Contextual Emotion Regulation Therapy: A Developmentally Based Intervention for Pediatric Depression

Kovács, Mária; Lopez-Duran, Nestor L.

doi:10.1016/j.chc.2012.01.002

Cited by 23 publications

(23 citation statements)

References 68 publications

(90 reference statements)

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“…From a psychological perspective, parents play critical roles in their children's emotional and social development and provide the crucible within which developmental skills unfold [191]. A close father-child relationship could provide a unique kind of support for improvement and response to treatment in young people [193].…”

Section: Treatmentmentioning

confidence: 99%

“…A close father-child relationship could provide a unique kind of support for improvement and response to treatment in young people [193]. Additionally, when parents (caregivers) themselves respond to a child's distress, they function as interpersonal regulatory agents [191].…”

Section: Treatmentmentioning

confidence: 99%

“…Second, a developmentally informed intervention should accommodate the fact that young patients will be at different stages of development of the targeted skills when they enter treatment, e. g., which will have ramifications for what the therapist can do [191]. The presentation of depressive symptoms can vary according to age groups.…”

Section: Treatmentmentioning

confidence: 99%

“…According to koVacS et al [191] the procedure for the treatment of childhood depression has to have at least four key features. First, the treatment's conceptual formulation (or explanatory framework) should include an explicit developmental component.…”

Section: Treatmentmentioning

confidence: 99%

“…From thereon, whether or not the dysphoric emotion develops into a disorder depends in large measure on the way in which the affected youngster responds to the emotion [191].…”

mentioning

confidence: 99%

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Childhood Depression As Emerging Public Health Problem: A Systematic Review

Pimentel¹,

Júnior²,

Júnior³

et al. 2015

Int Arch Med

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As an important problem of public health, the childhood depression deserves special attention, in which the serious and long term consequences of the disease weigh to the childhood development. Taking this in consideration, the present study was based in the following research question: which practical contribution the actual scientific literature about childhood depression has to offer to clinicians and researchers? The aim of the present study was to evaluate the actual evidence concerning the different aspects (etiology/risk factors, diagnosis, treatment, prognostic and prevention) of childhood depression, with the purpose to systematize such evidences and to contribute with the knowledge about the problem. In way to reach this aim, it was performed a systematic review of articles about childhood depression, in the period from January first of 2010 to January 16 of 2014, in the databases PubMED, MEDLINE and SciELO. In the research, the following terms were used: "depression" (MeSH), "child" (MeSH) and "childhood depression" (Keyword). Of the 860 found studies, 76 met the eligibility criteria. The found studies covered a wide variety of aspects related to childhood depression, as diagnosis, treatment, prevention and prognostic. The actual scientific literature about the childhood depression converges to, directly or not, highlight the negative impacts of the depression disorders to the life quality of the children. Unfortunately, the found studies show that the childhood depression is a disorder that develops most commonly in a poverty and vulnerability scenery, where the individual and familiar necessities concerning the childhood depression are not always taken in consideration. In this context, this review demonstrates that the depression started in

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Section: Treatmentmentioning

confidence: 99%

Section: Treatmentmentioning

confidence: 99%

Section: Treatmentmentioning

confidence: 99%

Section: Treatmentmentioning

confidence: 99%

“…From thereon, whether or not the dysphoric emotion develops into a disorder depends in large measure on the way in which the affected youngster responds to the emotion [191].…”

mentioning

confidence: 99%

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