Depressive related symptoms among preschool-age children

Kashani, Javad H.; Ray, Joel S.

doi:10.1007/bf00709557

Cited by 30 publications

(9 citation statements)

References 15 publications

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“…This is contrary to historical developmental theory that stated preschool children were incapable of evincing ''true'' psychopathology because of the belief that young children were cognitively, socially, and emotionally immature (Egger & Angold, 2006). Kashani and colleagues were the first to systematically investigate the probability of depression in young children and found that ''concerning symptoms'' such as extreme feelings of guilt, fatigue, crying, low self-esteem, anhedonia, and play themes involving death do occur (Kashani & Ray, 1983;Kashani & Carlson, 1985;Kashani, Holcomb, & Orvaschel, 1986). Since then, large-scale studies investigating the preschool population (e.g., American Preschool Age Psychiatric Assessment Test-Retest Study) have reported rates of depressive disorders in nonclinical samples of preschoolers being 1.4% for MDD, 0.6% for dysthymic disorder, and 0.7% for depression NOS/minor depression (Egger & Angold, 2006).…”

Section: Preschoolersmentioning

confidence: 89%

Social Behavior and Skills in Children

Matson¹

2009

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Section: Preschoolersmentioning

confidence: 89%

Social Behavior and Skills in Children

Matson¹

2009

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“…Kashani and colleagues [7][8][9][10][11][12][22][23][24] provided the first series of studies that showed evidence of depression in preschool children in clinical and community samples. Several preschoolers who met standard DSM-III criteria for major depressive disorder (MDD) were identified.…”

Section: Early Findingsmentioning

confidence: 99%

“…Although a series of reports suggesting the existence of preschool-onset depression were published in the 1980s, only in the past 5 years have significant strides have been made in characterizing the nosology of preschool depression [7][8][9][10][11][12]. In their work at the Washington University School of Medicine Early Emotional Development Program (EEDP), Luby and colleagues [13,14] have conducted extensive research on preschool depression.…”

mentioning

confidence: 99%

Preschool Depression

Stalets

Luby

2006

Child and Adolescent Psychiatric Clinics of North America

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Within the past five years, significant strides have been made in the characterization of preschool (3-6 years of age) depression. Advances in this line of research have been made possible by increasing attention to the impact of developmental stage on symptom manifestation and the development of measures that appropriately assess for the presence of these developmentally specific symptoms. Available empirical evidence demonstrates that preschool depression is characterized by a specific and stable symptom constellation, associated impairment, biologic markers, and family history of similar disorders. This article reviews the relatively new body of evidence supporting the validity of preschool depression.

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“…Recent empiric data have disproved this claim, demonstrating that infants and toddlers exhibit a higher level of emotional sophistication than previously recognized 30,31. Nonetheless, the study of preschool depression remained latent until the 1980s when Kashani and colleagues32–37 provided evidentiary support for depression in the preschool period. Looking at a sample of schoolchildren in both clinical and community settings, Kashani and colleagues were able to identify a subgroup of preschoolers who met standard DSM-III criteria for MDD.…”

Section: Depressive Disordersmentioning

confidence: 99%

Internalizing Disorders in Early Childhood: A Review of Depressive and Anxiety Disorders

Tandon

Cardeli

Luby

2009

Child and Adolescent Psychiatric Clinics of North America

185

130

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The understanding of internalizing disorders in young children has lagged behind advances in our understanding of other areas of psychopathology in this age group. One factor contributing to the relatively slower progress in this domain might be that, as a group, internalizing disorders tend to be viewed as less problematic by parents, teachers, and other caregivers. This may be related to the fact that such disorders are most often characterized by quiet, internal distress sometimes referred to as "intropunitive," rather than overtly, socially negative, or disruptive behavior. Such features may also make these disorders more difficult to detect in the very young who have less well-developed verbal skills in general and specifically an even more limited capacity to describe internal feeling states.Despite these impediments, a major shift, and advance in this area, has been the study of more discrete differentiated disorders instead of lumping of all internalizing symptoms into one broad category of the two-dimensional internalizing versus externalizing taxonomy of childhood psychopathology. This shift in the conceptualization and categorization of psychopathology, although still an area of considerable debate, has allowed systematic investigation of diagnostic nosologic classifications used in older children and adults and has contributed to our understanding of the differentiation between mood and anxiety disorders in early childhood and differences between preschoolers and school-age children. In older children, some investigations have provided data that dispute this distinction, suggesting that some anxiety disorders (eg, generalized anxiety disorder) should be categorized with major depressive disorder (MDD).1 , 2 However, several investigations in young children have supported a meaningful distinction between mood and anxiety disorders in general.3 , 4 The question of whether to lump or split mood and anxiety disorders, and how to split them in early childhood, remains a relatively empirically unexplored area in need of further study.The shift to a categorical and more differentiated view of mood and anxiety disorders in early childhood has also created a gap in our ability to link this newer literature to the large and rich older body of literature on young children that used these broader dimensional measures of psychopathology.5 -7 As in other areas of young child psychopathology, the recent development of age-appropriate measures of psychopathology has catalyzed this area of research, with findings moving beyond the traditional two-dimensional taxonomy as offered by the widely used Child Behavior Checklist (CBCL). In addition to the

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Depressive related symptoms among preschool-age children

Cited by 30 publications

References 15 publications

Social Behavior and Skills in Children

Social Behavior and Skills in Children

Preschool Depression

Internalizing Disorders in Early Childhood: A Review of Depressive and Anxiety Disorders

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