Exceptionality
Name
Emotional:
Depression
AKA:
Major
depression
Major
depressive
disorder
Clinical
depression
Definition &
AB Educ. Code
- Feelings of severe
despondency and dejection.
- It is an internalizing disorder
that involves a childs feelings,
thoughts and behaviours,
exhibits chronic and pervasive
behaviours that interfere with
the learning and safety of the
student/child, other
students/children and staff.
It is characterized by
symptoms such as persistent
feelings of sadness,
hopelessness, dejection and
guilt; withdrawal from
activities and people; poor
concentration; lack of energy;
inability to sleep; weight loss
or gain; anxiety, irritability or
agitation; and/or thoughts of
death or suicide.
- It may be caused by a loss, by
genetic or biochemical factors,
or by past or ongoing trauma.
Students with disabilities are
as vulnerable to depression as
the general population.
-There is no one cause for
depression, research suggests
a dynamic and complex
interplay between several
factors.
Coding: 30, 42, 53
(ECS: Code 30; Grades 112:
Code 53)
Characteristics &/or Observable
Behaviours
Changes in: feelings, physical
health, thinking & behaviour.
These changes can manifest
themselves as:
-Extended periods of excessive
sadness, feelings of hopelessness,
or crying.
-Loss of interest in activities.
-Sleep problems (too much or too
little).
-Change in appetite. Lack of energy
or excessive fatigue.
-Feelings of worthlessness or guilt.
-Difficulties thinking or
concentrating.
-Increased irritability or anger.
-Physical violence toward other
persons and/or physical
destructiveness toward the
environment
-Somatic complaints (This Stomachaches, nausea, headaches, body
aches or vague complaints).
-Preoccupation with death.
Social withdrawal. Note: The most
important symptoms to watch for
in children are irritability and
somatic complaints.
-Inability to establish or maintain
satisfactory relationships with
peers or adults.
-Inappropriate behaviour or
feelings under ordinary conditions
-fears associated with personal or
school problems
Teaching Strategies &
Resources
Teachers can play an important
role by observing the warning
signs and creating a school
environment that is sensitive to
the needs of children with
depression.
1. Communicate with parents to
discuss strategies for helping
children learn and feel better.
2. Invite children to share their
feelings and create routine
opportunities for reflecting on
and sharing their feelings (e.g.,
circle time or journal writing).
3. Refer children to and
encourage children to use the
PEERS feelings strategies.
4. Be consistent with routines and
use visual schedules.
5. Focus on the positive.
6. Create opportunities for
healthy living.
7. Teach shortterm goalsetting
for academic work.
8. Build a support network by
promoting peer assistance.
9. Record unusual behaviours
(e.g., in a log) and communicate
concerns with mental health
professionals (e.g., school
counselor).
10. A welldesigned classroom:
layout, movability, etc.
Links &/or Sources
Canadian Mental Health Association:
Children, youth and depression. (n.d.).
Retrieved from Canadian Mental
Health Association: mental health for
all website:
http://www.cmha.ca/mental_health
/children-anddepression/#.VLqg4CvF-So
PEERS Program Mental Health
Roundtable Session for Teachers:
Depressive symptoms in children [fact
sheet]. (n.d.). Retrieved from
http://www.psych.ualberta.ca/~hoglu
nd/PEERSlab/assets/peersroundtable-depressive-symptoms.pdf
strategy for teaching self-advocating
student with depression
http://www.learnalberta.ca/content/i
nspb2/html/supporting_positive_beha
viour_orange.pdf
Medical/Disability Information for
Classroom Teachers
http://www.learnalberta.ca/content/i
nmdict/html/depression.html
Supporting positive behaviours in
Alberta schools
http://www.learnalberta.ca/content/i
nspb2/html/supporting_positive_beha
viour_orange.pdf
Special Education Coding Criteria
http://education.alberta.ca/media/87
08251/spedcodingcriteria_20122013.pdf
Characteristics &/or Observable Behaviours
-difficulty accepting the realities of personal responsibility and
accountability
- displays chronic, extreme with a severe and pervasive behaviours
and requires close and constant adult supervision. ( can significantly
interfere with both learning and safety)
-could have a diagnosis of: conduct disorder, schizophrenia, bi-polar
disorder, OCD.
- may display self-stimulation or self-injurious behaviour
Teaching Strategies & Resources
11. Establish an I need a break system. Refer to pg. 13 of Supporting
positive behaviours in Alberta schools
12. Establish High levels of structure and routine
The student may require a diagnosis from a psychiatrist, registered
psychologist or a developmental pediatrician.
These can help you establish and maintain an emotional/behaviour plan
To be clinically depressed you need to exhibit at least 5 symptoms
and have it persist for at least 2 weeks.
A child may have multiple symptoms of depression but not meet
criteria for clinical depression.
Some notable factors: Genetic rick, family history, psychological and
biological factors
Statistics
Depression in Young Children:
Clinical levels of depression are estimated to affect ~4% of young children. Depressive symptoms that do not meet clinical criteria are estimated to
affect ~15% of children. Depression often cooccurs with anxiety and also with externalizing disorders (e.g., ADHD, ODD, conduct disorder). Young
girls and boys show comparable rates of depression in childhood. Gender differences do not typically emerge until early adolescence.
http://education.alberta.ca/admin/supportingstudent/schoolleaders/stats/bycode.aspx
