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Contributing factors of depression in adolescents
Importance of adolescent
Contributing factors of depression in adolescents
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Adolescent Mental Health
Adolescent mental health for at risk youth is important to the wellbeing of an adolescent who is growing and developing. Most adolescents who can incur mental health issues can be based on several factors such as: poverty, poor relationships, lack of health care, and inheritance. An adolescent is defined as: a young person who is developing into an adult (Merriam-Webster, 2017). The adolescent stage of development is a complex stage of a person’s life and can be viewed as the most difficult stage. At risk adolescents are likely to have a higher risk for mental health issues.
Another factor for Adolescent mental health that was looked at by the Johnson, M. D., & Galambos, N. L. (2014) was the “The quality of parent-adolescent
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These minor children need guidance and support in order to sustain a healthy lifestyle. By informing them of these programs, mental health awareness, and relational stability can have a positive impact on their mental health risks. Apa.org stated that “Psychologists have also designed programs that effectively engage families, schools and communities, that is, the critical social supports that can guarantee lasting well-being for children and youth” (2017). This can create positive factors that will help them engage in better mental health over all with their most common social …show more content…
They could gain resiliency to some at risk factors considering their circumstances. This would be a benefit for them, depending on the severity of their mental illness. Some mental illnesses require an involved active adult in the treatment and services for the teen. Some positive relations can be included even with some risk factors. Johnson, M. D., & Galambos, N. L. (2014), could have explored “Family-of-origin variable, parental monitoring, time spent with parents, parental disciplinary style, and parental nurturing” (pg.
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a
sense of psychological well-being, high self-esteem, or coping and social skills. However, much can be done early to reduce the chances of maladaptive behaviors and to promote mental health and stability in young people. Research suggests that early intervention needs to focus on strengths and to empower youth by placing absolutely no blame on their behaviors
When a child is diagnosed with a mental illness, parents and families have to adapt and adjust to a new lifestyle.
Pre‐teen and teenage years are often difficult periods socially, mentally, physically as well as academically. Adolescents struggle with identity development, acceptance and the demands of peer pressure. They often experience intense emotional states of insecurity, rebellion, and depression; however these challenges are typically intensified for at‐risk youth. At‐risk youth may lack the necessary social or familial support to be successful in their academic, personal and social lives or to overcome such pressures. Many of these young people do not have a family life capable of providing a structured environment that encourages positive decision‐making skills or the building of basic social skills. Furthermore, there is often little or no support academically to complete homework or to be studious during after school hours. Many children from at‐risk homes lack the motivation to be successful in school and to build personal relationships with peers.
Hospitalization among adolescent females in an inpatient psychiatric unit is fairly common. However, little research has been done on the topic. This qualitative research proposal will examine the reasoning behind the effects hospitalization has on these adolescent females, between the ages of 12-18, after they spent some time at Chicago Lakeshore Hospital. Self-reporting, via interviews and questionnaires, from hospitalized adolescent girls will be the manner in which the data will be collected. Since the length of hospital stays may vary, questionnaires and interviews will be conducted upon discharge in order to keep procedure unanimous.. A general inductive approach will be used to assess data collected from patients.
Adolescence is a time of change. A teenagers’ bodies are constantly developing and changing and so are their brains. The prefrontal cortex, the part of the brain that assess situations and helps make good decisions is still developing during adolescence (Comorbidity). This could be why substance use begins in a person’s teenage years. Many teenagers do not realize how harmful drugs are for them. Because the brain is going through so much change, it is common for a mental illness to develop in adolescence. Most teens with mental illness symptoms self medicate themselves by using drugs, however, this worsens t...
The concept of a happy childhood being a carefree, never-ending recess before the responsibilities of adulthood set in is just as realistic as the cartoons children watch on television. To the contrary, adolescents today feel less safe, less inspired and less hopeful than ever before. It is not surprising then that depression is a common concomitant to adolescent development (Tharper, Collishaw, & Pine, 2012). According to the National Institute of Mental Health, approximately one in five adolescents between the ages of nine and twenty four is clinically depressed and more than twenty percent of adolescents will have experienced a major depressive episode before reaching adulthood (“Suicide in the U.S.: Statistics and Prevention”, n.d.). Such episodes can affect developmental growth, interfere with educational achievement, and increase the risk of attempted and completed suicide as well as major depressive disorder prior to adulthood. Depression in adolescents has become an increasingly important mental epidemic and is thus a major risk factor for suicide, the third leading cause of death among this age group (Tharper et al., 2012). One hundred percent of those teens who suffer from depression can get help but less than thirty three percent of teens with depression are properly diagnosed and actually seek treatment (“Suicide in the U.S.: Statistics and Prevention”, n.d.). Therefore, the early recognition of and the development of effective treatments for adolescent depression clearly should be a high public health priority.
Student’s lack of success can occur for many reasons but some believe that that it stems from poverty. Many families are forced to work more than one job in order to maintain the household and the children end up staying at home without adult supervision. Adult supervision is needed in order to provide structure, rules, and teach children basic social skills. Social skills are essential in our daily life as it is what we use to communicate with people to get what we want or need. In my experience, I have also noticed that the majority of at risk youth come from single mom or grandparent homes. I have experienced talking to single moms or guardians who do not implement discipline at home because they do not know how to discipline. Other times, they feel bad that the child’s other parent or parents are not in the picture so they try to composite by not enforcing consequences. The mental health of a child is another important concept that schools should consider when they are dealing with troubled youth. Many students have experienced trauma in their lives that has never healed. Teaching children to properly express their emotions is something that sometimes parents do not know how to teach. Having mental health services such as counseling is a great way to help the student heal from the trauma that has been keeping them from being successful. Schools should require all student to receive a mental health screening along with their physical in order to know the student’s history and to understand and help
Depression is the most common mental health problem in the United States. It affects people of all ages, races and economic backgrounds. In adolescents, as many as one in eight teens suffers with this condition. It can interfere with day-to-day functioning. Many times adolescents feel lost or hopeless and may not know who to turn to for help. This therapeutic environment uses specific objectives and goals to give adolescents the tools and skills they need to cope and function more successfully. This is a positive, caring environment so that each member will feel ready to share and cope with their problems. Currently, there is a lack of support and resources for adolescents with this mental illness and this group fulfills that need. This group is different from other groups of this nature, as members are carefully screened to make sure only those who can truly benefit from it are included.
He felt that he was responsible for their caring. He made a great effort to survive, but this role almost led him into engaging in some criminal activities and gang groups. Lastly, all these adverse conditions impaired Mister’s academic functioning, which is one of the main domains in assessing adolescents’ mental health (Borofsky, Kellerman, Baucom, Oliver, and Margolin, 2013). As Borofsky, et al. (2003) indicated, school is primary area where the adolescents perform.
Can you picture the student voted “most likely to succeed” in your graduating class? This individual must have had everything going for them. They probably had good grades, popular, never in trouble, no health issues and socially and emotionally stable. However, twenty years later, after graduating college, a successful business owner, had a beautiful wife and three kids, he decides emotionally he is done and takes his own life. Mental health issues can manifest at anytime with varying degrees of significance on the emotional stability of a person. Factors such as socioeconomic status, biological and environmental issues all dictate mental health needs. Obviously, a variety of circumstances can evoke these mental health issues. Now imagine coping with these mental health issues and being expected to still be a normal student and conform to your peers around you. This is what we expect of our students dealing with a variety of mental health issues. The policies and procedures are established to meet the needs of all students. The mental health issues are recognized and evaluated based on the best placement for the student to receive an education. The public school system has the responsibility to provide a free and appropriate education. The school does the best they can to provide a whole school approach to deal with the increasing number of mental health concerns. However, the mental health concerns carry on beyond high school.
Although physical health is not directly effected by the status of a child’s mental state, children with mental health problems are more prone to having a chronic health condition, which will follow them into adulthood. Out of all the children with a mental illness forty percent of them have two or more mental illnesses. A child with a mental illness has a greater chance of developing even more mental illnesses as an adult. An adult with one or more mental disorders are less likely to work or participate in the community in a positive light (cdc.gov). The abundant number of children who had trouble in school, getting along with their peers, and shying away from their family because of a mental illness are not likely to be attending further schooling or working in their adulthood. Since these adults do very little there a greater chance that they turn to substance abuse (NHPF.ORG). According to the National Bureau of Economic Research, the population of people with mental illnesses consumes thirty-eight percent of alcohol and forty-four percent of cocaine (dual diagnosis).
One of the key features necessary to a successful positive youth development program is the opportunity to create and maintain supportive relationships. Over time, developmental theorists created a list of core assets that are critical to successful development among adolescents. Among these assets are the need for social security and attachment, trust, and positive relationships with adults (Eccles, J., Appleton, J.A. 2002). In Community Programs to Promote Youth Development, the authors divided those key assets into four separate categories that are key to successful youth development. Those categories are physical health, cognitive development, psychological/emotional development, and social development. Social development is characterized by feelings of connectedness and value, strong relationships with peers and adults, and connections to other social institutions such as schools or youth programs (Eccles, J., Appleton, J.A. 2002). One of the key aspects of this asset is the need for youth to have supportive relationships with their peers and with adults. Evidence has shown that
Nicolson, D., & Ayers, H. (2004). Adolescent problems: A practical guide for parents and teachers (2nd ed.). London: David Fulton.
Adolescence is a time of challenge and change for both teens and parents. Teens are at a stage in life where they face a multitude of pressing decisions -- including those about friends, careers, sex, smoking, drinking, drugs and parental values. At the same time, they are confronted with profound physical, social and emotional changes.