Adolescent Depression1
Depression is a disease that afflicts the human psyche in such a way that the afflicted tend to act and react abnormally toward others and themselves. Adolescent depression is greatly under diagnosed, and leads to serious difficulties in school, and personal adjustment. The reason why depression is often overlooked in children is because children are not always able to express how they feel. Therefore, teachers should be trained in dealing with depressed youths, and to advise the parents of the child to seek professional treatment. School is the place where children spend most of their waking hours learning, socializing, and growing. A child needs to be mentally healthy in order to learn properly, and sometimes problems arise at home, with friends, or with themselves. These problems need to be noticed, and talked about. Teachers have to pay attention to adolescents' behavioral patterns, and work with the child on a one to one basis. The child can then open up and talk freely with the teacher about anything that is on their mind. Learning disabilities or conduct disorder can put a child in greater risk of depression. Therefore, treating one problem and ignoring the other will not help the child overcome their difficulti
The Food and Drug Administration is urging drug companies to do more research on the impact of antidepressants on children. If proven safe, more children can get help with psychiatric drugs (Koch 615). Currently, no medications are approved by the Food and Drug administration to treat depression in patients under the age of eighteen. Despite the lack of FDA approval, an increasing number of psychiatrists, and other importance of the dynamics of human interactions when conducting organizational behaviors. Educators need to be aware of the symbolic aspects of the school environment, as well as adolescents' and teachers' perceptions of how to learn, and how to teach. Greater understanding of the hidden curriculum will help them to achieve the goal of providing effective learning skills for students. In many communities, the only kids who can access mental health services are those who are deeply disturbed. Therefore, kids are more likely to talk to a school-based counselor because it is cheaper, it can be anonymous, and it is right there for a child to take advantage of (Koch 595). These school based programs also give schools less expensive and more immediate options for dealing with disruptive kids. Instead of punishing a child with detention, teachers can send the adolescent to an on site clinic to talk to someone. The best hope to prevent depression is to teach resilience training in schools. This will teach kids to be better able to handle disappointments and frustration (Koch 601). Through resilience, children will feel less overwhelmed, less stressed, and less worried about daily disturbances. When educators refer to a school curriculum, they have compact, consciously planned course objectives in mind. Their methods of organization are scientific, and focus on the lesson, not on the difference in children's learning patterns. In contrast, students experience an "unwritten curriculum" characterized by informality, and lack of conscious planning (Wren 595). Students with learning disorders who are thriving to achieve success, but may need a little help along the way, may feel that this compact curriculum is too fast paced for them. Teachers and administrators often underestimate the Teachers are a key factor in helping children out. They can model appropriate behavior, keep communication open and warm, and offer acceptance to those students who may seem "odd" because of their gift. They can act as mentors, and share insights from developmental specialists. In addition, they can be alert to the warning signs of depression, and take remedial action. No student should have to stuggle alone. A team es (Fassler 63). Family must also play a major role in helping their depressed adolescent. Until the last decade, the commonly held view has been that depression affected persons in their middle years, and did not occur in childhood or adolescence. A lot has changed in the past decade. Due to systematic followup studi
Some common words found in the essay are:
Children ADHD, , Zoloft Paxil, Disorder ADHD, Drug Administration, Food Drug, pay attention, depressed parents, hemisphere learning, learning disabilities, teachers pay attention, food drug administration, conduct disorder child, hemisphere learning disability, depression child, fassler 125, feel overwhelmed, depression kids, cerebral hemisphere, left hemisphere learning, coping tool,
Approximate Word count = 2001
Approximate Pages = 8 (250 words per page double spaced)
|
