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Handbook of Australian School Psychology pp 269–290Cite as

Evidence-Based Assessment and Intervention for Depression in School Psychology

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Abstract

Child and adolescent depressive disorders are associated with significant psychiatric morbidity and impairment including in a school performance. Depressive disorders are most frequently experienced by adolescents and are highly associated with suicidal thoughts and behaviours. Depression is the commonest psychiatric condition implicated in suicide. For these reasons children and adolescents with depressive disorders often come to the attention of school psychologists. The prevalence, course, co-morbidity and aetiology of depressive disorders are discussed in this chapter. The evidence base for the treatment of depressive disorders is summarized including psychosocial treatments comprising cognitive behavioural therapy, interpersonal therapy, family therapy and supportive therapy as well as medication. This chapter has particular emphasis on the role of the school psychologist in coordinating the assessment and treatment of the young person within the school, managing risk of suicide via the use of safety plans, coordination of the care with the various staff within the school (teachers, administrative staff, principal), as well as liaising with the external professionals. The chapter concludes with consideration of depression in vulnerable youth and ethical and legal issues relevant to the management of depressive disorder within schools.

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Authors and Affiliations

  1. Department of Psychiatry, Early in Life Mental Health Service, Monash Health and Monash University, 246 Clayton Road, Clayton, VIC, 3168, Australia

    Michael S. Gordon

  2. Centre for Developmental Psychiatry & Psychology, Monash University, Melbourne, Australia

    Glenn A. Melvin

  3. Centre for Education Development, Appraisal & Research, University of Warwick, Coventry, UK

    Glenn A. Melvin

Authors
  1. Michael S. Gordon
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  2. Glenn A. Melvin
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Correspondence to Michael S. Gordon .

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Editors and Affiliations

  1. Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia

    Monica Thielking

  2. St. John’s University, Jamaica, New York, USA

    Mark D. Terjesen

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Gordon, M.S., Melvin, G.A. (2017). Evidence-Based Assessment and Intervention for Depression in School Psychology. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_14

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