Prevention of Depression among Adolescents - Annotated Bibliography Example

Adolescence Depression Name Institution Adolescence Depression Arnarson, E. O., & Craighead, E. W. (2009). Prevention of depression among Icelandic adolescents. Behavior Research and Therapy, 47, 577-585. http://www.sciencedirect.com.ezproxy.apollolibrary.com/science/article/pii/S0005796709000825. pdf The article introduces an effective program that will assist in the prevention of dysthemia or depression reoccurrence. In carrying out this program, 171 fourteen-year-old adolescents were randomly picked for either a prevention program or a treatment assessment. The adolescents were reported as being at a risk since some shown symptoms of depression while others indicated a negative attitude on issues (Amarson & Craighead, 2009). The study focuses on enhancement of resilience in developing a psychological model in combating the existence of mood disorders among the adolescents. The participants in this study were ninth grade adolescents from Iceland. The participants’ ages ranged from 14 to 15 years. The composition of the participant was made of female (50.6%) and male (49.4%). The result of the study indicated that, out of 171 participants, 22 students dropped out prior to the posttest completion. The other 35 participants dropped out prior to half year follow-up assessment. The posttest results showed that new episode diagnosis of dysthemia or/and depression was about 2.5%. The half year follow-up results indicated that the initial episode diagnosis of dysthemia and depression was 13.3%. Mood disorders are the most burdensome and frequent disorders common among the adolescents. The prevention of the initial depression episode prevents the neurodevelopment dysfunction resulting to depression. The authors of this article and those of Australian Institute of Health and Welfare (2007) provides a strong theoretical evidence concerning the 14 and 15-year-olds as being the most vulnerable to adolescent depression. However, there is a contradiction as to why the trend is on the rise despite the fact that the ‘at risk’ group is known. Among the relevance of the article is helping in the prevention dysthemia and the reoccurrence of depression. The study provides a remedy in combating adolescent’s mood disorders through resilience enhancement by developing appropriate psychological models. The adolescents’ suicides have greatly been aggravated by mood disorders. McGuinness, T. M., Dyer, J.G., & Wade, E. H. (2012). Gender Differences in Adolescent Depression. Journal of Psychosocial Nursing and mental health services, 50 (12), 17-19. http://search.proquest.com.ezproxy.apollolibrary.com/docview/1221431890 The article point out that adolescent depression among the girls is higher in comparison to boys. This disparity can effectively be explained by using the vulnerability-stress model. The rumination tendency could also play a significant role in continuation and development of the depressive symptoms. The article suggests that, at age 18, about 12% adolescents in America display depressive disorder; two thirds of this population undergoes severe impairment. At age 15, the adolescent girls have a high likelihood of experiencing significant episodes of depression; a difference that persists to adulthood (McGuinness, 2012). Another cause of depression among the girls could be their interpersonal orientation styles. According to the article, McGuinness suggests that, rumination is an interpersonal risk, as well as, a cognitive error for depression. Here, the negative emotions have the ability of overwhelming an individual’s capacity of generating the required cognitions of reversing the negativity. For this reason, rumination is linked to severe depressive symptoms. The article mentions rumination as one of adolescence depression. This is a weak conclusion since rumination has been known to predict numerous trajectories of other general internalizing symptoms. In trying to advise the nurses in the psychiatric unit, the rumination argument is not fully valid. This study is relevant since it instructs on the employment of the cognitive vulnerability model, the model suggests that, a person with high cognitive vulnerability possesses a high possibility of being depressed in comparison to nonvulnerable individuals. The interpersonal stress model focuses on the role played by the interpersonal processes at the beginning and the course of depression. Nichols, J. (2011). Treating Adolescent depression with cognitive behavior therapy. Kai Tiaki Nursing New Zealand, 17 (8), 22-24. According to Nichols, depression is the commonest psychiatric disorder and ranks fourth among the major disease burden cause in the world. It also leads in causing suicide, of all the deaths in the world, suicide accounts for about one percent. The article further suggests that, the two most effective methods of treating depression are using the antidepressant medication and (CBT) cognitive behavior therapy. Nichols states that, when CBT is utilized alone, it has significant results and a long-term effect. It can protect against depression relapse. CBT is a complete approach in the treatment since it has an effect on one’s behavior, cognition, social factors, as well as, recognizing other environmental influences. According to the article, depression can be measured using (BDI-II) Beck Depression Inventory II. The BDI-II is utilized from ages 13 and above (Nichols, 2011). A case study carried out on Toby, who is at ‘Identity vs. Confusion’ stage indicates that his major concern is on how he is perceived by others. His task involves acquiring a place in the society, cultivating on strong self-identity and positive thinking in terms of his future while developing self confidence. CBT eliminates major thinking errors, which includes; Overgeneralization, filtering, mind reading, white and black thinking and personalization. The main weakness indicated through the usage of Beck Depression Inventory II is the fact that, it only detects the depression level of 13-year-olds and above those below this age and ‘at risk group’ cannot be assisted. By the time these individuals attain 13 years old; their depression condition will be severe or have already committed suicide. Wagner, K. D. (2011). Adolescent Depression. Psychiatric Annals, 207-208. Wagner addresses issue concerning the clinically significant topics about the response in predictors of treatment, how to manage suicidal behaviors, interventions that are a family based and the cognitive behavior therapy in adolescent depression. There is a 60% response rate while treating acute adolescent depression. One significant clinical question focuses on which individual will have a positive response towards the treatment. The patient’s characteristics towards his/her response to treatment are based on (CBT) cognitive behavior therapy and antidepressant for adolescent suffering from major depression. Some treatment response predictors include depression severity, increased levels of hopelessness, existing family conflicts, and comorbid anxiety (Wagner, 2011). The article point out that early treatment response predicts an increased remission rate and reduced rate of relapse. Depressed adolescents display suicidal behaviors. The risk factors for this behavior are; burdensomeness, over arousal, cases of social alienation and suicidal ideation. In managing the suicidal ideation, there should be a development of a safety plan. Other strategies of curbing the suicidal behavior are; inclusion of adolescents in activities, which could help the individual in dealing with the problem of social alienation. Cognitive behavior therapy helps the adolescents in acquiring skills on behavioral activation, cognitive restructure and solving of problems. This articles are useful in this research since the theories put across by Nichols concerning the treatment of adolescence depression by using Cognitive Behavioral Therapy has also been supported by Wagner, he argues that, the utilization of Cognitive Behavioral Therapy is high effective, as far as, adolescence depression is concerned. Wallis, A., Roeger, L., Milan, S., Walmsley, C., & Allison, S. (2012). Behavioural activation for the treatment of rural adolescents with depression. Australian Journal of Rural Health, 20, 95-96. The article indicates that there could be reduced effectiveness in the medication for depressed adolescent since some antidepressants could enhance the risk of suicidal behavior. In rural regions, there is a shortage of psychologists. In Australia, a psychological treatment that is gaining popularity is the behavioral activation (BA). (Wallis, Roeger, Milan, Walmsley, & Allison, 2012). BA is not as complex as the other depression therapies, therefore, many country practitioners are taught so that they can deliver to the depressed adolescents living in the rural regions. There is little evidence showing BA’s practical application in the Australian rural region and inability to access therapeutic manuals. In a recent pilot study carried out in South Australia’s south-eastern region, where the people in this area were provided with BA workbooks. The initial report gathered after this initiative indicated that, the respondents who saw the program to completion reported decreased depressive symptoms levels and the social workers spearheading the program realized that the material was helpful in structuring therapy. The theories put across by this article are weak since, young people in the rural areas continue to suffer from depression increasing cases of depression suicide yet the government can teach social workers how to apply Behavior Activation to ‘at risk’ group since the study indicates that BA is not as complex as other depression therapies. This article is useful in this research since the treatment helps the depressed people to re-engage in one’s live by focusing on activation strategies. The article states that, positive results in cognitive behavioral therapy are achieved through interventions that are mainly behavioral. The article is suggesting that in dealing with the adolescents behavioral conduct, the adolescents’ depression is effectively reduced. Literature Review Adolescence depression is among the highest youth killer disease in the world. According to Australian Institute of Health and Welfare (2007), a ratio of one in every four adolescents possesses a mental disorder; about 9% of individuals ranging from 16 to 24 years undergo extremely high degree of psychological distress. Majority of these cases in mental disorders is prevalent in an age bracket of 18 to 24 years old. Most suicide cases are reported from youths aged 15 to 24 years. As such, it is extremely significant to recognize the signs and symptoms of depression and the development of severe illness associated with depression. Many theories have been put across in trying to come with effective ways of healing depression patients (Arnarson & Craighead, 2009). Some theories have evidently shown that the girls are at a higher risk of suffering from depression in comparison to boys (McGuinness, 2012). During the teenage years, this is when the teenagers are developing their sense of identity. Once depression develops it lead’s to one’s isolation from friends and family, development of risky behaviors like irresponsible sexual involvement, alcohol and drug abuse (Thapar, Thapar, Collishaw, & Pine, 2012). These behaviors have a negative effect on one’s school performance. Both the developmental and biological factors cause depression among the adolescents. One should seek for professional help once psychosis, or other bipolar disorders are suspected. Signs of adolescent disorders include; reduced self-worth (self-esteem), alteration in one’s sleep pattern (hypersomnia or insomnia), and incapacity to control one’s emotions (irritability, pessimism, guilt, anxiety and anger). Most studies have mentioned Cognitive Behavioral Therapy (CBT), Behavioral Activation (BA), and use of antidepressant medications as the main remedy for depression (Nichols, 2011). The use of antidepressants is becoming unpopular among the adolescents since some depressants could enhance the risk of suicidal behavior. In places where there is a shortage of psychologists, the treatment that is gaining popularity is the behavioral activation (BA). BA is not as complex as the other depression therapies, therefore, many country practitioners are taught so that they can deliver to the depressed adolescents living in the rural regions. This treatment helps the depressed people to re-engage in one’s life by focusing on activation strategies. The utilization of Cognitive Behavioral Therapy (CBT) has achieved positive results through behavioral interventions (Wallis, Roeger, Milan, Walmsley, & Allison, 2012). This signifies that behavioral intervention provides a perfect developmental fit for adolescents with depression. Identification of adolescent depression and anxiety disorder is extremely significant. Many epidemiological studies in adults’ anxiety disorders have continuously revealed that its onset was during their adolescence. An Australian temperament study carried out on a large group representative of Victorian children from a tender age up to 19-20 revealed that, 50% of the respondents experienced problems linked to antisocial behavior, depression, alcohol abuse and anxiety. Around 20-50% of these adolescents possessed subclinical degree of depression, this is also described as less severe depressive symptoms (Trudgen & Lawn, 2011). The prevalence of adolescence mental health disorders rises from 21% to 26% for age range of 16 to 24 years. This clearly points on the significance of early intervention as the main preventive strategies aimed at reducing, suicide cases, prevalence, morbidity and the cost of medications and therapies (Wagner, 2011). The relevance of this article is in showing the teachers role in adolescent depression. The teacher’s principal business is learning and teaching, in order to achieve the expected outcomes. These outcomes include developing self-worth among the students, thus reducing cases of adolescence depression. However, there has been a high prevalence of adolescence depression despite the fact that, they come into contact with the teachers. This results from curriculum bulk. A study was carried where 20 secondary school teachers from regional Victoria participated. Each of the teachers was assigned to 600 to 1200 students; the students were from year 7 to 12, which is an age range of 12 to 18 year-olds (Trudgen & Lawn, 2011). After the study, it was evident that most participants had never learned about anxiety, depression and mental health in students. Only 30% of the participants participated in a formal training that broadly dealt in mental health. 10% of the participants possessed a psychology-method knowledge background. 0.5 % of the participants possessed an adolescent counseling certificate. The result of the study indicated that once the teachers were faced by a student with mental health problem, the teachers were subjective and highly relied on their own intuitive sense. The decisions made by these teachers had no basis on the formal guidelines or knowledge on identifying the students who were at risk. The teachers’ knowledge concerning the mental health had been acquired through personal experience, media or a teacher’s experience, despite the fact that the national MindMatters had been in existence for a decade. It was evident that the MindMatters required expansion, so as to target many teachers in developing their skills and knowledge in mental health beyond awareness-raising. The contradiction from this study is that, students spend most of their time with the teachers than their parents, the government has introduced MindMatters for a decade to help teachers in identifying depression symptoms and yet the teachers have no knowledge of identifying depression symptoms. In conclusion, adolescence depression is among the world killer diseases among the young people. Many studies have been put across concerning adolescence depression. The usefulness of the articles written by Nichols and Wagner indicate that, the best therapy for treating adolescence depression is Cognitive Behavioral Therapy. This therapy is effective on the patient’s behavior, cognition, social factors and environmental influences. In answering the question on which patient will have a positive response to treatment, this question remains unanswered since different depression patients respond differently to treatment. Reference Arnarson, E. O., & Craighead, E. W. (2009). Prevention of depression among Icelandic adolescents. Behavior Research and Therapy, 47, 577-585. Retrieved from http://www.sciencedirect.com.ezproxy.apollolibrary.com/science/article/pii/S0005796709000825 Australian Institute of Health and Welfare, (2007). Key national indicator of children's health, development and wellbeing. Bulletin 58, 28. Retrieved from http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=6442452795 Thapar, A., Thapar, A. K., Collishaw, S., & Pine, D. S. (2012). Depression in adolescence. The Lacet, 379 (9820), 1056-1067. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/935869716 . pdf Trudgen, M., & Lawn, S. (2011). An Exploratory Study With Teachers of Adolescents in Regional Australia. Australian Journal of Guidance and Counselling, 21 (2), 126-141. Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=What+is+the+threshold+of+teachers%27+recognition+and+report+of+concerns+about+anxiety+and+depression+in+students%3F%3A+An+exploratory+study+with+teachers+of+adolescents+in+regional+Australia&rft.jtitle=Australian+Journal+of+Guidance+and+Counselling&rft.au=Trudgen%2C+Michelle&rft.au=Lawn%2C+Sharon&rft.date=2011&rft.issn=1037-2911&rft.eissn=1839-2520&rft.volume=21&rft.issue=2&rft.spage=126&rft.epage=141&rft.externalDBID=n%2Fa&rft.externalDocID=634820626190760¶mdict=en-US Nichols, J. (2011). Treating Adolescent depression with cognitive behavior therapy. Kai Tiaki Nursing New Zealand, 17 (8), 22-24. Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Treating+adolescent+depression+with+cognitive+behaviour+therapy&rft.jtitle=Nursing+New+Zealand+%28Wellington%2C+N.Z.+%3A+1995%29&rft.au=Nichols%2C+Jenny&rft.date=2011-09-01&rft.issn=1173-2032&rft.volume=17&rft.issue=8&rft.spage=22&rft_id=info:pmid/22096821&rft.externalDocID=22096821¶mdict=en-US McGuinness, T. M., Dyer, J.G., & Wade, E. H. (2012). Gender Differences in Adolescent Depression. Journal of Psychosocial Nursing and mental health services, 50 (12), 17-19. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/1221431890. pdf Wallis, A., Roeger, L., Milan, S., Walmsley, C., & Allison, S. (2012). Behavioural activation for the treatment of rural adolescents with depression. Australian Journal of Rural Health, 20, 95-96. Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Behavioural+activation+for+the+treatment+of+rural+adolescents+with+depression&rft.jtitle=Australian+Journal+of+Rural+Health&rft.au=Wallis%2C+Alison&rft.au=Roeger%2C+Leigh&rft.au=Milan%2C+Scott&rft.au=Walmsley%2C+Cathy&rft.date=2012-04-01&rft.pub=Blackwell+Publishing+Asia&rft.issn=1038-5282&rft.eissn=1440-1584&rft.volume=20&rft.issue=2&rft.spage=95&rft.epage=96&rft_id=info:doi/10.1111%2Fj.1440-1584.2012.01261.x&rft.externalDocID=AJR1261¶mdict=en-US Wagner, K. D. (2011). Adolescent Depression. Psychiatric Annals, 207-208. 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