Citation

Del Casale A, Zocchi C, Kotzalidis GD, Fiaschè F, Girardi P. Psychiatry Int. (Basel) 2021; 2(3): 353-364.

Copyright

(Copyright © 2021, MDPI: Multidisciplinary Digital Publications Institute)

DOI

10.3390/psychiatryint2030027

PMID

unavailable

Abstract

Major depressive disorder (MDD) and other affective disorders may surreptitiously arise in children and adolescents during their school period and impair their social and educational functioning. Besides the social and personal burden, which are increased during the SARS-CoV-2 pandemic, the onset of depression may compromise the future of the growing person with chronicity and recurrence. In this context, educators' training is essential to detect early the onset of a depressive disorder, to spare later consequences through the timely establishment of adequate treatment. The educational staff should receive adequate training to be able to work closely with healthcare providers and parents, thus directing the young person with an affective disorder to the right psychological and pharmacological treatment provider, i.e., a specialized psychologist or psychiatrist. The first approach should be to establish a trustful relationship with the adolescent and his/her classmates, to reduce social and self-stigma and inform about mental illness. If symptoms do not subside and the suffering child or adolescent fails to reintegrate within his/her school environment, cognitive-behavioral interventions are recommended that are individual, group, or computer-based. When needed, these should be implemented with individualized pharmacotherapy.

Language: en

Keywords

COVID-19 pandemic; disruptive mood dysregulation disorder; early detection; early intervention in psychiatry; educational psychology; major depressive disorder