An Overview of Depression: What to Look For and Expect

OVERVIEW

 Depression is an illness that involves the body, mood, and thoughts and that affects the way a person eats, sleeps, feels about himself or herself, and thinks about things. Depression is not the same as a passing blue mood. It is not a sign of personal weakness or a condition that can be wished away. People with depression cannot merely 'pull themselves together' and get better. Without treatment, symptoms can last for weeks, months, or years. Appropriate treatment, however, can help most people with depression.

HOW DEPRESSION MAY AFFECT CLASSROOM PERFORMANCE

Depressed students may appear unmotivated and uncaring about their work when, in fact, they are unable to function to their level of ability. Often, they have difficulty with sustaining attention, effort, performance, and social relationships. Coaxing, cajoling, punishment, and reinforcement typically have little effect on behavior and achievement. Left untreated, depression can lead to continued academic and social problems, substance abuse, social alienation, risk-taking behavior, and suicidal thinking and behavior, perhaps into adulthood. Although students with depression may need counseling and therapy, teachers, school psychologists, counselors, and administrators in collaboration with parents can do much to help them in the classroom by knowing what to look for and learning how to be helpful. 

SYMPTOMS

When speaking about teen depression there are certain behaviors and emotions to be on the lookout for. Some of the behaviors are loss of energy, change of appetite, change in sleep behavior, agitation, use of alcohol or drugs, poor school performance, risky behaviors, or self-harm. Emotional changes may include feelings of sadness, frustration, and hopelessness. Other symptoms to look for are trouble concentrating, making decisions, remembering things, and being overburdened with guilt and thoughts of past failures. Finally, feelings of worthlessness and heavy self-criticism.

TYPICAL TREATMENTS

Typical treatments for depression are psychotherapy, medications, or a combination of both. It is important to see a doctor as soon as the symptoms listed above are brought to your attention. 

SUGGESTED ACCOMMODATIONS

• Address a variety of learning styles (e.g. auditory, visual, kinesthetic, experiential, or a combination of styles).
• Incorporate experiential learning activities.
• Preferential seating, especially near the door to allow leaving class for breaks.
• Assigned classmate as volunteer assistant.
• Beverages permitted in class.
• Prearranged or frequent breaks.
• Tape recorder use.
• Notetaker or photocopy of another student's notes.
• Early availability of syllabus and textbooks.
• Availability of course materials (lectures, handouts) on disk.
• Private feedback on academic performance.

RESOURCES THAT MAY HELP

More Than Moody by Harold S. Koplewicz, MD.

In this book, child psychiatrist Harold Koplewicz helps parents understand the difference between a moody adolescent and one with depression. Koplewicz, founder and director of the New York University Child Study Center, addresses potential depression triggers, the link between gender and depression, and helpful treatments.

Dr. Koplewicz uses anecdotes and advice to create what Mike Wallace from 60 Minutes calls, "a heartening, knowledgeable, and useful guide. And it’s fascinating reading, too."

More than Moody: Recognizing and Treating Adolescent Depression ($2-9; barnesandnoble.com)

What to Do When Someone You Love Is Depressed by Mitch 

Golant Ph. D., and Susan K. Golant

Clinical psychologist Mitch Golant, PhD, spent his childhood dealing with a mother who suffered from severe depression. In this book, he and Susan K. Golant offer a guide for people who act as support systems for loved ones with depression. 

Rosalynn Carter says the work "will bring hope and comfort to the loved ones of those who struggle to overcome this most common of mental illnesses."

What To Do When Someone You
Love Is Depressed: A Practical, Compassionate, and Helpful Guide for Caregivers ($ 3-10;amazon.com)

10 Things to Say (and 10 Not to Say) to Someone With Depression

(online article on Health.com)

http://www.health.com/health/gallery/0,,20393228,00.html

Behavior Tool Kit

The best way to solve a problem is to have the correct tools. Parents and school personnel must work together to help solve these problems. Below you will find a few common behavior problems in our community. Click on the links to find some possible tools you may use when trying to work with these problems. In the links there are different levels of intensity for each strategy. It is important to start with a universal approach to teach a desired skill to the school or class, and after using data for information, move up intensity for a particular child if needed.

Absenteeism at School

http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/10ThingsASchoolCanDoToImproveAttendance.pdf

http://www.cde.ca.gov/ls/ai/cw/attendstrategy.asp

Failure to Complete Homework

http://www.interventioncentral.org/academic-interventions/help-with-homework/student-problems (items 12, 15, and 16)

http://population-based-intervention.wikispaces.com/Homework+Interventions

http://iris.peabody.vanderbilt.edu/module/sr/cresource/what-techniques-will-help-alexandra-and-zach-become-independent-learners-and-how-can-they-gain-those-skills/sr_06/#content

Talking Back to Teachers

http://www.interventioncentral.org/behavioral-interventions/challenging-students/dodging-power-struggle-trap-ideas-teachers

http://www.interventioncentral.org/behavioral-interventions/challenging-students/working-defiant-kids-communication-tools-teachers

http://iris.peabody.vanderbilt.edu/module/beh1/cresource/why-is-it-important-for-ms-begay-to-be-aware-of-her-students-progress/page-5-steps-in-the-cbm-process/#content

Classroom Management Plan CPSE 442

Contact Information and Demographics of Teacher and Class
Karen Burton, Art City Elementary School, Springville, Utah 801-489-2820  karenmburton@gmail.com
Transitional Kindergarten (self-contained), 12 students, 1 teacher, 2 technicians

Statement of Purpose
In our kindergarten class we treat each other with respect and kindness.  We know we can work hard and do our best to learn.dodo our best to learn.

Rules and Relationships (Preliminary LRBI Strategies Used)
As stated in the LRBI document, classroom expectations are limited to 4, are positively stated, and are posted for the students to see.  Also, the rules will be explicitly taught to the class by repeating them regularly and by putting them to music so they can be sung with the class.  Also, as listed in the LRBI document, there is a high rate of reinforcement for appropriate behavior, along with eye contact and descriptive praise, so that students understand the desired behavior which is being reinforced.

RULES
Eyes on Teacher
Raise Your Hand
Walk in the Room
Stay in Your Square

STRATEGY FOR TEACHING RULES
Put pictures up next to each rule to help students to understand them.
Teach and reteach the rules a few times a day during the first three weeks of school, when students are gathered together on the carpet in the front of class.
Teach the rules using a song.
Use role plays to teach rules.

DESCRIBE STRATEGY FOR RETEACHING/ BOOSTER SESSIONS
Sing the song everyday during calendar time to reteach rules.
Ask students to say rules while I point to the pictures near each one.

DESCRIBE A METHOD FOR INFORMING PARENTS ABOUT PLAN
At pre-kindergarten testing during the week before school starts, show parents the posted rules and explain the positive and negative consequences associated with the rules.
In addition, send home a paper with the rules and consequences so that parents can be reminded of classroom expectations for their children.

DESCRIBE SPECIFIC STRATEGIES FOR BUILDING AND MAINTAINING RELATIONSHIPS WITH a) STUDENTS AND b) PARENTS

a) At the end of the school day each student comes up front to the teacher to check his/her name card, where checks (points) have been given during the school day as a positive consequence for following the rules.  This time allows the teacher to have a quick wrapping up of the day with the each student.  Positive feedback is given and daily rewards given (see CONSEQUENCES below).

"Checks" given also allow for immediate positive interaction between teacher and student.

b) Phone calls made to parents every two weeks to touch base and report on academic and behavioral progress and/or deficits.

Meet with parents at end of each grading term in an effort to assess progress.

Keep open communication, inviting parents to call during school hours whenever they feel they need to.

Consequences
(also taught with song)
POSITIVE
Praise tied to appropriate behavior (free and frequent)
Receive a check on name card (intermittent)
A sticker at the end of the day if card is full (strong and long-term, since we focus on daily rewards)
A small treat for each of the 5 filled rows (strong and long-term, since we focus on daily rewards)

NEGATIVE
Receive a warning
Give up your name card (during the next activity)
Put your head down at table in classroom

AVERSIVES

The aversives are demonstrated in the negative consequences listed above.  Because the positive consequences are so motivating for the children, the loss of a name card serves well as an aversive.

DATA COLLECTION METHOD

Name cards act as data collection method for the day.

Inappropriate behavior beyond two days calls for a phone conversation with parents, also will be written in IEP file's anecdotal log.

METHODS FOR STUDENTS TO MONITOR
Students check progress throughout the day by checking their own cards for "checks".  Reward system listed above under POSITIVE CONSEQUENCES.  Students have had the check mark system explained to them multiple times at the beginning of the school year. 

REINFORCERS
Stickers given out for a full card at the end of the day, along with a small food item, like banana chips (as explained above under POSITIVE CONSEQUENCES).

Procedures
A schedule board is used which has removable items that are held on by velcro.  Items include things like: bus, snack, groups, math.  This board is changed daily according to the schedule for that day, the specialists that will be coming in, etc.  This board is reviewed with the class as part of the daily opening exercises, and then is posted where the students can refer to it.

A bell is used to signal a change to the next rotation when working in small groups.  The bell is also used to signal the need for students to return to the carpet at the front of the room, where general instruction is given, when other activities are over. 

Students are organized in small groups (three groups of four) and participate in activities within their groups whenever the whole class is not working together.  These groups are determined by color of name card.  These groups rotate, when bell is rung, to the next activity in the rotation.

If the negative consequences mentioned above prove ineffective, the student is removed from the classroom and accompanied to a chair in the hallway where the technician stands and attends to student until student determines he is ready to re-enter the classroom and follow the class rules.  As stated above, disruptive behavior that occurs over more than two days is reported to parents through a phone call.

Physical Layout
The room has three kidney-shaped tables used during small group activities, with four small chairs and one teacher chair at each table.  There is a play area with toys, dress-up boxes, etc.  At the front of the room there is a carpet for the children to gather on.  This carpet faces the front of the room where there is a white board, a calendar, a CD player for music, pictures of the children posted, and other teaching materials.  The teacher's desk and other administrative materials are in the front corner off to the side, so as to not be distracting to the students.  In the back of the room there is a place for the children to hang their belongings and cubbies as a place to collect daily work.

Rationale for layout

The three kidney tables at the back of the room work well for our small group activities.  The teachers are able to reach the students easier, and a student requiring extra help can slide around the end so as to be in closer proximity to the teacher.  With the tables in back of the room, they are less distracting when the students are up front on the carpet for whole-group activities.

The play area with toys is off to the side corner and behind the easel and other displays.  This helps to keep it sectioned off from the work areas of the classroom.  With the carpet facing the front white board and calendar, the teacher is more able to do group instruction while the students are seated in their assigned squares on the carpet.  The focus is on the teacher as the students sit on the carpet.  We work on the calendar, weather chart, writing and math instruction while in this area.  

Finally, the teacher's desk and the students' area for hanging coats and backpacks are all off to the sides of the work areas.  The students do not need to go to their coats or backpacks during the school day, so this area is appropriately exclusive from the rest of the room.  The students' cubbies are accessible, located right behind the kidney tables, so that when work is finished at the tables they can go put their work into their own cubbies.  

I feel like the room has a good, working, layout. 

Internet Safety Assignment

For this assignment I chose to read all 4 of the articles posted on the class website.  I was glad to be reminded of three basic principles that relate to keeping families safe from possible dangers on the internet :  that the soul is made up of the spirit and the body (DandC 88:15), that "all that is necessary for the triumph of evil is for good men (women) to do nothing."  (Edmund Burke), and that nurturing implies protecting in a loving environment.

Remembering that the soul is made up of body and spirit shows how the two work together to create our whole selves.  It is critical that we protect each part from harmful influences.

It is important to stand up for truth and righteous beliefs as we live in the world, but try and keep ourselves unspotted from it.  Pretending that something is not dangerous will not solve the problem, whether on a grander scale, or just within the walls of our home.  We should not be timid in teaching our children and following up with them on family-decided rules regarding internet usage.

Understanding that the word "nurture" has an implication of protecting helps me to realize that in my role as a nurturer in my home I have a sacred responsibility to help protect my children.  This involves teaching them strategies to keep safe from cyberspace dangers and following up and checking in.

I watched:

http://www.netsmartz.org/resources/reallife.htm had a good video on cyber bullying.  Spreading rumors and lies about people online, which seems to be easier because it is not face-to-face and can easily spread, is the new form of bullying.

I also navigated around http://www.netsmartzkids.org/indexFL.htm to see what activities they had.  This was a fun website!


http://www.ikeepsafe.org/assets/videos/?vid=fauxpaw_video was also a very fun video.  It did a great job of teaching kids about internet safety.  The story was catchy for young kids and the message was firm.  I appreciate that as a parent.

http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/ was a very enlightening program about kids growing up online.  It was eye-opening to me about the way kids think that when they create an online persona it is innocent.  Making friends online is not though through in children as young as 7 or so.

I spoke with my husband about safe internet practices, and we discussed ways we might be even more careful with our children here at home in their internet usage. 

We decided that we would look more seriously into limiting time for our kids online.  Our computer sits right in the middle of the kitchen, so we find it easy to see what our kids are doing, but we could still do more to monitor time use. 

This was an important activity to participate in.  Online social networking and texting are not passing fads.  We need to be able to meet the children we live with and work with half way as we work together to keep them safe.  Just being afraid of technology will not solve any concerns, but learning about "their" world and joining them in discovering positive uses of the media is the answer.

Lesson Plans

I am currently working on three lesson plans that I will develop as fully as possible.  I want to get at least one all of the way completed and ready to teach by Thanksgiving.  This is a great assignment to get us excited about using technology in the classroom.  Self-directed learning projects would be really useful with kids in a resource classroom, and in case I ever end up working in that environment I want to get familiar with possible uses of technology.

Virtual Tours

I just took three virtual tours that my classmates set up on Google Earth.  This was a challenging but cool project.  I think kids in the classroom would really appreciate using this tool, and I plan on exploring it more and finding out interesting ways to incorporate it!

PRINT CARRIES THE MESSAGE up and running

I spent a few moments this evening mixing my sound file on Audacity, which is very easy to use. I got it lined up well with the video and published it to youtube and then to my wiki (see link on right sidebar). It was a really fun project.

Windows Movie Maker will be a tool I will use in the future both in the classroom and for personal projects.