DEPRESSION IN CHILDREN -- CONTENTS -- PREFACE -- DYSLEXIA, CHILDREN AND DEPRESSION:RESEARCH EVIDENCE -- ABSTRACT -- INTRODUCTION -- METHODOLOGY -- Aim of the Study -- Sample -- Apparatus -- The interview process, Confidentiality, Informed consent and Personal disclosure -- Analysis -- RESULTS -- What is Dyslexia? -- What does it Mean to You -- Society's Reaction -- The Label -- Difference -- Feeling Different -- Being Unique -- It Defines Me -- Like an Alien in a Different Planet -- Sibling Comparison -- Thinking you were Adopted -- Being Labelled Early -- Humiliation, Schools and Teachers -- Humiliation -- How Schools and Teachers React -- Denying there was a Problem -- Not Fair -- The Wrong Support -- School Reports -- Good Teachers -- Resenting Teachers -- Supportive Dyslexic Parents -- Parents Helping with Homework -- Frustration and Anger -- Frustration -- Dealing with Intense Frustration -- It Feels so Unfair -- Anger -- Why Should I Bother? -- Labelled as Lazy -- Why Me -- Avoiding and Being the Class Clown -- Avoiding -- Being the Teachers Helper -- Clever Coping Strategies -- Getting others to do the Work -- Class-Clown -- Putting Off Homework -- Physical Symptoms -- Rebelling in the Classroom -- Getting others to do the Work -- Class-Clown -- Putting Off Homework -- Physical Symptoms -- Rebelling in the Classroom -- Truanting and Running Away from Home -- Not Truanting but Running Away from Home -- Running Away -- Getting Pregnant -- Faking being Ill -- Perfection -- Bullying -- Bullying by Teachers -- Bullied by Peers -- Going into a Bubble and Regression -- Bubble -- Sucking your Thumb -- Wetting Your Bed -- Why some Dyslexics get Depressed -- Depression and Dyslexia -- Why Dyslexics get Depressed -- Internalising -- Rejected by Society (Positive or Negative) -- Self-Harm and Suicide -- Anorexia -- Cutting -- Alcohol and Binge-Eating.

Planning Suicide -- Over-Dosing -- Post Traumatic Stress Disorder -- Feeling Inferior -- Crying -- DISCUSSION -- What is Dyslexia? -- Difference -- Humiliation, Schools and Teachers -- Frustration and Anger -- Avoiding and being the Class Clown -- Rebelling in the Classroom -- Frustration and Anger -- Avoiding and being the Class Clown -- Rebelling in the Classroom -- Truanting and Running away from Home -- Perfection -- Bullying -- Going into a Bubble and Regression -- Why some Dyslexics get Depressed -- Self-Harm and Suicide -- Post Traumatic Stress Disorder -- CONCLUSIONS -- What is needed? -- REFERENCES -- APPENDIX 1. IDENTIFYING DYSLEXIA IN CHILDREN (BDA, 2008) -- Persisting Factors -- Pre-School -- Pre-School Non-Language Indicators -- Primary School Age -- Primary School Age Non-Language Indicators: -- Aged 12 or Over -- Aged 12 or Over Non-Language Indicators -- DYSLEXIC CHILDREN AND DEPRESSION:EMPIRICAL EVIDENCE -- ABSTRACT -- DEFINITIONS -- Defining a Child -- Defining Depression -- What are the Symptoms of Depression? -- What Causes Depression? -- How do Children and Adolescents Experience Depression? -- Differential Diagnosis -- Persistence -- Defining Dyslexia -- Identifying Dyslexia in Children (British Dyslexia Association, 2008) -- Persisting Factors -- Pre-School -- Pre-School Non-Language Indicator -- Primary School Age -- Primary School Age Non-Language Indicators -- Aged 12 or Over -- Aged 12 or Over Non-Language Indicators -- THE EFFECTS OF SCHOOL -- Normality and School -- The Dyslexic Child at School -- Stress -- Anxiety -- Self-Esteem -- Peer Group -- Dyslexics Coping with School -- Task-Based Coping -- Emotional-Based Coping -- Avoidance-Based Coping -- DEPRESSION AND THE DYSLEXIC CHILD -- Self-Harm and Suicide -- Drug Abuse -- Post Traumatic Stress Disorder and Daily Hassles -- Self-Blame -- Perfectionism -- Bed-Wetting.

Stammering -- DYSLEXIC COPING MECHANANISMS -- Defence Mechanisms -- How Does Parenting Style and other Factors Make Individuals Choose BetweenEmotional and Behavioural Defensive Strategies? -- What Factors are Needed for Individuals to Move from Mature, to Immature andExtreme Emotional and Behavioural Responses in Dealing with Situations? -- Are Emotional and Behavioural Defensive Strategies Exclusive or can CombinedResponses be Found? -- Could the Decision to Choose Emotional or Behavioural Defence Mechanisms Happenat Childhood? -- How Dyslexic Defence Mechanisms (Ddms) Compare to those of other Researchers? -- DISCUSSION -- CONCLUSIONS -- REFERENCES -- DEPRESSION IN CHILDREN AND ADOLESCENTS -- ABSTRACT -- INTRODUCTION -- HISTORICAL CONTEXT OF DEPRESISON IN CHILDRENAND ADOLESCENTS -- A DEVELOPMENTAL FRAMEWORK FOR UNDERSTANDINGDEPRESSION IN CHILDREN AND ADOLESCENTS -- PREVALENCE OF DEPRESSION IN CHILDREN AND ADOLESCENTS -- NOSOLOGY OF CHILDHOOD AND ADOLESCENT DEPRESSION -- COMORBIDITY -- NATURAL COURSE OF DEPRESSION IN CHILDREN AND ADOLESCENTS -- Episode Duration -- Recurrence -- Other Psychiatric Outcomes -- CONSEQUENCES OF DEPRESSION IN CHILDREN AND ADOLESCENTS -- ETIOLOGY OF CHILDHOOD AND ADOLESCENT DEPRESSION -- Family-Genetic Factors -- Neurobiology -- Sleep Architecture and Electrophysiological Studies -- Neuroendocrine Studies -- Neuroimaging Studies -- Summary of Neurobiological Research -- Temperament and Personality -- Cognitive Vulnerability -- Cognitive Schemas and Information-Processing -- Attributional Style and Control-Related Beliefs -- Developmental and Gender Influences on Cognitive Vulnerability -- A Diathesis-Stress Model of Cognitive Vulnerability -- Environmental Factors -- Interpersonal Relationships -- Life Stress -- Coping with Stress -- AN INTEGRATIVE MODEL OF CHILDHOOD ANDADOLESCENT DEPRESSION.

ASSESSMENT OF DEPRESSION IN CHILDREN AND ADOLESCENTS -- TREATMENT AND PREVENTION OF DEPRESSION IN CHILDRENAND ADOLESCENTS -- Pharmacological Interventions -- Psychosocial Interventions -- Combined Pharmacological and Psychosocial Intervention -- SUMMARY AND FUTURE DIRECTIONS -- ACKNOWLEDGMENTS -- REFERENCES -- CHILDREN, DEPRESSION AND ESSENTIALFATTY ACIDS -- ABSTRACT -- INTRODUCTION -- DEPRESSION IN CHILDREN AND ADOLESCENTS -- ESSENTIAL FATTY ACIDS (EFA) -- COGNITIVE DEVELOPMENT AND EFAS -- Animal Studies -- Brain Composition of DHA and Risk Factors -- DEPRESSION, AGGRESSION AND EFAS -- Clinical Trials with EFAs in Adults -- Suicide Risk and Trends -- Mild Depression in Young People -- COMORBID DISORDERS/ ATTENTION DEFICITHYPERACTIVITY DISORDER -- Design and Methodology Issues -- BLOOD ANALYSES OF EFAS IN DEPRESSION AND COMORBIDDISORDERS/ADHD -- CONCLUSION -- REFERENCES -- DEPRESSION COMORBIDITY AMONG CHILDREN:POTENTIAL EXPLANATIONS, SHARED RISKFACTORS, AND DIRECTIONS FOR FUTURE RESEARCH -- ABSTRACT -- INTRODUCTION -- POSSIBLE EXPLANATIONS FOR CO-OCCURRING DEPRESSION ANDCONDUCT PROBLEMS -- Explanation 1: Depression Symptoms Confer Risk for Conduct Problems -- Explanation 2: Conduct Problems Confer Risk for Depressive Symptoms -- Explanation 3: Shared Risk Factors Account for Co-Occurring ConductProblems and Depression -- AN ALTERNATIVE MODEL FOR SHARED PROCESSES -- Autonomic Processes -- Prefrontal Cortical and Limbic System Processes -- Parent-Child Interactional Processes -- Implications of Applying this Framework -- GAPS IN THE LITERATURE AND DIRECTIONS FOR FUTURE RESEARCH -- Concurrent Consideration of Multiple Explanations -- Sex Differences -- Child × Context Interactions -- CONCLUSION -- ACKNOWLEDGMENT -- REFERENCES -- CONTROVERSIES IN CHILDHOOD ANDADOLESCENT DEPRESSION -- ABSTRACT -- INTRODUCTION -- EPIDEMIOLOGY -- PATHOGENESIS -- DIAGNOSIS.

PROGNOSIS -- TREATMENT -- EFFICACY OF NON-PHARMACOLOGICAL TREATMENT -- EFFICACY OF PHARMACOLOGICAL TREATMENT -- SAFETY OF PHARMACOLOGICAL TREATMENT -- TREATMENT ALGORITHM APPROACH FOR MDD IN CHILDRENAND ADOLESCENTS -- Stage 0 -- Diagnostic Assessment -- Assessment of Suicidal Tendencies -- Non-Medication Treatment Against Medication Treatment -- Stage 1 -- Use of SSRIs as Monotherapy -- Stage 2 -- Switch to Another SSRI as Monotherapy -- Add Another Drug to the SSRI Treatment -- Stage 3 -- Switch to Another Antidepressant as Monotherapy -- Stage 4 -- General Recommendations -- MDD Treatment in Children and Adolescents -- Acute Phase Treatment -- Continuation Phase Treatment -- Maintenance Phase Treatment -- PREVENTION -- FUTURE RESEARCH -- CONCLUSION -- REFERENCES -- THE RELATIVE LACK OF ATTENTION TODEPRESSION IN YOUNG CHILDREN:A 'SAD' STATE OF AFFAIRS -- ABSTRACT -- INTRODUCTION -- HISTORICAL OVERVIEW OF CHILDHOOD DEPRESSION -- CURRENT DIAGNOSTIC CRITERIA FOR CHILDHOOD DEPRESSION -- DSM -- DSM-PC -- DC: 0-3 -- Other Modified Criteria -- SUMMARY OF DIAGNOSTIC CRITERIA -- OTHER CONSIDERATIONS IN MAKING A DEPRESSIVE DISORDERDIAGNOSIS DURING CHILDHOOD -- Depression in Infancy -- Depression in Childhood and Adolescence -- Depression in Preschool Children -- Summary of Other Considerations -- ASSESSMENT AND TREATMENT OF CHILDHOOD DEPRESSION -- Assessment -- Rating Scales -- Clinical Interviews -- Other Measures -- Assessment Summary -- Treatment -- Psychodynamic Psychotherapy -- Cognitive-Behavioral Therapy -- Family-Focused Treatments -- Psychotropic Medications -- Treatment Summary -- CONCLUSION -- REFERENCES -- THE RELATIONSHIP BETWEEN DIMENSIONS OFPARENTING AND COGNITIVE AND INTERPERSONALVULNERABILITY FACTORS TODEPRESSION IN YOUTH -- INTRODUCTION -- METHODS -- Participants -- Procedure -- Measures -- RESULTS -- Descriptive Data.

Overview of Mediational Analyses.