In the August 25th The New York Times, Pamela Paul reports on preschool depression.
Nothing is fun; I’m bored. Mickey lies. Dreams don’t come true.
Helen Egger, a Duke University child psychiatrist and epidemiologist, discusses the symptoms.
The misery needs to persist across time, in different settings, with different people. Nor is it enough just to be sad; after all, sadness in the face of unachieved goals or a loss of well-being is normal. But the depressed child apparently has such difficulty resolving the sadness that it becomes pervasive and inhibits his functioning.
Persists. Pervasive.
Among the experts interviewed were:
- Joan Luby is a professor of child psychiatry at Washington University School of Medicine.
- Daniel Klein is a professor of clinical psychology at SUNY Stony Brook.
Preliminary brain scans of Luby’s depressed preschoolers show changes in the shape and size of the hippocampus, an important emotion center in the brain, and in the functional connectivity between different brain regions, similar to changes found in the brains of depressed adults. In a longitudinal study of risk factors for depression, Daniel Klein and his team found that children who were categorized as “temperamentally low in exuberance and enthusiasm” at age 3 had trouble at age 7 summoning positive words that described themselves. By 10, they were more likely to exhibit depressive symptoms. And multiple studies have already linked depression in school-age children to adult depression.
Appropriate Treatment:
For a diagnosis of preschool depression to have any meaningful impact, an appropriate treatment must be found. Talk therapy isn’t practical for children who don’t have the verbal or intellectual sophistication to express and untangle their emotions.
And while practitioners quibble over what to label depression, most agree that for any mood disorder, children this age should not be treated in isolation. “Psychotherapy for depressed preschoolers should always involve the caregiver,” Luby says. “Not because the caregiver is necessarily bad or doing anything wrong, but because the caregiver is an essential part of the child’s psychological apparatus. The child is not an independent entity at this age.”
One established method is called Parent-Child Interaction Therapy, or P.C.I.T. Originally developed in the 1970s to treat disruptive disorders — which typically include violent or aggressive behavior in preschoolers — P.C.I.T. is generally a short-term program, usually 10 to 16 weeks under the supervision of a trained therapist, with ongoing follow-up in the home. Luby adapted the program for depression and began using it in 2007 in an ongoing study on a potential treatment. During each weekly hourlong session, parents are taught to encourage their children to acquire emotion regulation, stress management, guilt reparation and other coping skills. The hope is that children will learn to handle depressive symptoms and parents will reinforce those lessons.
I observed one session in which a therapist deliberately invoked feelings of guilt in the same blond 5-year-old who told the puppets “When bad things happen, I do feel bad.” Seated at a table with his mother, he turned to greet a therapist carrying a tray with two teacups, one elaborately painted. She told him that they were to have a tea party, pointing out her favorite teacup and describing the time it took to decorate it. “I’ll let you use my favorite today,” she beamed. As he gingerly took the rigged cup, its handle snapped off. His face darkened. The therapist lamented the break, ostensibly distraught, and excused herself from the room. The boy’s mother, guided via earset by a therapist watching through a two-way mirror, helped her child work through and resolve his feelings.
“Do you feel like you’re a bad boy?” his mother asked. Most parents want to distract their kids from negative emotions rather than let them process the feelings. “They want to wipe it away and move on,” Luby says. In this session, the mother was instead encouraged to draw the child out.
The boy nodded tearfully. “I feel like I’m going to go into the trash can,” he said.
“Who would put you in the trash can?” his mother asked.
“You would,” he replied in an accusatory voice.
“I would never do that,” she said. “I love you. Accidents happen.” The boy seemed to recover, and they chatted about her earrings, which he flicked playfully with a forefinger. Then his face drooped again.
“Are you mad at me?” he asked, and then added, almost angrily, “I never want to do this activity again.”
“You’re not a bad boy,” she consoled him. Often, parents don’t realize that their children experience guilt or shame, Luby says. “In response to transgression, they tend to punish rather than reassure.”
“I am a bad boy,” the boy said, ducking under the table. “I don’t think you love me now.” He started to moan from the floor, whimpering: “I’m so sad. I’m so sad.”
SUCCESS WITH P.C.I.T. rests heavily on parents, who are essentially tasked with reprogramming their child’s brain to form new, more adaptive habits. Not all parents are equipped to handle the vigilance, the consistency, the sensitivity. But early results look promising.