Depression

(Major depression, major depression 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 behaviors, exhibits chronic and
pervasive behaviors 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

Teaching Strategies & Resources

Links &/or Sources

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
Stomach-aches, 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

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 short-term goal-setting 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 well-designed classroom: layout,
movability, etc.
11. Establish an I need a break
system.
Refer to pg. 13 of Supporting positive
behaviours in Alberta schools

Children, youth, and

depression. (n.d.). Retrieved
from
Canadian Mental Health
Association: mental health
for
all website:
http://www.cmha.ca/mental_
health/childrenanddepression/#.
VLxkbYrF9XZ
PEERS program mental
health roundtable session for
teachers: Depressive
symptoms in children [Fact
sheet].
(n.d.). Retrieved from
http://www.psych.ualberta.ca
/~hoglund/PEERSlab/asset
s/peers-roundtabledepressive symptoms.pdf
Supporting positive
behaviour in Alberta schools:
A
classroom approach [Fact
sheet]. (2008).
Retrieved from
http://www.learnalberta.ca/c
ontent/inspb2/html/suppo
rting_positive_behaviour_ora
nge.pdf
Medical/Disability
information for classroom
teachers:
Depression [Fact sheet].
(n.d.). Retrieved from
http://www.learnalberta.ca/c
ontent/inmdict/html/depr
ession.html

feelings under ordinary

conditions
-fears associated with personal
or school problems
-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
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.

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.

Teaching students with

mental health disorders
ministry
of education: Resources for
teachers [Fact sheet]. (n.d.).
Retrieved from
http://www.bced.gov.bc.ca/s
pecialed/docs/depression_
resource.pdf
Special education coding
criteria 2012/2013. (2012).
Retrieved from
http://education.alberta.ca/m
edia/8708251/spedcoding
criteria_2012-2013.pdf
Alberta Childrens Hospital.
(2011). Services. Retrieved
from
http://www.calgaryhealthregi
on.ca/ACH/programs_serv
ices/services.html
Antay-Moore, Dana. (2008).
Supporting Positive
Behaviour in Alberta
Schools. Edmonton AB:
Alberta
Education.
Gazzaniga, S., M. &
Heatherton, F. T. (2006).
Psychological Science. USA:
W. W. Norton & Company,
Inc.
Hospital School Programs
Resources:
http://www.bcchildrens.ca/Yo
urVisit/SchoolServices.ht
m
http://www.calgaryhealthregi
on.ca/ACH/programs_serv
ices/services.html
http://schools.cbe.ab.ca/b10
8/pdfs/DrGordonTownsend
ARJ13.pdf