
situation
• Example: The Stanford prison experiment
•
Reformulated learned helplessness
• Attributional style and depression: People who attribute negative events to internal,
stable, and, global causes are more likely than other people to experience learned
helplessness deficits following such events and are thus predisposed to depression
Bipolar disorder
• Features a striking period of unusually and persistently elevated, expansive, or
irritable mood, alternating with or accompanied by one or more major depressive
episodes
• Elation and euphoria can quickly change to anger and hostility if behavior is
impeded
• May be experienced simultaneously with depression
Bipolar disorder in young people
• Young people with BP display:
• Significant impairment in functioning, including previous hospitalization, MDD,
medication treatment, co-occurring disruptive behavior, and anxiety disorders
• History of psychotic symptoms and suicidal ideation/ attempts are common
Bipolar disorder symptoms
• Symptoms include restlessness, agitation, sleeplessness, pressured speech, flight of
ideas, racing thoughts, sexual disinhibition, surges of energy, expansive grandiose
beliefs
The diagnosis of mania
• Mr.jones
Bipolar disorder mania in young people
•Youngsters with mania may present with atypical symptoms – volatile and erratic
changes in mood, psychomotor agitation, and mental excitation
•Classic symptoms for children with mania include pressured speech, racing thoughts,
and flight of ideas
Video clip: raising sadie
• A mother describes her experience raising her BP daughter
BREAK
Depression and suicide
• Most youngsters with depression think about suicide, and as many as one-third who
think about it, attempt it
• Worldwide, the strongest risk factors are having a mood disorder and being a
young female
• Ages 13 and 14 are peak periods for a first suicide attempt by those with
depression
Suicide
• The suicide of tyler clementi
• Watch the video clip
Discussion
• Rate of suicide among 15- to 24-year-old youth has increased dramatically in the past
40 years.
• How does contemporary culture differ from that of your parents and grandparents
with respect to specific factors contributing to the rise in suicide rates among the
young?
Treatment of depression
• Fewer than half of children with depression receive help for their problem
• Rates vary by racial/ethnic background
• Cognitive-behavioral therapy (CBT)
• Has shown the most success in treating children and adolescents with
depression
Aaron beck
• Errors in thinking and depression
•
Activity: cognitive distortions
• Think of a situation in which you may engage in this thinking error
• Develop a brief skit that illustrates this thinking error to the rest of the class
• What could someone else say in this situation that would point out and correct the
thinking error?
•1) All-or-Nothing Thinking 2) Overgeneralization 3) Mental Filter 4) Disqualifying the
Positive 5) Jumping to Conclusions 6) Emotional Reasoning 7) Personalization
Treatment of depression
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focuses on improving interpersonal communication and has also been effective
• Psychopharmacological treatments
• With the exception of SSRIs, which have problematic side effects, medications
have been less effective than CBT and IPT-A
Psychosocial interventions
• Behavior therapy
• Focuses on increasing pleasurable activities and events, and providing the
youngster with the skills necessary to obtain more reinforcement
• Cognitive therapy
• Teaches depressed youngsters to identify, challenge, and modify negative
thought processes
Activity
• The polar bear: try to pose for yourself this task, not to think of a polar bear, what
happens?
Psychosocial interventions
• Cognitive-behavioral therapy (CBT)
• Most common form of psychosocial intervention combining behavioral and
cognitive therapies
• Interpersonal Psychotherapy for Adolescent Depression (IPT-A)
• Focus is on depressive symptoms and social context in which they occur
Medications
•Tricyclic antidepressants consistently fail to demonstrate any advantage over placebo
in treating depression in youth
•SSRIs (e.g., Prozac, Zoloft, and Celexa) are the most commonly prescribed medications
for treating childhood depression
•Up to 60% of depressed youngsters respond to placebo
Prevention
•CBT and interpersonal psychotherapy are most effective at lowering the risk for
depression and for preventing recurrences
•School-based initiatives may provide a comprehensive program to enhance protective
factors in the environment and to develop young people’s individual resiliency skills
Treatment for bipolar disorder
•There is no cure for BP
• A multimodal plan includes:
•Monitoring symptoms closely
•Educating the patient and the family
•Matching treatments to individuals
•Administering medication, e.g., lithium
•Addressing symptoms and related psychosocial impairments with
psychotherapeutic interventions
Week 8: Depressive and Bipolar Disorders
Monday, November 5, 2018 12:54 PM