exam 3 - major depressive disorder (MDD) Flashcards
dysphoria
a negative mood state marked by prolonged bouts of intense deep sadness
irritability
easily annoyed, “touchy”, frustrated, or angered sometimes leading to temper outbursts
anhedonia
loss of interest in previously enjoyable activities:
- used a lot in research
ex: what is predictive of MDD? look at anhedonia
similarities of youths vs. adults with MDD
have comparable rates of comorbidity and display similar symptoms
- anxiety, SUDs
differences of youth vs adults with MDD
children recover faster from depressive episodes, more mentally flexible, more at risk for developing bipolar disorder -> early onset of depression = greater risk of bipolar
children are more likely to have a MDD diagnosis than bipolar
DSM-5-TR diagnostic criteria
5+ symptoms for a 2 week period on most days for most of the day:
Depressed mood (dysphoria)
Marked diminished interest in nearly all activities (anhedonia)
Significant weight loss (more than 5% of body weight change in a month)
Insomnia or hypersomnia
Psychomotor agitation
fatigue/loss of energy
Feeling worthless or inappropriately guilty
Diminished ability to think or concentrate (indecisive)
Suicidal ideation
prevelance
2-8% of children (4-18) experience MDD
rare among preschool and school aged kids (1-3%)
adolescents 2-3x more likely to be diagnosed
course of MDD
can be sudden or gradual, average episode lasts 8 months
bipolar switch: 1/3 kids with MDD develop bipolar disorder within 5 years of initial onset
stress sensitization: first stressor to trigger initial depressive episode may make an individual more sensitive to stress, heightening the likelihood they experience another episode
co-rumination: narrowly focusing on problems and dwelling on the negative emotions associated
diathesis-stress model of depression
an individual must have a predisposition or vulnerability coupled with a stressor (stressful life event) which triggers the onset of a disorder (depression)
negative cognitive triad
Negative views of the self, world, and future which maintain feelings of helplessness. The “triad” contributes to each part catching someone in a cycle of negative distortions of thought.
Self: “I am worthless”
World: “No one values me”
Future: “things will never get better”
All together: “I am worthless because no one values me and things will never get better because I am worthless…..”
negative cognitive schemata and depressogenic conditions
Like a “mental filter” which guides information to reinforce negative beliefs and attitudes. These negative cognitive schemata are formed during stressful events which create a stable structure of thinking, very resistant to change.
ex: someone in my family died and I didn’t do enough (in actuality you helped care for them and planned whole funeral)
depressive ruminative style
style of thinking which narrowly and passively focuses on negative events for extended periods of time
ex: if only i could have said this instead, everything would be better.” (person is focused on the past negative outcome)
hopelessness theory
Depression-prone individuals make more generalized and personal attributions to negative events. When outcomes are consistent with thinking, people begin to become more hopeless about future outcomes leading to less effort to try
negative events → fault goes to → internal, stable, and global reasons
Internal: “I failed because I suck”
Stable: “I always fail”
Global: “I fail at everything”
Positive events → fault goes to → external, unstable, and specific reasons
External: “It was all her that made me succeed”
Unstable: “I got lucky”
Specific: “It only happened because I was there”
behavioral activation theory
treatment involving increasing enjoyable activities in hopes of reducing symptoms of depression
activities involved:
psychoeducation: educate how factors in a person’s environment have an immense impact on their mood and well-being
Activity scheduling: Making a schedule to encourage a person (you) to follow through. Creating checklists brings a sense of accomplishment
Problem-solving: learning how to overcome feelings of depression in order to accomplish goals and partake in pleasurable activities
interpersonal therapy
focuses on symptoms of depression and how social context relates and contributes to symptoms
Good method for individuals who struggle with relationships directly related to their depression
Social context is central to their problems
Communication style: Improves communication style in interpersonal relationships by practicing problem solving techniques. Goal: help (adolescent) understand how their communicative style impacts others and how they can improve this to have a more positive impact on relationships
