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Mindfulness treatment for mood disorder in Teens
Introduction
The purpose of this study is to observe if mindfulness training decreases the symptoms in teens with mood disorders. Mindfulness has the potential to have a beneficial impact on teens with mood disorders by enhancing awareness, a self-management, self-acceptance, exposure, and cognitive therapy rolled into one experience. It has been researched in clinical practice for adults to treat a variety of mental and physical health issues. Mindfulness training enables them to notice their thoughts and redirect attention to other areas they can control at the moment, for instance breathing, walking, or environmental stimuli. Using these same concepts, school-base therapy has the potential to utilize this technique when treating teens with mood disorders to self-manage their illness.
Hypothesis
Teen who participate in practicing P.E.A.C.E. (mindfulness training developed by Dr. Amy Saltzman) during their therapy session for 8 weeks will have a significant decrease in symptoms.
Background:
According to the National Comorbidity Survey-Adolescents Supplement (NCS-A) about 11 percent of adolescents have a mood disorder by the age of 18. (Merikangas et al., 2010) “Children who are depressed may complain of feeling sick, refuse to go to school, cling to a parent or caregiver, or worry excessively that a parent may die. Older children and teens may sulk, get into trouble at school, be negative or grouchy, or feel misunderstood”. (NIMH, n.d., para. 4) These illnesses often are distinguished as “systemic illnesses,” mood disorders can disturb one’s general health, demeanor, and surroundings. (NIMH, n.d., p. 2)
“Dr Amy Saltzman states, “Students are being diagnosed with depressio...
... middle of paper ...
...th America. (n.d.). Mood Disorders. Retrieved from http://mentalhealthamerica.net/conditions/mood-disorders
Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., ... Swendsen, J. (2010, Oct). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry. http://dx.doi.org/49(10):980-989
New mental treatment improves anxiety and depression in secondary education teachers. (2009). Retrieved from www.sciencedaily.com/releases/2009/12/091203091906.htm
Reas, F., Griffith, J., Gucht, K., & Williams, M. (2013). School-base prevention and reduction of depression in adolescents: a cluster-randomized controlled trial of a mindfulness group program [Entire issue]. KU Leuven. http://dx.doi.org/10.1007/s12671-013-0202-1
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a
"Prevalence of mood disorders in a national sample of young American adults." Soc Psychiatry. Psychiatr Epidemiol 38(11): 618-624. Lee, C. V., S. W. McDermott, et al. a. The '90s.
...y of international trends. Social psychiatry and psychiatric epidemiology , 45 (9), 889 - 897.
Clinical depression goes beyond sadness or having a bad day. It is a form of mental illness that affects the way one feels, thinks, and acts. Depression in children can lead to failure in school, alcohol or other drug abuse and even suicide. The warning signs of depression fall into four different categories: emotional signs, cognitive signs (those involving thinking), physical complaints, and behavioral changes. Depending upon the degree of depression, a child may experience a few symptoms or many. Also, the severity of each symptom may vary. According to the CQ Researcher, "School
Cognitive Behavioral Therapy (CBT) is a method of correcting invalid thought patterns to a more positive view of the person and their place in their world. Some people do not believe that Cognitive Behavioral Therapy is a real treatment for depression, claiming it is a form of positive thinking ("The Daily Mail," 2009). On the opposite end of the spectrum, others argue that Cognitive Behavioral Therapy should be used in all therapies for depression as it allows the patient to take an active role in their treatment. The purpose of this paper is to demonstrate the benefit of Cognitive Behavioral Therapy as a viable treatment of depression, either as a stand-alone therapy or in conjunction with other therapies.
Cognitive behavioral therapy (CBT) is among the most extensively tested psychotherapies for depression. Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. This paper will provide background information about the intervention, address the target population, and describe program structure and key components. It will also provide examples of program implementation, challenges/barriers to implementing the practice, address how the practice supports recovery from a serious mental illness standpoint and provide a summary. Although there are several types of therapy available to treat depression and other mood disorders, CBT (cognitive behavioral therapy) has been one of the most widely used. It is thought to be very effective in treating depression in adolescents and adults. CBT is targeted to quickly resolve maladaptive thoughts and behaviors without inquiring greatly into why those thoughts and behaviors occur as opposed to other forms of psychotherapy.
Kahn, Ada P., and Jan Fawcett. The Encyclopedia of Mental Health. 2nd ed. New York: Facts On File, 2001.
Counselors have a wide array of techniques they use to treat their clients. Not one form of counseling works for every individual seeking help. Over the past decades, mindfulness has piqued the interest of many counselors and researchers in the area of cognitive psychology. Its use in counseling has grown and is a part of many counseling processes. Mindfulness has helped to make new strides in the area of counseling and treating patients with a handful of different disorders and issues. Mindfulness is now a widely used practice, and research is still being conducted today to find new ways it can continue to benefit society.
McGrath, E. C., McGonagle, K.A., Zhao, S., Nelson, C.B., Hughes, M., Eshleman, S., Wittchen, H-U., & Kendler, K.S.(2007).Lifetime and 12-month prevalence of DSM-III-R psychiatric disorders in the United States: Results from the National Comorbidity Survey. Archives of General Psychiatry, 51, 3-14.
Mental illnesses impact moods, feelings, behaviors, and the capability to sympathize with others (“Mental Health Conditions”). The most commonly known mental disorders among children are ADHD, depression, and mood, panic,
“About 5 percent of children and adolescents suffer from depression” at any given point in time (AACAP, 2015). It is important for parents to be aware of the signs of depression, according to the DSM-5 if one or more signs constantly persist such as: sadness, decreased activities, low self-esteem, isolation, sensitivity, causing trouble at home or school, poor concentration just to name a few, the parent should seek professional help for the child. The good news about this illness is that depression is a treatable illness however, the key is early diagnosis and treatment for the child. Many individuals are not familiar with what depression is and how to identify its symptoms, Depression is a serious illness among American teens, in today’s society many children and adolescents are more fragile emotionally than teens 10 or 20 years ago. According to American Psychological Association “depression is more than just sadness. People with depression may experience a lack of interest and pleasure in daily activities, significant weight loss or gain, insomnia or excessive sleeping, lack of energy, inability to concentrate, feelings of worthlessness or excessive guilt and recurrent thoughts of death or suicide” (APA,
As it has been proven, students and depression across campuses are becoming more common daily, and it must be taken as a serious matter. There are many causes that result in depression, such as personal stress and academic stress. This severely influences a student’s life and can bring about extreme negative outcomes like suicide or eating disorders. Luckily, there are cures for this major issue. Counseling centers and mentors in the classroom and in residence halls can impact a student’s overall well-being and attitude towards his or her daily life. Depression, in conclusion, is an extremely dangerous mental illness that, if not cured with the correct treatments, could become detrimental to students across the globe.
It may even come abruptly, happening in just a few weeks or days. Nervous breakdowns are commonly associated with depression and are often identified due to the confusion and fear that depression brings. Depression heavily influences emotions and one’s outlook on life and more than often ends up changing a person’s life in a major way. People experiencing depression often feel sad every day and cry very often, making that too another daily routine. Even when participating in activities that used to bring joy, people begin to lose interest and begin secluding themselves from people and things they love. Depression still exists in the teen population and recently has begun increasing in numbers. Reports of depression in teenagers have shown different signs from those of adults. Physical complaints are very common in the younger crowd, including stomachaches and headaches. It also leads to or is in correlation with eating disorders or abnormality, social withdrawal, and of course, depressed mood. They may feel unenthusiastic about school and other activities. Their sleeping patterns become irregular and unhealthy, they may sleep more, but still feel an extreme lack of energy or enthusiasm. Elderly people with depression usually complain of physical rather than emotional
Kessler, Chiu . et. al."The Numbers Count: Mental Disorders in America."NIMH RSS. National Institute of Mental Health , n.d. Web. 23 Apr. 2014.
Kessler, R., Chiu, W., Demler, O., & Walters, E. (2005, June). The Numbers Count: Mental Disorders in America. Retrieved Febuary 13, 2011, from National Institute of Mental Health: http://www.nimh.nih.gov