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Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification
Until recently a little understood clinical phenomenon the very existence of which was questioned, depression is now considered a significant affective disorder in children (and adolescents). Given the grave consequences attendant upon childhood depression and the fact that early identification may...
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| Format: | Thesis |
| Language: | English |
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Department of Psychology
2024
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| _version_ | 1867613332556480512 |
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| access_status_str | Open Access |
| author | Wessels, Jennifer S |
| author2 | Green, Lena |
| author_browse | Green, Lena Wessels, Jennifer S |
| author_facet | Green, Lena Wessels, Jennifer S |
| author_sort | Wessels, Jennifer S |
| collection | Thesis |
| description | Until recently a little understood clinical phenomenon the very existence of which was questioned, depression is now considered a significant affective disorder in children (and adolescents). Given the grave consequences attendant upon childhood depression and the fact that early identification may be an important variable in prognosis, issues relating to its definition and identification are stressed in this dissertation. In an attempt to clarify controversies surrounding the definition of childhood depression (e.g. whether it is similar to adult depression or not) conceptual models of adult depression are put forward and their implications for childhood depression discussed. The question of how childhood depression can best be identified and other issues surrounding its assessment and diagnosis are examined. A brief review of measures used in assessment is also included as is a discussion of the use of the DSM-111(-R) with children. The role of the teacher in the early identification of childhood depression is explored and a more extensive role than is traditional, suggested. Limitations of the study and suggestions for future research are presented. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/40512 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:34:27.383Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Department of Psychology |
| publisherStr | Department of Psychology |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/40512 Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification Wessels, Jennifer S Green, Lena Education Until recently a little understood clinical phenomenon the very existence of which was questioned, depression is now considered a significant affective disorder in children (and adolescents). Given the grave consequences attendant upon childhood depression and the fact that early identification may be an important variable in prognosis, issues relating to its definition and identification are stressed in this dissertation. In an attempt to clarify controversies surrounding the definition of childhood depression (e.g. whether it is similar to adult depression or not) conceptual models of adult depression are put forward and their implications for childhood depression discussed. The question of how childhood depression can best be identified and other issues surrounding its assessment and diagnosis are examined. A brief review of measures used in assessment is also included as is a discussion of the use of the DSM-111(-R) with children. The role of the teacher in the early identification of childhood depression is explored and a more extensive role than is traditional, suggested. Limitations of the study and suggestions for future research are presented. 2024-08-16T13:09:44Z 2024-08-16T13:09:44Z 1989 2024-08-16T12:52:56Z Thesis / Dissertation Masters Masters http://hdl.handle.net/11427/40512 eng application/pdf Department of Psychology Faculty of Humanities |
| spellingShingle | Education Wessels, Jennifer S Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| thesis_degree_str | Master's |
| title | Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| title_full | Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| title_fullStr | Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| title_full_unstemmed | Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| title_short | Childhood depression: issues in definition diagnosis and assessment and the role of the teacher in early identification |
| title_sort | childhood depression issues in definition diagnosis and assessment and the role of the teacher in early identification |
| topic | Education |
| url | http://hdl.handle.net/11427/40512 |
| work_keys_str_mv | AT wesselsjennifers childhooddepressionissuesindefinitiondiagnosisandassessmentandtheroleoftheteacherinearlyidentification |