Citation

Joshi SV, Jassim N, Mani N. Child Adolesc. Psychiatr. Clin. N. Am. 2019; 28(3): 349-362.

Affiliation

Lucile Packard Children's Hospital @ Stanford, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA.

Copyright

(Copyright © 2019, Elsevier Publishing)

DOI

10.1016/j.chc.2019.02.017

PMID

31076113

Abstract

In this article, the authors make a compelling case that all clinicians who treat youth with depressive disorders should embrace strategies to engage with school staff to best serve their patients in the classroom. Because these disorders have a high incidence in the school population (13% of US teens experienced at least 1 major depressive episode in 2016), this can affect learning, social interactions, and classroom engagement. Several approaches are highlighted for assessment of depressive symptoms, intervention and treatment in school settings, and prevention strategies, including depression education curricula and programs promoting subjective well-being, such as positive psychology and mindfulness.

Copyright © 2019 Elsevier Inc. All rights reserved.

Language: en

Keywords

Depression in schools; Depression prevention in schools; School-based mental health; Suicide prevention; Well-being promotion