教师在儿童抑郁症处理过程中的作用 ppt课件.pptVIP

The Why of Childhood Depression 第三种适用于教师的模式是认知的歪曲。该模式认为，一个人对自己，对世界，以及对未来的消极的观点才是抑郁的源泉。抑郁的儿童展现出一套消极的认知或前途无望的感觉(Petti 1983)。Haley, Fine, Marriage, Moretti, 和 Freeman (1985) 发现，抑郁的和歪曲的认知与抑郁症的精神病学的或自我的报告之间有显著的相关性。 The Why of Childhood Depression A fourth model of depression that is applicable to schools and teachers involves life stress. In this model, stress and environmental changes that require readjustment are the cause of depression. Nezu and Ronan (1985), in their analysis of 205 undergraduate students, concluded that negative life events can increase coping problems. The degree to which an individual actively copes with these problems is a function of coping ability. Effectively resolving problems decreases the likelihood of experiencing depression. The Why of Childhood Depression 适用于学校和教师的第四种抑郁症模式涉及到生活压力。根据这个模式，需要重新适应的压力和环境的改变是抑郁症的原因。Nezu 和 Ronan (1985), 根据他们对于205 名大学生的分析得出结论说，消极的生活事件可以引起应对的困难。个体主动应对这些困难的程度就是他们的应对能力的功能。有效解决问题的能力减少了抑郁的可能性。 What Is a Teacher to Do? 教师可以做些什么？ Cantwell (1983c) maintains that several factors must be considered in planning treatment. The teacher, although unable to diagnose and plan the treatment of childhood depression, is invaluable in screening students for further evaluation and cooperating with treatment. Here are some specific activities in which teachers may participate. 1. Assist in the identification of students at risk for depression. Students exhibiting the symptoms described should be referred to the school guidance counselor or social worker. Teachers may be able to assist in initial contacts with parents with whom they have good rapport. Working with children who are depressed is based on an analysis of the strengths and competencies of the child and family with which one could work in developing helping strategies (Cantwell 1983c). Teachers may supply invaluable information to assist in the analysis and development of a treatment plan What Is a Teacher to Do? 教师可以做些什么？ Cantwell (1983c) 坚持说，在做处理计划时有几个因素必须考虑。教师尽管无法为童年