LDACF Newsletter Fall 2001
Volume 34, Issue 1

LD Resource Center Services to Continue with a Few Changes

Lending Library

Services Fee

LDA-CF Presents a Fall Workshop Series

America’s Depression Screening Day

2001 Activities and Schedule

Childhood Depression

• Change in personality, such as increased anger, irritability, moodiness or whining
• Change in appetite, usually a loss of appetite
• Change in sleep patterns, such as difficulty falling asleep, staying asleep, or excessive sleeping
• Loss of interest in friends, play, activities, and sports. Or an absence of pleasure derived from relationships
• Low self-esteem, frequently expressed through self-deprecating and negative talk;
• Indecisiveness
• Difficulty with concentration ( not to be confused with attention deficit disorder)
• Feelings of helplessness, occasionally expressed through suicidal talk.

• Genetic or biochemical predisposition;
• Real or imagined experiences of loss
• Excessive physical and emotional stress
• Lack of success in school, with the family, and/or in making and keeping friends.

• Interference with academic, family, and social functioning
• Loss of interest in school, which typically results in declining academic performance
• Loss of interest in friends, and withdrawal
• Physical complaints, such as headaches and stomachaches
• Increased anxiety, fears, or phobias; increased irritability and anger
• Conflicts with parents and siblings.

• Be aware of clues and indicators of depression. Parents should trust their intuition about their children’s behavior, especially where a family history of depression is present. Parents may want to give serious consideration to the suggestions of others that their son or daughter may be experiencing depression.
• If parents suspect depression in a child, they may want to discuss their concerns with teachers and school counselors. This may ease their concerns if teachers do not observe similar behaviors, or it may confirm their concerns if teachers are aware of behavior that may indicate depression.
• Parents should talk with their family physician. The family’s physician may want to meet with the child to confirm a diagnosis or may refer the child to a child or adolescent psychiatrist or other mental health professional for diagnosis.
• Once a diagnosis of depression has been made, parents should seek professional help for their child(ren). Many different types of therapy are available, some of them designed to address specific thought behavior patterns. These therapies, and others, include: behavioral therapy, psychoanalysis, cognitive therapy, family therapy, movement/art/music therapy, group therapy and medication.

1. Definition of the skill with guided discussion of examples,
2. Modeling or video presentation of the skill being correctly applied,
3. Modeling or video presentation of incorrect appli- cation (non example)
4. Review,
5. Modeling or video presentation of a second example with debriefing,
6. Modeling a range of examples, coupled with hy- pothetical practice situations,
7. Modeling or video presentation of another positive example if needed,
8. Role playing, and
9. Informal commitment from student to try the skill in a natual setting.

Check out information.

Dear Editor:

The ABCs of Government, Special Education and Advocacy

The Challenges of Parenting the ADHD & SLD Child

• What is meant by Specific Learning Disability (SLD)
• What is Attention Deficit Hyperactivity Disorder (ADHD)
• What are barriers for parents who have a child with difficult behavior
• How does temperament affect behavior
• What other problems are often seen co-existing such as: CAPD, Language, ODD, SID
• What is CAPD (Central Auditory Processing Disorder)
• What is Sensory Impairment Dysfunction and Sensory Integration Therapy
• Improving Self Esteem (the parents’ and the child’s)
• How behavior systems are designed and how to use them

Orange County Public Schools Assistive Technology Team

Charter and Scholarship School Rights