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Evidence-Based Practice in School Mental HealthAddressing DSM-5 Disorders in Schools$
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James C. Raines

Print publication date: 2019

Print ISBN-13: 9780190886578

Published to Oxford Scholarship Online: August 2019

DOI: 10.1093/oso/9780190886578.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 15 November 2019

Depressive Disorders

Depressive Disorders

Chapter:
(p.216) 7 Depressive Disorders
Source:
Evidence-Based Practice in School Mental Health
Author(s):

Jacqueline Corcoran

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190886578.003.0007

This chapter reviews the literature on depression in youth. Prevalence rates, which increase in the middle and high school years, are discussed, as is the importance of addressing depression in youth. The school social worker’s role in assessment and prevention/intervention is explored given the current research status in the field. Targeted programs treating those who are at risk of depression are more effective than universal prevention, although these might be more difficult to deliver, given issues surrounding consent and potential stigma. Interventions shown to be effective for depressive disorders include cognitive-behavioral therapy and interpersonal therapy. A case study is provided.

Keywords:   assessment, adolescent/teen depression, child depression, cognitive-behavioral treatment, collaboration, depressive disorders, DSM-5, interpersonal therapy, prevalence, schools

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