UNDERSTANDing DEPRESSION - University of … Depression Manual.pdfGuide to Understanding Depression...

University of Kansas

Clinical Child Psychology Program

UNDERSTANDING DEPRESSION

VERSION 1.0

NOVEMBER 15, 2016

JESSY GULER, JENNIFER BLOSSOM, KATI CORDTS, BRIDGET CHO, CASEY PEDERSON,

ARWEN MARKER, TIFFANY KICHLINE, KATIE STONE, AND PAULA J. FITE

November 15, 2016 Page | 2

Understanding Depression

OVERVIEW PAGE #

WHAT IS DEPRESSION? 3

TYPES OF DEPRESSIVE DISORDERS 4

WHAT CAUSES DEPRESSION? 4

WHAT ARE TYPICAL SYMPTOMS? 4-5

DEPRESSION AND SUICIDALITY 5

HOW TO DEAL WITH DEPRESSION

COMMON MISTAKES WHEN HANDLING DEPRESSION 6

HOW TO BE HELPFUL 6

WHAT PARENTS CAN DO 7

WHAT TEACHERS CAN DO 7

ACTIVITIES TO PRACTICE

DAILY MOOD RATING AND 3-2-1 8

IMPROVE THE MOMENT 8

RELAXATION 9

RELAXED BREATHING 10

TIPP SKILLS FOR MANAGING EXTREME EMOTIONS 10-11

CIRCLE BREATHING 11

DISTRACTION WITH ACCEPTS 11-12

MINDFULNESS: NOTICING 5 THINGS 12

MINDFULNESS: LEAVES ON A STREAM 12-13

SELF-SOOTHE WITH SIX SENSES 13-14

POSITIVE ACTIVITIES DIARY 14

BODY MAP 15

HELPFUL LINKS FOR MORE INFORMATION 16

HELPFUL BOOKS TO CONSIDER 16-17

COMMUNITY REFERRALS 18


Guide to Understanding Depression This guide was created with the intentions of helping the community, specifically teachers and

parents, better understand depression, its associated disorders, as well as signs and

symptomology of depression. Moreover, this guide discusses what techniques may be helpful

when a child or adolescent is struggling with depression, and provides online sources, books,

and community referrals for further assistance. Excerpts from various materials were used to

create this guide. The sources used for this guide will be mentioned before every section.

Overview The material from this section include excerpts from: the KU Child & Family Services Clinic, the Child Mind

Institute website, the Massachusetts General Hospital website, and the American Psychiatric Association

Diagnostic and Statistical Manual of Mental Disorders (5th ed.)

What is depression?

Depression can look different for different people. It can include feelings of sadness, irritability,

or inability to enjoy life.

Although it’s normal for children and adolescents to experience moodiness, sometimes it can

become more severe and interfere with a person’s ability to function at his/her normal level.

• Everyone may have occasional moments of feeling sad or “blue”.

• HOWEVER, a depressive disorder causes those feelings to continue for an extended

period.

Depressive disorders are more common in children and adolescents than many people realize,

with 2% of children and 5% adolescents being depressed at any given time.

Depressive disorders cause people to feel:

• Persistent sadness or low mood

• Irritable, easily annoyed, or touchy

• Less interested in doing things that he/she usually likes

• Hopeless or worthless

• Fatigued or less energetic

In the most severe cases, depressive disorders can make going to school incredibly difficult.

Examples of interference in school include:

• Difficulty concentrating or forgetfulness in class or completing classwork

• Decline in academic performance

• Feelings of low self-esteem

• Impaired ability to plan, organize, and use abstract reasoning

• Social isolation or withdrawal from peers

• Increase in problem behaviors such as arguments or fights

• Heightened sensitivity to perceived criticism


Types of depressive disorders *Note: The following information are general descriptions of these disorders, and because someone may exhibit

such behavior do not mean he/she has these disorders. If there is a concern about whether or not the child or

adolescent may have one of the below, please have the family contact a professional.

• Major depressive disorder: at least 2 weeks of impaired mood and/or loss of interest

along with impaired sleep, impaired appetite, fatigue, restlessness or lethargy,

worthlessness or guilt, and suicidal or morbid ideation; typically lasts seven to nine

months

• Persistent depressive disorder or dysthymia: long lasting, low-grade acute symptoms

including chronic low mood, mood disturbances, and along with impaired sleep, impaired

appetite, fatigue, low self-esteem, impaired concentration, hopelessness

• Disruptive mood dysregulation disorder: chronic irritability and frequent, severe temper

outbursts that seem grossly out of proportion to the situation at hand

What causes depression?

Depression has many causes. Depression can develop in response to a stressful situation or it

may develop in its own.

Some factors that have been found to cause depression in children and adolescents include:

• Biological factors (things in your body)

• Genetic factors (depression tends to run in families)

• Psychological factors (things you think and feel)

• Social/Environmental factors (school, friends, sibling, parents, media)

• A more critical or reactive personality

• Stressful life events or trauma

• Medical problems (e.g. immune system diseases, cancer, nutritional deficiencies)

Other conditions may look like symptoms of depression (e.g. conduct problems, family stresses,

substance abuse, learning or developmental disorders).

What are typical symptoms?

Symptoms may vary over time. Depression symptoms may change as a child develops. Some

children may be medicated to treat their depression if their symptoms do not significantly

improve with therapeutic approaches alone.

Children who experience depression may show it through:

• Irritability

• Mood instability – moods quickly changing

• Frequent crying

• Complaints about feeling sick or having aches and pains

• Throwing temper tantrums

• Withdrawing from others

• Sleeping too much or too little

• Eating too much or too little


Adolescents who experience depression may show it through:

• Irrational, bizarre behavior

• Suicide threats (direct and indirect)

• Obsession with death

• Poems, essays, and drawings that refer to death

• Giving away belongings

• Overwhelming sense of guilt, shame, or rejection

• Isolation and withdrawal

• Frequent changes in friends

Depression and Suicidality

A proportion of depressed youth will show serious thoughts of planning or attempting suicide.

Any indication that a child or adolescent may be considering suicide should be taken seriously.

Remain calm, do not leave this child or adolescent alone, remove or lock up any dangerous items

(e.g. scissors, potentially toxic art supplies), and be physically and emotionally available to them.

Suicide risk, self-harm behaviors, preoccupation with death, or thoughts about hurting oneself or

others may accompany depressed moods.

Warning Signs of Suicidal Behavior:

• Talking about suicide or making comments such as “I wish I were dead” or “I wish I

hadn’t been born”

• Withdrawing from social contact, demand for isolation

• Being preoccupied with death, dying, or violence

• Increasing use of alcohol and/or drugs

• Doing risky or self-destructive things

• Giving away belongings or getting affairs in order

• Saying goodbye to people as if they won’t be seen again

If you are concerned about a child or adolescent committing suicide:

• Contact a mental health professional

• Call the National Suicide Prevention Lifeline: 800-273-8255 (TALK)

• If there is imminent risk of self-harm, call 911 or go to the Emergency Department of

your closest hospital

Consult with your school regarding what your policies and procedures are for student self-harm

behavior.


How to Deal with Depression in Children and Adolescents The following material is from the KU Child & Family Services Clinic, the Child Mind Institute website, the

Massachusetts General Hospital website, and the American Psychiatric Association Diagnostic and Statistical

Manual of Mental Disorders (5th ed.)

Common Mistakes when Handling Depression

• Ignoring the warning signs or trying to manage symptoms on your own

• Making multiple suggestions at once

o This can be overwhelming and set children up for failure

• Saying statements such as “Be strong”, “Don’t cry”, “Focus on the positives”, “You’re

being a baby”, “Be grateful for what you have”

o These statements may be made with good intent but may come across as

invalidating

• Being afraid to ask if they’re having thoughts of hurting themselves

• Forcing communication, lecturing, or trying to “fix the problem”

• Minimizing what they are going through or saying you know exactly how they feel

• Using negative techniques for behavioral change – punishment, sarcasm, disparagement

How to be Helpful

• Encouraging a healthy diet, enough sleep, exercise, and positive connection with other

people at home and at school

• Knowing your role and having realistic expectations for yourself within the situation

• Helping them identify negative self-statements and helping them use problem-solving

strategies to think more accurately about problems they encounter

• Listening without comment or judgement

• Expressing empathy, encouragement, and support

• Helping the child to find resources

• Helping the teen foster relationships with peers


The following material is from the Massachusetts General Hospital website.

What Parents Can Do Parents can help manage their child’s depression by:

• Adjusting expectations of the child until symptoms improve

• Simplifying home life and limiting the number of commitments the child has afterschool

• Listening to the child’s feelings sympathetically without providing advice

• Keeping a positive attitude about the child’s progress and validate their feelings of

frustration during setbacks

• Addressing comments about self-harm without delay

• Talking as a family about what to say to people outside of the family

• Helping prevent relapse by watching for symptoms, ensure the child takes medication

and/or attends therapy, and reducing stressors

• Encouraging and scheduling fun and engaging activities that would be a positive

experience for the child

What Teachers Can Do Teachers can help ease depression levels by:

• Looking for opportunities to help the student be successful in the classroom

• Scheduling check-ins with the child to provide opportunities for encouragement or to

identify worries the child has about the school day

• Providing extra time to complete certain types of assignments

• Adjusting homework load to prevent the child from becoming overwhelmed and diminish

academic stressors

• Anticipating possible issues such as school avoidance or unresolved social problems

• Providing a flexible and supportive environment

• Helping families identify difficult areas for the child and help to propose

accommodations for these challenges

• Addressing comments about self-harm without delay

• Helping the child feel a part of the school community


Activities to Practice

These are activities to help improve an individual’s mood. They are not a treatment or cure for depression;

however, they can help increase positive mood or get through a difficult/stressful day or situation.

Daily Mood Rating and 3-2-1 The following technique is a commonly used cognitive-behavioral approach.

Every day, rate how depressed you feel from 1-10 and write it down on the provided worksheet

(1= not at all, 10=the most ever). Then, describe anything you feel like contributed to your

feelings that day. Track your mood to help notice patterns and stressors that contribute to

negative mood.

Finally, complete the 3-2-1 exercise for that day.

Write 3 good things about today.

Write 2 things you are looking forward to tomorrow.

Write 1 good thing about yourself.

Practice the Crisis Survival Skill: IMPROVE the Moment The following technique is adapted from DBT Skills Training Handouts and Worksheets.

IMPROVE the moment with:

I – Imagery: Imagine very relaxing scenes of a calming, safe place. Imagine things going well;

imagine coping well. Imagine painful emotions draining out of you like water out of a pipe.

M – Meaning: Find or create some purpose, meaning, or value in the pain. Make lemonade out

of lemons.

P – Prayer: Open your heart to a supreme being, greater wisdom, or your own Wise Mind. Ask

for strength to bear the pain in this moment.

R – Relaxation: Try to relax your muscles by tensing and relaxing each large muscle group,

starting with the forehead and working down. Download a relaxation audio or video; stretch;

take a bath or get a massage.

O – One Thing in the Moment: Focus your entire attention on what you are doing right now.

Keep your mind in the present moment. Be aware of body movements or sensations while

you’re walking, cleaning, eating.

V – Vacation: Give yourself a brief vacation. Get outside, take a short walk, go get your

favorite coffee drink or smoothie, read a magazine or newspaper, surf the web, take a 1-hour

breather from hard work that must be done. Unplug from all electronic devices.

E – Encouragement: Cheerlead yourself. Repeat over and over, “I can stand it”, “It won’t last

forever”, “I will make it out of this”, “I’m doing the best I can”.


Relaxation The following technique is an excerpt from Coping Power Workbook by Lochman, Wells, and Lenhart (2008).

Note that this script can be adapted to be more age appropriate.

Try it out!

I’m going to ask you to relax.

In a few minutes, I am going to say some things that I hope will help you create a picture in

your mind…I am also going to ask you to relax different parts of your body.

Learning to relax will help you cope with angry, sad, and scary feelings.

Find a comfortable position in your chair, not touching anyone, and take in a few relaxing

breaths…

Close your eyes and relax,

Wiggle a little bit and make yourself comfortable…

Alright, take a few more relaxing breaths…

Breathe in…and breathe out…breathe in… and breathe out.

That’s it—you are feeling peaceful.

Now, with your eyes closed, pretend that you are on a white fluffy cloud, high in the sky on a

beautiful day.

You are floating peacefully on that white fluffy cloud…. moving very slowly…you are as light

as a feather…and the fluffy cloud holds you safely…. floating across the sky.

Now, as I count from 1 to 3, imagine that you are sinking deeper and deeper into that

cloud…so that cloud is all around you.

1…2…3

You are enjoying the ride on the cloud.

Now, notice your toes and feet, how relaxed they feel…notice your legs…all the muscles in

your legs are light and relaxed on the cloud…notice your arms…notice your neck…notice your

head…now you are totally relaxed….floating on the fluffy cloud…remember that you can

return to your very own cloud.

Whenever you feel like you need to calm down and relax….whenever you need to cool off.

Now, we are getting ready to stop our ride on the cloud. We will stop on the count of

three…1…2…3

Open your eyes and stretch a little.

It is important to discuss: (a) how did the child/adolescent feel doing this activity, (b) what did

the child/adolescent like the best? Least? (c) how could the child/adolescent use this activity,

(d) what are the benefits of this activity


Relaxed Breathing The following technique is an excerpt from ACT Made Simple: An Easy-To-Read Primer on Acceptance and

Commitment Therapy by Russ and Harris (2009).

Your breath is a very powerful tool that can be used for relaxation. We can change the impact

of our breath by focusing on two things: the location and length of the breath.

Location

Put one hand on your chest and one hand on your diaphragm (stomach). When we breathe

normally throughout the day, we typically take shallow breaths in our lungs. Notice if the hand

on your chest is moving more than the hand on your diaphragm.

Now focus on breathing through your diaphragm; try to move your diaphragm hand up and

down and keep your chest hand still. When you are breathing for relaxation, you should be

breathing through your diaphragm. You should also try to breathe through your nose.

Length

Now notice the length of your breath. When we breathe normally throughout the day, we

typically take a second or two per breath. When you are breathing for relaxation, you should

increase the length of your breath to 4-6 seconds per in-breath and 4-6 seconds per out-breath.

Try it out!

We will practice 10 full breaths (10 in-breaths and 10 out-breaths). We will breathe in for 5

seconds; hold for 1 second; and then breathe out for 5 seconds and hold for 1 second.

Sit upright in your chair and find a comfortable position.

If you would like, close your eyes.

Breathing through your nose and with your diaphragm, slowly breathe in for

1…2…3…4…5…; hold; breathe out for 5…4…3…2…1…; hold.

Repeat this breathing pattern for 10 breaths.

After 10 breaths, slowly blink your eyes open.

Practice TIPP Skills for Managing Extreme Emotions The following technique is adapted from DBT Skills Training Handouts and Worksheets.

When emotional arousal is very high it can be difficult to think clearly and use other mood

changing tools. Use these strategies to calm down enough to use other coping skills.

T – Temperature

• Tip the temperature of your face with cold water to calm down fast; hold your breath,

put your face in a bowl of cold water (keep water above 50 degrees); hold a cold pack to

your eyes and cheeks; splash cold water on your face; hold for 30 seconds


I – Intense Exercise

• Engage in intense aerobic exercise for 10-15 minutes (e.g. run, walk fast, jump rope, do

jumping jacks, play basketball, lift weights, dance to music)

P – Paced Breathing

• Slow your pace of breathing way down; 5-7 in-and-out breaths per minutes; breathe

deeply from your abdomen, breathe out more slowly than you breathe in

P – Progressive Muscle Relaxation

• Tense and relax each muscle group (head to toe); tense for 5 seconds, then let go; notice

the tension and the difference when relaxed

Circle Breathing The following technique is an excerpt from What To Do When you Dread Your Bed by Huebner (2008).

This activity is helpful if the child/adolescent’s need a little extra quiet time to themselves at

night.

1. Get comfortable and close your eyes.

2. Close your mouth, and take two slow breaths. In through your nose, and out through

your nose. In through your nose, and out through your nose.

3. As you continue to breathe, imagine your breaths traveling in one nostril and out the

other. In real life, you will be breathing in and out through both nostrils, but in your

mind imagine the breath going into your right nostril and out your left nostril. Then

reverse the pattern, and imagine the next breath coming into your left nostril and out

your right nostril.

4. Imagine your breaths going in and out. First in through the right and out through the left.

Then in through the left and out through the right.

5. In and out. In and out. Back and forth. Back and forth.

Practice Distraction with “Wise Mind ACCEPTS”

The following technique is adapted from DBT Skills Training Handouts and Worksheets.

A – Activities: Go do something. Call, e-mail, text, or visit a friend; watch a favorite movie or

TV show; play your instrument or sing; play videogames; draw, cook, or bake; write in a journal;

clean your room; go for a walk or exercise; read a book; listen to your iPod, go online and

download music, apps; play a game with yourself or others.

C – Contributing: Contribute to (do something nice for) someone. Help a friend or sibling with

homework; make something nice for someone else; donate things you don’t need; surprise

someone with a hug, a note, or a favor; volunteer.

C – Comparisons – Compare yourself to those less fortunate. Compare how you are feeling now

to a time when you were doing worse. Think about others who are coping the same or less well

than you.


E – Emotions – Create different emotions. Watch a funny TV show or emotional movie; listen to

soothing or upbeat music; get active when you are sad; go to a store and read funny greeting

cards or joke books.

P – Pushing Away – Push the painful situation out of your mind temporarily. Leave the situation

mentally by moving your attention and thoughts away; build an imaginary wall between you and

the situation. Put the pain in a box and on a shelf for a while.

T – Thoughts – Replace your thoughts. Read; do word or number puzzles; count numbers, colors

in a poster, tiles on a wall, anything; repeat the words to a song in your mind.

S – Sensations – Intensify other sensations. Hold or chew ice; listen to loud music; take a warm

or cold shower; squeeze a stress ball; do sit-ups and push-ups; pet your dog or cat.

Mindfulness: Noticing 5 Things The following technique is an excerpt from ACT Made Simple: An Easy-To-Read Primer on Acceptance and


Mindfulness is simply the act of paying attention in a nonjudgmental way. Mindlessness, on the

other hand, is often accompanied by feelings of distraction and stress. When we are being

“mindful,” we are paying attention to what we are doing, and paying attention to our

surroundings.

Noticing 5 Things is a simple exercise to center yourself using your senses. It can be practiced

anytime throughout the day when you find yourself getting caught up in thoughts or worries.

Try it out!

1. Pause for a moment and notice your surroundings.

2. Look around you and notice five things you can see... Say them silently to yourself.

3. Now notice the sounds around you. Notice five things you can hear… Say them silently to

yourself.

4. Notice five things you can feel in contact with your body (for example, the clothes on

your arms or legs; the chair against your back; your feet on the floor)… Say them silently

to yourself.

5. Notice the smells around you and anything you can taste... Say them silently to yourself.

Mindfulness Exercise: Leaves on a Stream The following technique is an excerpt from ACT Made Simple: An Easy-To-Read Primer on Acceptance and


Mindfulness can also be very helpful when we apply this practice to our internal thoughts.

Thoughts come in all shapes and sizes. Some can be positive and make us feel good, whereas

others can be negative and put us in a bad mood. Because our thoughts run constantly


throughout the day, we can sometimes find ourselves getting so caught up in our thoughts that

they become our reality!

This exercise, Leaves on a Stream, helps us to detach from our thoughts when they start to take

over our mind and our mood.

Try it out!

Find a comfortable seated position and close your eyes.

Bring your focus to your breath imagine yourself next to a stream. Notice what the

stream looks and sounds like; notice what surrounds the stream and what it looks and

sounds like.

Start to notice the thoughts that come into your mind.

As you notice each thought, imagine putting those words onto a leaf as it floats by on a

stream.

Put each thought that you notice onto a leaf, and watch it drift on by.

There's no need to look for the thoughts, or to remain alert waiting for them to come.

Just let them come, and as they do, place them onto a leaf.

Your attention will wander, particularly so at first, and that's okay - it's what our mind

does.

As soon as you notice your mind wandering, just gently bring your focus back to the

thoughts, and placing them onto the leaves.

After a few minutes, bring your attention back to your breath for a moment and slowly

blink your eyes open.

Practice Self-Soothe with Six Senses The following technique is adapted from DBT Skills Training Handouts and Worksheets.

Vision – go to your favorite place and take in all the sights, look at a photo album, zone out to a

poster/picture, notice colors in a sunset, people watch

Hearing – listen to your favorite music and play it repeatedly, pay attention to sounds in nature,

play an instrument or sing, listen to a sound machine

Smell – put on your favorite lotion, use a scented aftershave or body wash, make cookies or

popcorn, smell freshly brewed coffee, go to the park and “smell the roses”

Taste – eat some of your favorite foods, drink your favorite nonalcoholic beverage, eat your

favorite flavor ice cream, notice the food you eat, eat food mindfully


Touch – take a long bath or shower, pet your dog or cat, get a massage, brush your hair, hug or

be hugged, put a cold cloth on your head, change into comfortable clothes

Movement – rock yourself gently, stretch, go for a run, do yoga, dance

Positive Activities Diary

Help the child come up with a list of activities that they may enjoy (e.g. playing with a friend,

coloring a picture, listening to music, playing on iPad, reading a story with mom and dad, going

for a walk). Make a schedule to track completing at least one of these activities every day.


Body Map The following technique is an excerpt from MATCH-ADTC by Chorpita and Weisz (2009).

Have the child/adolescent draw a picture of oneself or use images similar those below and have

the child/adolescent state where feelings of depression appear.


Helpful Links for More Information

http://effectivechildtherapy.org/content/depression-related-disorders

https://www.adaa.org/understanding-anxiety/depression

http://childmind.org/topics/concerns/depression/

http://kidshealth.org/en/parents/understanding-depression.html

http://www.abct.org/Information/?m=mInformation&fa=fs_DEPRESSION

http://www.moodychildtherapy.com/parent-resources

Helpful Books to Consider

The following resources were utilized: http://www.yspp.org/resources/resources_books.htm;

http://www.moodychildtherapy.com/parent-resources/books/

Books for Parents and Educators:

A Parent’s Guide for Suicidal and Depressed Teens, Kate Williams, 1995

Lonely, Sad & Angry: A parent’s guide to depression in children and adolescents, Barbara Ingersoll & Sam

Goldstein, 2001

Understanding your Teenager’s Depression: Issues, Insights & Practical Guidance for Parents, Kathleen McCoy,

1994

Help me, I’m Sad: Recognizing, Treating and Preventing childhood and adolescent depression, David Fassler, &

Lynne Dumas, 1998

Helping your child cope with depression and suicidal thoughts, Tonia Shamoo & Philip Patros, 1996

Coping with Depression in Young People: A guide for parents, Carol Fitzpatrick, John Sharry, 2004

Raising a moody child: How to cope with depression and bipolar disorder (1st Edition), Mary A. Fristad, Jill S.

Goldberg Arnold, 2004’

The disappearing girl: Learning the language of teenage depression, Lisa Machoian, 2006

A parent’s survival guide to childhood depression, Susan E. Dubuque, 1996

It’s Nobody’s Fault: New hope and heap for difficult children and their parents, Harold Koplewicz, 1997

Straight talk about psychiatric medications for kids (4th Edition), Timothy E. Wilens, Paul G. Hammerness, 2016

Night Falls Fast – Understanding Suicide, Kay Redfield Jamison, 2000

No one saw my pain: Why teens kill themselves, Lili Garfinkel & Andrew Slaby, 1996

Suicide: The forever decision- For those thinking about suicide and for those who know, love, or counsel them,

Paul Quinnett, 1992

Making sense of suicide: An in-depth look at why people kill themselves, David Lester, 1997

Adolescent Suicide: Assessment and Intervention (2nd Edition), Alan L. Berman, David A. Jobes, Morton M.

Silverman, 2006

http://effectivechildtherapy.org/content/depression-related-disorders

https://www.adaa.org/understanding-anxiety/depression

http://childmind.org/topics/concerns/depression/

http://kidshealth.org/en/parents/understanding-depression.html

http://www.abct.org/Information/?m=mInformation&fa=fs_DEPRESSION

http://www.moodychildtherapy.com/parent-resources


The Suicidal Mind, Edwin Shneidman, 1996

Adolescent Depression & Suicide, John Wodarski, Lois Wodarski, & Catherine Dulmus, 2003

Suicide Intervention in the Schools, Scott Poland, 1989

Self-Mutilation: Theory, Research & Treatment (1st Edition), Barent W. Walsh, Paul M. Rosen, 1988

Skills Training Manual for Treating Borderline Personality (1st Edition), Marsha Linehan, 1993

Depressed & Anxious: The Dialectical Behavioral Therapy Workbook for Overcoming Depression & Anxiety,

Thomas Marra, 2004

Book for Children:

Kid Power tactics for dealing with Depression, Nicholas Dubuque, 1996

Anger Mountain, Bryna Hebert, 2005

Matt the Moody Hermit crab, Caroline C. McGee, 2002

Books for Adolescents:

When Nothing Matters Anymore: A survival guide for depressed teens, Bev Cobain, 2007

Living when a young friend commits suicide (or even starts talking about it), Earl A. Grollman & Max Malikow,

1999

Life Happens: A Teenager’s Guide to Friends, Sexuality, Love, Rejection, Addiction, Peer Pressure, Families,

Loss, Depression, Change & Other Challenges of Living, Kathleen McCoy, 1996

Recovering from Depression: A Workbook for Teens, Revised Edition, Mary Copeland & Stuart Copans, 2002

The Power to Prevent Suicide: A Guide for Teens Helping Teens, Richard E. Nelson, Judith C. Galas, Pamela

Espeland, 1994

Coping with Self-Mutilation: A helping book for teens who hurt themselves, Alicia Clarke, 1999

Kid Power tactics for dealing with Depression, Nicholas Dubuque, 1996

Conquering the Beast Within: How I fought depression and won… and how you can, too, Cait Irwin, 1999

Mind Race: A Firsthand Account of One Teenager’s Experience with Bipolar Disorder, Patrick E. Jamieson &

Moira A. Rynn, 2006

Books about Surviving the Loss of a Loved One to Suicide:

Helping Children Grieve: When someone they love dies, Theresa Huntley, 2002

After a Suicide: An activity book for grieving kids, The Dougy Center, 2001

Intense Minds, Tracy Anglada, 2006


Community Referrals

NOTE: Cognitive-Behavioral therapy is an evidence based treatment approach that works best

with depression. It is based on the idea that it is important for children or adolescents to identify

the negative thoughts or feelings that accompany their depression symptoms.

KU Child and Family Services Clinic

1000 Sunnyside Avenue, Dole Human Development Center Room 2015

(785) 864-4416

kuclinic.ku.edu

Bert Nash Community Mental Health Center

200 Maine Street

(785) 843-9192

www.bertnash.org

KU Psychological Clinic

1415 Jayhawk Boulevard, Fraser Hall Room 340

(786) 864-4121

http://psychclinic.ku.edu/

http://www.bertnash.org/

http://psychclinic.ku.edu/

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