Anxiety and Mood Disorders in Childhood - Needham SEPAC
Anxiety and Mood Disorders in Childhood - Needham SEPAC Anxiety and Mood Disorders in Childhood - Needham SEPAC
Summary of Key Points Home, community and school-basedinterventions should integrate: Understanding of unique features A developmental perspective Integrative/biopsychosocial interventions Main goals-improve self-regulation, selfmonitoring, social skills and problemsolving. All plans, including school, should beproactive: focus on planning, generalization &consistency across environments Hang in there: Expect recurrences but bepersistent!Jessica A. Leavell, Ph.D.
- Page 3 and 4: Anxiety Disorders Overview Children
- Page 5 and 6: Anxiety Disorders: Diagnostic Panic
- Page 7 and 8: Anxiety DisordersObsessive-Compulsi
- Page 9 and 10: Anxiety Disorders Separation Anxiet
- Page 11 and 12: Depression and Childhood Children e
- Page 13 and 14: Mood Disorders Major Depressive Dis
- Page 15 and 16: Bipolar Disorder Symptoms of mania
- Page 17 and 18: Brain Involvement Decreased prefron
- Page 19 and 20: What is Pediatric BipolarDisorder?
- Page 21 and 22: Psychological Treatments Treatment
- Page 23 and 24: CBT OverviewCognitive Triad (Beck)t
- Page 25 and 26: CBT and Childhood AnxietyAimed to h
- Page 27 and 28: CBT and Childhood AnxietyTrauma Foc
- Page 29 and 30: CBT and Childhood Depression Cognit
- Page 31 and 32: CBT and Childhood Depression Cultur
- Page 33 and 34: Interpersonal Psychotherapy(IPT)Bri
- Page 35 and 36: Family- Focused Therapy Cont.One 2-
- Page 37 and 38: Dialectical Behavioral TherapyDevel
- Page 39 and 40: IPSRT Cont. EST for adults Recent o
- Page 41 and 42: Psychological TreatmentSummary Take
- Page 43 and 44: Integrating Treatment Intothe Schoo
- Page 45 and 46: School-Based Interventions Who shou
- Page 47 and 48: School-Based Intervention:Staff Pro
- Page 49 and 50: School-Based Interventions Other Ex
- Page 51 and 52: Components of School-BasedIntervent
- Page 53: School-Based Interventions4. Teach
Summary of Key Po<strong>in</strong>ts Home, community <strong>and</strong> school-based<strong>in</strong>terventions should <strong>in</strong>tegrate: Underst<strong>and</strong><strong>in</strong>g of unique features A developmental perspective Integrative/biopsychosocial <strong>in</strong>terventions Ma<strong>in</strong> goals-improve self-regulation, selfmonitor<strong>in</strong>g, social skills <strong>and</strong> problemsolv<strong>in</strong>g. All plans, <strong>in</strong>clud<strong>in</strong>g school, should beproactive: focus on plann<strong>in</strong>g, generalization &consistency across environments Hang <strong>in</strong> there: Expect recurrences but bepersistent!Jessica A. Leavell, Ph.D.
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