Norwell Middle School Guidance Programs depression / Anxiety. Conflict Resolution / Peer Mediation Norwell MiddleSchool guidance Newsletter. September 2004; October 2004; November 2004 http://www.norwellschools.org/middle/MiddleSchguid.htm
Extractions: Norwell Middle School Guidance Programs Counselors in Classroom Short Term Work Programs Assemblies Parent Resources ... Contacts Nancy Sifflard Grade 6 Lois Wheelock Grade 7 and 8 Counselors in the Classroom Top of page Counselor's Short Term Work with Individuals and Small Groups Top of page Formal Guidance / Social Health Programs Top of page Special Assembly Programs Top of page Parent Resources Top of page Norwell Middle School Guidance Newsletter
Current Trends In Treating Adolescent Depression Girls suffer from depression more often than boys, and schools such as CCA canhelp your daughter find tools to A high school guidance counselor http://www.about-teen-depression.com/trends-treatment.html
Extractions: Did You Know? Two percent of preteens and 5% of adolescents suffer from depression. Copper Canyon Academy : A therapeutic boarding school for girls in Arizona. Girls suffer from depression more often than boys, and schools such as CCA can help your daughter find tools to improve her outlook on life. Current Trends in Treating Adolescent Depression By Judy Shepps Battle "The first thing I noticed about Nancy was the sadness in her eyes and how distant she seemed. Even though she smiled when she spoke and wore the latest designer clothes, I could feel how close her tears were to the surface. Yet, when asked, all she would say was how irritable she was feeling and how often she gets stomachaches." A high school guidance counselor
St. Francis High School--Guidance The groupcounseling program at St. Francis High school is designed to meet work on personal issues such as depression, anxiety, social isolation, etc http://www.sfhsnet.org/guidance/group-counsel.htm
Extractions: weekly bulletin ACADEMIC COUNSELING ... BACK TO HOME GROUP COUNSELING Group Counseling Program at St. Francis The group-counseling program at St. Francis High School is designed to meet the needs of all of our students. The groups being offered this semester are listed below. I: Short-term Groups for Freshmen and Transfer Students: IV Eating Concerns Support Group: in this group students can share their attitudes, habits and any eating concerns they might have. The group is designed to focus on a healthier lifestyle and promote the social and emotional growth of students. If you are interested in learning more about any of these groups, please contact Mrs. Rupp at ext. 104.
Disability Vs. Difference Anxiety, depression, school avoidance and attention deficit disorder may coexistwith first speak with the school guidance counselor or psychologist and http://www.scholastic.com/schoolage/experts/behavior/9_12_differences.htm
Extractions: Several years ago, a 30-year-old man, Bob, appeared in my consulting room. He said he wanted to begin therapy. Bob was an award-winning filmmaker whose chief problem, he said, was his inability to form an intimate relationship with a woman. He was a very bright, personable and articulate man, yet whenever a dinner date ensued, particularly in an expensive restaurant, Bob would become ill at ease. More than once, he didn't call for another date. With a sudden flash of insight, I asked Bob if he could read the menu. He blushed and admitted that he could barely read, that it was his lifelong Achilles heel. He was able to succeed in his filmmaking business because of a loyal assistant who guarded his secret. As long as he could remember, Bob was considered "bright but not living up to his potential." On his 13th birthday, his father gave him a movie camera, and from that day forward, Bob's future was determined. He slipped through high school and began work as an assistant cameraman.
What Does The Bible Say About Suicide And Depression? Most thoughts of suicide are caused by the disease clinical depression. Parents; Friends; Teachers; school guidance Counselors; A minister or priest at http://www.twopaths.com/faq_suicide.htm
Extractions: What does the Bible say about suicide and depression? The Bible mentions several instances of suicide, but does not give any specific laws about it. However, there are several passages that indicate life is given by God and only God has the right to take it away. For example: "I came naked from my mother's womb," he said, "and I shall have nothing when I die. The Lord gave me everything I had, and they were his to take away. Blessed be the name of the Lord." (TLB, Job 1:21) More specifically, God has given life to each of us to do his work on Earth. Our bodies belong to God, not to ourselves. So, it is up to Him to decide when our work on Earth is finished, not up to us: Haven't you yet learned that your body is the home of the Holy Spirit God gave you, and that he lives within you? Your own body does not belong to you. For God has bought you with a great price. So use every part of your body to give glory back to God because he owns it. (TLB, 1st Corinthians 6:19-20) Life has its ups and downs, and the down times are only temporary, even though it may not seem that way. Often, the hard times in our lives, when things seem hopeless, are really opportunities to learn valuable lessons such as humility, dependence on God, the value of prayer, or to learn how to help others who are suffering. In times when things seem the worst, we can be sure that God loves us more than ever.
Defaultindex Clinical depression * Anxiety disorders * Tics or other nervous habits * Frequentcrying Staff Davisville Middle school guidance staff http://www.nksd.net/schools/dms/guidance/guidance.htm
By Girls, For Girls - Depression depression occurs because of a chemical imbalance of neurotransmitters in the brain school guidance counselors. What kind of questions may the doctor or http://bygirlsforgirls.org/depression.html
Extractions: Micha'le, 15 years old Through my experiences with mental illness all my life, I have learned how to deal with the symptoms. Doctors and therapists came and went. I also tried many medications off and on throughout the years. Day after day, night after night, time just kept passing. Somewhere along the way, I lost weeks, months, and years. Eventually, I learned to take risks again. It was really hard for me to care again. As I accepted my illness, I began to heal. I began to understand my thoughts and feelings. I changed my environment, my perspective of life, my relationships with others, and how I deal with things in general, along with many other things. This in turn, created change in my life. I learned to make decisions and I became empowered again. I learned to communicate and have feelings again. I gave feedback and I received it. I gained positive role models in my life and I took advantage of what life had to offer me. My attitude today is knowing that each day brings a new challenge. I go one step forward and three steps back. Yet I know I can have occasional relapses, but they get easier to survive. I have learned to rest, keep a routine, eat a healthy diet, drink lots of water, exercise, relax, and enjoy my time alone and with others. I also have the opportunity to try and to fail, and then try again.
Extractions: What is the program title? Master of Education in Counseling and Personnel Services with concentration in Elementary School Counseling, grades (P-8). What are the admission requirements? Application Deadlines: October 1 for Spring, March 1 for Summer and Fall. (If spaces are available in the program after the March 1 deadline, fall applications will be considered until June 15). Prospective students must submit an on-line application for admission to the University of Louisville Graduate School at http://graduate.louisville.edu/request_info/admissions.html To apply for Kentucky certification upon completion of this program, students must first hold Kentucky certification in Elementary Education and must submit a copy of the teaching license. As part of the application process, students are required to submit official transcripts showing all degrees awarded on all undergraduate and all graduate work completed. The minimum requirement for admission is the baccalaureate degree or its equivalent from an accredited institution. Each applicant is required to submit at least two letters of recommendation from individuals who can speak to the applicant's academic and/or professional capabilities and potential are required.
Extractions: Compulsive Overeating WHAT ARE EATING ISSUES? Everywhere we look....television, movies, music videos, magazines...we are surrounded by visual images of young, perfectly toned, slender bodies. When an average-sized person compares him/herself to these unrealistic images, it can wreak havoc with self-esteem. While there is more talk recently about the benefits of physical strength and health, the media often features underweight models to illustrate the supposed norm. People may use drastic behaviors to achieve an ideal that may be not only unrealistic, but deadly.
Extractions: Helping Depressed Teens I ts not unusual for young people to experience "the blues" or feel "down in the dumps" occasionally. Adolescence is always an unsettling time, with the many physical, emotional, psychological and social changes that accompany this stage of life. Unrealistic academic, social, or family expectations can create a strong sense of rejection and can lead to deep disappointment. When things go wrong at school or at home, teens often overreact. Many young people feel that life is not fair or that things "never go their way." They feel "stressed out" and confused. To make matters worse, teens are bombarded by conflicting messages from parents, friends and society. Todays teens see more of what life has to offer both good and bad on television, at school, in magazines and on the Internet. They are also forced to learn about the threat of AIDS, even if they are not sexually active or using drugs. Teens need adult guidance more than ever to understand all the emotional and physical changes they are experiencing. When teens moods disrupt their ability to function on a day-to-day basis, it may indicate a serious emotional or mental disorder that needs attention adolescent depression. Parents or caregivers must take action.
ADDvance - High School Girls With ADD (ADHD) Such depression is much easier to recognize, and many girls with ADD (ADHD) find This could be a therapist, coach, or school guidance counselor. http://www.addvance.com/help/women/high_school.html
Extractions: ADD-Friendly Living Parents/Children Teens Young Adults ... Help Kathleen G. Nadeau, Ph.D. It seems as if nature and society have conspired to pack the high school years with so many daunting challenges that even the most adept and well-adjusted adolescent feels overloaded. When ADD (ADHD) is added to the mix, high school becomes even more challenging, and may even become a destructive experience. Diagnosis of ADD (ADHD) in teenage girls The accurate diagnosis and appropriate treatment of girls with ADD (ADHD) is acutely important in these challenging years, however many teenage girls with ADD (ADHD) go undiagnosed or misdiagnosed for a number of reasons: Girls with ADD (ADHD) often behave very differently than boys, falling into the much harder to diagnose category of "primarily inattentive type;" Girls typically work harder to hide their academic difficulties and to conform to teacher expectation; and
The Expressive Arts In Counseling. ERIC Digest. a selfhelp basis for the treatment of depression is the story ofElizabeth Grandma Layton, Elementary school guidance Counseling, 21, 276-283. http://www.ericdigests.org/1992-1/arts.htm
Extractions: Source: ERIC Clearinghouse on Counseling and Personnel Services Ann Arbor MI. The Expressive Arts in Counseling. ERIC Digest. In recent times, there has been renewed interest in the use of the arts in counseling, especially art forms that are considered "expressive." Informed counselors can assist their clients in developing their potential through concrete and abstract verbal and nonverbal art forms that inspire, direct, and heal. Therefore, it is important that counselors know how the arts are used in helping. This type of background enables them to make informed decisions based on the type of treatment available. It can also give them more versatility in the services they provide. WHAT ARE THE EXPRESSIVE ARTS? The expressive arts consist of verbal and nonverbal ways of representing feelings. They allow individuals options in conveying their emotions. Expressive arts usually take the form of a unique creation, such as a song or painting. However, they may appear rather mundane as well. The common denominator they share is the utilization of silent insight and natural abilities. The most well known verbal arts are drama and literature, while the best known nonverbal arts are music, dance/movement, imagery, and visual expression (i.e., drawing, painting, or sculpting).
Extractions: Information Literacy Blog Promoting Stress Management: The Role of Comprehensive School Health Programs. ERIC Digest. by Massey, Marilyn S. Stress has been defined as, "the inability to cope with a perceived or real (or imagined) threat to one's mental, physical, emotional, and spiritual well-being [sic] which results in a series of physiological responses and adaptations" (Seaward, 1997, p. 5). In addition to responding physiologically, people may respond cognitively and emotionally to stress. Studies indicate that 70-80% of all disease and illness is stress-related (Seaward, 1997). Stress affects each of the five dimensions of health: physical, mental, emotional, social, and spiritual. Examples of "distressors" (negative stressors) that children and adolescents may confront within these dimensions include: illness, injury, inadequate nutrition, and low levels of physical fitness (physical dimension); pressures to excel in academic and extracurricular activities, depression, and anxiety (mental/emotional dimension); relational issues, peer pressure, and dysfunctional family lives (social dimension); and inability to find purpose in life or to understand how individual lives contribute to a much larger and grander universe (spiritual dimension). Rather than how much stress individuals experience, the critical issue seems to be how they perceive stress and respond to it. Seaward (1997) points out that coping with stress is an ongoing process. Therefore, it is critical that children and adolescents are given opportunities to develop life skills that will help them effectively cope with daily stressors, major life events, and change. The purpose of this Digest is to examine how comprehensive school health programs may promote stress management.
DoDEA: McNair School's Guidance Office Web Page If your child is experiencing sadness, anxiety or depression, please contact yourschool s guidance counselor. Counseling services are available in the http://www.am.dodea.edu/bragg/mcnair/html/classroom_news/guidance/guidance.html
Extractions: Helping Families Deal With Deployment During this difficult time of deployments and uncertainty, please be assured that your school is supporting you and your children. Activities will be conducted with all grade levels to help students deal with separation and deployment. If your child is experiencing sadness, anxiety or depression, please contact your school's guidance counselor. Counseling services are available in the schools. The school counselor will also assist you with referrals to other agencies if necessary. The following tips may assist you and your family in dealing with separation and deployment: View and discuss the situation as temporary .....Stress the positive aspects of the situation: more time with the
Depression In Children And Teens There are many ways that schools can help a child with depression succeed in the Parents and school staff, including teachers, guidance counselors, http://www.massgeneral.org/madiresourcecenter/schoolpsychiatry/info_depression.a
Extractions: Last Updated: Sep 01, 2005 What is Depression? What Does Depression Look Like in Children and Adolescents? At Home At School ... Sources Depression is a medical disorder that causes a person to feel persistently sad, low, or disinterested in daily activities. While everyone may have occasional moments of feeling sad or "blue," or a temporary period of sadness in response to a major loss, a depressive disorder causes those feelings to continue for an extended period. The tendency to develop depression involves complex genetic and environmental factors. Depression in a child or adolescent is usually in the form of a major depressive disorder , in which multiple, significant symptoms of depression persist nearly every day for at least two weeks. Major depressive disorder affects about two percent of children and about five percent of adolescents. It can develop in response to a stressful situation or it may develop on its own. Many children have symptoms of a milder depression, known as
Getting Help With Depression In addition, theresa wide range of professionals who can also help people withdepression, including members of the clergy and school guidance counselors http://www.vhl.org/newsletter/vhl2000/00bhdepr.htm
Extractions: to improve diagnosis, treatment, quality of life for people affected by von Hippel-Lindau disease. by Dan Kavanaugh, M.S., social worker, National Institute for Neurological Disorders and Stroke (NINDS), Bethesda, Maryland, one of the U.S. National Institutes of Health Last summer my youngest daughter broke her leg in a playground accident when another child ran into her. We took her to the physician and the X-rays confirmed a break. The healing process began when the cast was placed on her leg. What if I had taken my daughter to the physician and instead of putting a cast on her leg he had just said "That’s understandable that she broke her leg." Suppose the physician had left it at that — no further medical intervention, no cast, just the words "That’s understandable." Wouldn’t that be a fairly shocking response? Yet when a person who is diagnosed with a chronic illness begins to express feelings of depression, they are often met with the words "That’s understandable" and are not offered the opportunity to have the depression treated. The risk of depression also increases with the possible complications of a chronic illness. A person may be successfully managing a chronic illness, but the illness may have so many possible complications (frequent hospitalizations, depletion of financial resources, decreased ability to maintain gainful employment) that even one who is in control of the disease may have a high rate of depression.
Resilience Training In Children Groups are led by school teachers and guidance counselors trained by developers of Abstract from Prevention of depressive symptoms in school children. http://www.positivepsychology.org/prpsum.htm
Extractions: The Penn Resiliency Program (PRP) is a school-based intervention curriculum designed to build resilience, promote adaptive coping skills, and teach effective problem-solving. A major goal of the study is to promote optimistic thinking to help children and adolescents respond to the daily challenges and problems that are encountered during the middle and high school years. The skills taught in the program can be applied to many contexts of life including relationships with peers and family members as well as achievement in academics or other activities. The program has been found to be effective in helping buffer children against the effects of stress including more serious levels of stress such as anxiety and depression. The PRP (designed by Jane Gillham, Ph.D., Lisa Jaycox, Ph.D., Karen Reivich, Ph.D., Martin Seligman, Ph.D. and Terry Silver) is a manual-based intervention comprised of twelve 90-minute group sessions. The curriculum teaches cognitive-behavioral and social problem-solving skills and is based in part on cognitive-behavioral theories of depression by Aaron T. Beck, Albert Ellis and Martin Seligman. Students are encouraged to identify and challenge negative beliefs, use evidence to make more accurate appraisals of situations and events, and to use effective coping mechanisms when faced with adversity. In addition to the cognitive-behavioral component, students learn techniques for assertiveness, negotiation, decision-making, and relaxation.
ADHD In Suffolk - DepressioninChildren depression is one of the most common of these disorders. Discuss the problemwith your child s paediatrician, school guidance counsellor, http://www.adhdinsuffolk.org/DepressioninChildren.asp
Extractions: Barbara Ingersoll, Ph.D. Three-year-old Joshua was a happy, outgoing youngster who enjoyed a great deal of attention from a large, loving family. He became increasingly withdrawn, irritable, and unhappy following a three-week hospitalisation for an acute physical illness. Despite a history of mild learning disabilities and Attention Deficit Disorder, eight-year-old Lee appeared to be doing well at home and in school. When his best friend moved away he became morose and moody. He lost interest in his schoolwork, his appetite diminished, and he spent long hours sleeping or watching television. At age twelve, Elizabeth appeared helpless and unhappy. She seemed unable to handle the ups and downs of daily life at home or in school and, when faced with stress, often cried, "I hate my life" and "I wish I were dead." What's wrong with these children?
Students Advised On Post-exam Depression Students who are depressed as they did not achieve the results they had hoped for in students to talk to their school guidance counsellor immediately. http://www.irishhealth.com/clin/depression/newsstory.php?id=2753
Extractions: The Connecticut Teen Screen program, based on a model developed by Dr. David Shaffer, which provides screening and treatment for adolescents suffering from depression and/or suicidal ideation, will begin at Harding High School in Bridgeport, CT with the goal of expanding throughout Southwestern Connecticut. This award will be used to provide resources for those students who are identified but unable to meet the cost of treatment.
