Educational and Child Psychology
Kovacs (1997) indicated that, as with adult populations, there is extensive under-recognition and intervention of childhood depression. The increasing likelihood that significant numbers of depressed children are now attending our schools, unrecognised and unsupported, obliges all professionals who come into regular contact with children and young people to become more informed about the signs and symptoms of depression, more equipped with knowledge of how to intervene directly; and more informed about the roles and expertise of other professionals who can be mobilised. Greig (2004, this volume) focused on the theoretical basis of the nature and causes of childhood depression, its intervention and broad practical implications. Of particular importance was the recognition of the multidimensional nature of depression and the resulting necessity of having a multidisciplinary, multi-level, longer-term approach to its prevention, recognition and management. This second paper (Part 2), considers in more detail how educational psychologists can better recognise the signs of depression, intervene as early as possible and collaborate with others on behalf of depressed children and young people.