Why Is It Important to Engage the Child and Family in Assessment of Depression

Family unit, School and Educators: Important Pillars in the Perception of Childhood Depression ()

Abstract

Currently, mental health professionals say that there is no doubt about the existence of low in children, who can fifty-fifty be affected at preschool age. Therefore, the perception of the family unit, school and educators is  important to assist in early diagnosis, every bit well as in treatment. This article aims to carry out a literature review on depression in children, seeking statistical data published in Brazil, between 1995 and 2018, a catamenia of 23 years. Scientific manufactures were investigated through the databases, Scielo, PubMed, PePSIC and Academic Google, resulting in 18 articles found. Information technology is concluded that there is little inquiry on the field of study in Brazil, emphasizing the importance of the perception of the family, school and educators.

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Câmara, L. and Stephens, P. (2021) Family, School and Educators: Important Pillars in the Perception of Childhood Depression. Creative Didactics, 12, 2715-2732. doi: 10.4236/ce.2021.1211201.

ane. Introduction

Currently, childhood depression prevails in the list of Public Health concerns, as reported by the Earth Health Organization (WHO), reporting that in the concluding 10 years, the number of diagnoses of children aged 6 to 12 years has increased significantly from iv.5% to 8%, out of those who are not diagnosed. WHO mentions that by the end of 2020, low will go the most disabling illness in the world (World Health Organization, 2002).

This psychopathology, according to Dr. Jeffrey A. Miller in his volume The Reference Book for Babyhood Depression, is a mood disorder, which expresses itself through a set of symptoms, such as melancholia exacerbation (sadness), amending in mental processing and significantly interfering with behavior, for example hypobulia or abulia. The evolution of depressive disorders ordinarily stems from two points such equally: genetic predisposition and/or triggered triggers, such as social bug, involving separation from legal guardians, bullying, physical and psychological negligence, leading to harmful psycho-behavioral responses, such as aggression, unruly problems, hyperactivity, obesity or weight loss, as well as domestic violence and sexual abuse (Miller, 2003).

The damages to the wellness of children who face up these types of violence are diverse, since we are biopsychosocial beings, from serious mental illnesses, chemical addictions to metabolic diseases.

As stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-V, 2014), depression includes several levels, with a set of symptoms and what differs betwixt them are the aspects of duration, timing and etiology. With this, this disorder is not chosen "freshness", "trickery" or as erroneously in mutual sense information technology is adjective equally "lazy" the children and adolescents who are affected. Depression, specifically in childhood, is commonly underestimated and neglected by family members, educators, schools and seen as just "trick" and/or "bad manners" (Kupfer & Regier, 2014).

Although many people are still unaware of childhood low or practice non believe it, information technology does non cease to be and serious studies have been warning us near this disease in childhood. To change this obscure scenario, measures are needed, for example, dissemination, communication between the mental wellness area and the educational area, in club to root out childhood low from invisibility, that is, to make knowledge clearly relevant about this psychopathology, in social club to provide the minimization of possible incidents in the futurity (Miller, 2003).

According to Dr. Ana Kleinman, child psychiatrist and researcher at the Bipolar Disorder Plan at the Constitute of Psychiatry of the Hospital das Clínicas in São Paulo, she points out that approximately 2% of preschool and school-age children suffer from depressive disorder and the statistical number grows to xi.7% when they enter the puberty stage (In Estação Saúde-Educação east Cultura Ltda.).

Therefore, it is important to emphasize that this psychopathology brings remarkable impairments with regard to social, cognitive and emotional functions, affecting not only the child'south evolution, but besides the family unit and school relationship. It'south fundamental that a social and schoolhouse reorganization changes in values in the sense of giving new meaning to life, in order to help and minimize the sufferings experienced past children (Miller, 2003).

From the moment we understand that nosotros are biopsychosocial beings, that is, we are influenced by biological, psychological and social factors, it is understood that the pubic kid tin can also have depressive factors, whether by genetic predisposition or negative life experiences. Many scholars in the field of neuroscience, medicine, behavioral psychology and education indicate out that depressive states in children are occurring at an always earlier age and despite epidemiological data showing that there are currently no uncertainties such as episodes of depression in childhood (White, 1989; Bandim & Cols, 1995; Andriola & Cavalcante, 1999; Baptista & Golfeto, 2000; Barbosa & Gaião, 2001; Hallak, 2001 in Cruvinel & Boruchovitch, 2003).

In view of this, the private to be diagnosed with depression must accept three essential pillars, which are: intensity, persistence and behavioral changes. Therefore, 15-twelvemonth-olds exercise not commit suicide out of the blue, and after investigating the history for such action, depression is concluded, showing and justifying that this psychopathology does not arise, but it has already been post-obit it and strengthening it since an early age (Kandel, Schwartz, Jessell, Siegelbaum, & Hudspeth, 2014).

The depressive disorder affects at any age, just the chances of increase and complications are in the puberty stage, that is, in the transition from childhood to adolescence. A report past Kashani and Sherman investigated and surveyed increasing incidence rates of depressive disorders: 0.9% in preschool-age children, 1.ix% in school-age children, and 4.7% in adolescents causing an increase in disease and disability around the world (Duailibi & Silva, 2013).

In 1989, Fleming's group led a survey of 2852 children, aged 6 to 16 years, based on the DSM-III, there was a prevalence of depressive symptoms with 0.6% in children and 1.8% in adolescents (Fleming, Offord, & Boyle, 1989). In 1994, researchers investigated 792 students, applying the "Children's Depression Inventory (CDI)" and the sample reported 8.iii% of the total with moderate low (Chartier & Lassen, 1994).

According to the DSM-Five (Diagnostic and Statistical Transmission of Mental Disorders), the mutual feature of depressive disorder is the presence of sad mood, feeling of emptiness, high irritability, indisposition, decreased libido, accompanied by somatic and cognitive changes that directly interfere with the individual's ability to function (Kupfer & Regier, 2014).

Therefore, it is important to understand this disorder to demystify low in children, minimize prejudices, provide a more than concrete dissemination, with relevant information, sensitizing the community not simply in Brazil, just throughout the world and thus, providing a contribution to the diagnosis and early intervention, aiming to bring the family, school and educators into the process, in society to welcome and provide the necessary back up for this child who is presenting a picture of depression.

Statistical Information on Kid Depression in Brazil

Despite the denial of depression in young people and children since the first of the 20th century (MILLER in Carmo et al., 2009), series researches evidence over the years, increasing incidences of depression in children and adolescents, due to diverse factors. And currently, there are however complex obstacles for the children'southward tutors, educators and school, in identifying the symptoms and behavioral signs, seriously aggravating the scenario, commonly, putting the trouble aside, the individual starts to receive no assistance, guidance on the what is happening and/or erroneously being labeled with pejorative nomenclatures, making the situation worse (Vieira, Estanislau, Bressan, & Bordin, 2014).

There are behaviors that are identified with the age grouping affected by this psychopathology, such every bit anxiety, phobias, irritability with like shooting fish in a barrel crying, sleep disorders, decreased or increased ambition, somatic pain, sadness, colorlessness, and in add-on to poor school operation, which it is one of the chief issues of depression at this age, causing social isolation, refusal to become to school, among others (Bahls, 2004).

Currently, in Brazil, epidemiological data and studies focused on childhood depression are still scarce, although the research that already exists, reveals relevant data when confronted with rates of children in other countries. With this, some researches carried out in Brazil were gathered, placed below in chronological society related to rates of children afflicted past this psychopathology, from 1995 to 2018.

Starting in 1995, José M. Bandim; Everton B. Sougey and Tárcio FR de Carvalho, evaluated 32 children in Recife, discharged from an outpatient clinic, that is, out of the outpatient setting, aged 6 to 14 years quondam and who met the DSM-Three-R criteria for Depressive Disorder Major (DM), Dysthymic Disorder (DD) and adjustment disorder with Depressed Mood (DAHD). Respectively, the number of diagnoses was: 12.5% (DM), 68.75% (DD) and 18.75% (DAHD) of the full number of children. And in this same study, the highest percentage of children with mood swings was male person and anile between 11 and fourteen years (Bandim, Sougey, & Carvalho, 1995).

In 1999, the enquiry past Wagner B. Andriola and Cavalcante 50. Rodrigues evaluated 345 preschool students, aged five and six years, both genders, using the Depressive Symptomatology Scale for Teachers (ESDM-FOR). With the responses collected from preschool teachers taken from the ESDM-P, they reported that 3.9% of the students had symptoms suggestive of depression (Andriola & Rodrigues, 1999). In 2000, Baptista and Golfeto, reported the encounter of 1.48% students, from 7 to 14 years old, in a individual school in Ribeirão Preto-SP, being evaluated with the CDI and highlighting if the occurrence in female person children (Baptista and Golfet in Cruvinel and Boruchovitch, 2003).

Another research carried out past Hallak, in 2001, in a public school in Ribeirão Preto-SP, analyzed 602 students, between 7 and 12 years old. Using the Child Depression Inventory (CDI), it highlighted virtually 6% of incidence of depressive disorder and when used the Depressive Symptomatology Calibration for Masters (ESDM), information technology showed about 3% (Hallak, 2001 in Cruvinel & Boruchovitch, 2003). In the same twelvemonth, Barbosa and Gaião analyzed 807 children anile vii to 17 years in the interior of Paraíba, using the CDI equally an instrument, which revealed 22% of students with depressive symptoms in their analysis. the ages of thirteen and xiv years. The same researchers evaluated 344 children between xi and 13 years erstwhile, with the aim of analyzing the psychometric aspects of the CDRS-R scale, showing 0.ix% with major depression and 3.2% with dysthymia (Barbosa & Gaião, 2001 in Cruvinel & Boruchovitch, 2003).

In the city of Curitiba, a survey carried out past Saint-Calir Bahls, in 2002, found 20.iii% of 463 students, aged between 10 and 17 years old, exceeding the cutoff betoken of 19 of the Child Depression Inventory (Children's Depression Inventory-CDI), showing the symptoms of depression present in these students (Bahls, 2002).

In 2003, in the city of Campinas-SP, a survey carried out past Cruvinel in a public schoolhouse reported the existence of depressive symptoms in three.55% of 169 children in Elementary School I (three^rd, iv^th and 5^th grade), of both sexes. The consequence co-ordinate to research, although non alarming, shows that children are also affected by this psychopathology (Cruvinel, 2003).

In the land of Minas Gerais, a 2005 survey past Fonseca, Ferreira and Fonseca showed a score higher up 17 on the Child Depression Inventory (CDI), in 13.7% of 519 students aged between seven and 13 years old. presenting depressive symptoms (Fonseca, Ferreira, & Fonseca, 2005). In the aforementioned year, in 2005, the researchers, Cruvinel and Boruchovitch, analyzed a group of children in the urban center of Campinas, using the original inventory (Children's Depression Inventory), involving 157 students, found 17% (Cruvinel & Boruchovitch, 2008).

In 2006, in the city of Uberaba-MG, 791 students from a private school were evaluated, applying the Self Reporting Questionnaire (SRQ-twenty), an instrument developed by the Earth Wellness Organization (WHO) containing 20 questions. The survey showed the presence of depressive symptoms in 45.5%, predominantly in females (Rocha, Ribeiro, Pereira, Aveiro, & Silva, 2006). In 2009, a study carried out with 42 students in the urban center of Ituverava-SP, answered the Child Depression Inventory (CDI) and revealed 48% of students with depressive symptoms (Carmo et al., 2009).

In 2011, the enquiry by Golfeto, D.Oliveira, Baptista and Bisson covered a greater number of places, containing Ribeirão Preto and 6 cities in the region, managing to analyze v,974 students, between half dozen and 18 years of age, using as an instrument, the Kid Low Inventory (CDI). It predominated in Ribeirão Preto with 6.x%, Franca with 4.90%, Sertãozinho with 9.60%, Descalvado with 5.12%, Batatais with 4.50%, Cravinhos and Brodowski with the highest prevalence, respectively with 8, xv% and 8.17%. With this, the research found a higher incidence among female person students. The relevance of this study was highlighted in relation to the age context, with a higher prevalence in children aged 6 and 13 years (Golfeto, Oliveira, Baptista, & Bisson, 2011).

In 2013, Argimon, Terroso, Barbosa, Lopes, published a survey of 88 students anile 12 to 17 who attended the sixth and seventh grades of an elementary schoolhouse. For this research, they used the "Beck Depression Calibration (BDI-II)", which resulted in 26% of students suggestive of clinical depression (Argimon, Terrosso, Barbosa, & Lopes; 2013).

The following year, in 2014, Thiengo, Cavalcante and Lorisi conducted a literature review on the prevalence of depressive symptoms and identified a significant variation from 0.half dozen% to thirty% of occurrence of the disorder co-ordinate to its causes (Thiengo, Cavalcante, & Lorisi, 2014). In 2016, a survey conducted in Salvador, with 220 students aged 11 to 17 years from the public network, found a seven.72% prevalence of depressive symptoms (Couto, Reis, & Oliveira, 2016).

In 2017, Baptista evaluated 1697 unproblematic schoolhouse students (amidst the v^th and 9^th grades) and high school students (1^st and 2^nd form) in public schools in Minas Gerais and in the country of São Paulo. The research used the instrument "Batista Depression Scale Children and Youth Version (EBADEP-IJ) and was divided into two groups each containing 708 children aged viii to 11 years and 1235 adolescents anile 12 to 17 years according to the guidelines of the Statute of the Child and Adolescents (Law No. 8069, 1900). According to the research, suicidal ideation and depression self-esteem were found in children with depressive symptoms, loneliness and helplessness, and in adolescents (Baptista, Borges, & Serpa, 2017).

And finally, in 2018, Borges and Pacheco analyzed 546 students, children and adolescents from public schools in the interior of São Paulo and Porto Alegre. Using four types of instruments such every bit the Baptista Low Scale-Children and Youth Version (Baptista, Borges, & Serpa, 2017); Child and Youth Depression Indicators Cess Battery (Borges & Baptista, 2015). Emotional Cocky-Regulation Scale (Noronha & Baptista, 2016). Family Back up Perception Inventory (Baptista, 2009). The responses obtained were forty.1% of depressive symptoms present in the students, with balmy symptoms being detected in four.8% (n˚ = 26 students), moderate symptoms 20.iii% (north˚ = 111 students), severe symptom in 15% (n˚ = 86 students). The participants who did not nowadays depressive symptoms were 22% (n˚ 121 students) (Borges & Pacheco, 2018).

two. Methodology

For the selection and deployment of a methodology, it is necessary to realize its relevance for the development of a enquiry, which is the axis of a enquiry, relating the ideals with the facts, the inquiries to empathise and discover the causes, too as trace the paths for the structure of knowledge. As described by Minayo (2004), "[...] information technology is the path and the instruments proper to approach reality [...] the method is the procedure of development of things".

Therefore, the present piece of work is an integrative literature review, supported past a qualitative approach, with exploratory objectives. The authors, Tatiana Gerhardt and Denise Silveira (2009), describe that qualitative inquiry does non appoint with numerical interpretation, merely with non-quantitative bug. The exploratory enquiry aims to investigate the ideas and thoughts of authors in the areas of wellness and education, making a bibliographical survey based on theoretical references such as books, manufactures, websites and others, thus creating a bridge betwixt the areas. Thus, this review is carried out through the investigation and synthesis of bachelor studies on the central theme.

In this sense, the enquiry was carried out in six stages: determination of the guiding question and objective; determination of scientific platforms; systematic search for research according to the topic addressed; data collect; word of results and presentation of the literature review.

The guiding question was established by the "PICo" method, where "P" corresponds to the participant/problem: children; the "I" to interest: statistical information; and "Co" to the context: babyhood depression, conceiving as a guiding question: "What statistical data exist in the literature about depression in children?" (Stern, Hashemite kingdom of jordan, & Mcarthur, 2014).

To carry out this inquiry, the survey was carried out through a cautious search in scientific platforms such as Scielo, Pubmed, PePSIC and Google Academic. Keywords selected through descriptors such as: "child low", "psychological assessment" and "child mental health" were used. As an inclusion criterion, studies published betwixt 1995 and 2018, carried out in Brazil, written in Portuguese and/or English, that were related to the topic and the type of research were non a literature review, totaling xviii researches carried out in schoolchildren, in a period of 23 years.

With regard to the upstanding aspects of this research, the legitimacy of the information and authorship of the researched articles was preserved, duly citing and referencing, in accordance with the Vancouver standards.

3. Results and Discussion

This article found a total of 110 articles. Afterwards reading the titles and abstracts, 92 manufactures were excluded that included bibliographic survey studies, studies that appraise the instruments that aim to assess depressive symptoms and studies that address problems other than low in children.

In this sense, we searched for statistical data published in Brazil well-nigh childhood depression, where 18 studies were selected, from 1995 to 2018, in which they address the topic of babyhood depression with research carried out in children and young people from public and private schools. Although enquiry is important for agreement low in children, it is still limited, mainly aimed at the school surroundings. Therefore, based on what was analyzed, we tin verify that among the total number of children and young people analyzed (total: 12,724 individuals), the number of children and young people affected with depressive symptoms was 3807 individuals, a significant number, showing that in this stage of human being life, depression is also present, as shown in Chart i.

However, despite being a not very high percentage, it is worrying, especially with regard to children's mental health. Furthermore, showing the importance of more inquiry aimed at childhood depression. In Brazil, for a while, identified virtually 17% of individuals in the general population are afflicted with depression. A survey conducted in eighteen countries revealed a percentage of eleven.1% of people suffering from this mental illness and comparing eye-income countries, Brazil stood out, with 18.iv% (Molina, 2012).

Nautical chart 1. Incidence of depressive symptoms in children and adolescents from the 18 selected survrys.

Although epidemiological data indicate that in contemporary times in that location is no longer any suspicion about childhood depression, the preponderance of depressive symptoms in children is questionable, since there is an expressive variety in the occurrence rate. This multifariousness, which has been elucidated, due to the methodological differences used and peculiarly considering of the difficulty in categorizing the types of depressive disorders and the lack of diagnostic criteria that are equivalent to the commonage (Baptista, Baptista, & DIAS, 2001).

From the study of this very complex topic, which is low in babyhood, statistical data in Brazil was evidenced, where there is a need for more studies and works aimed at children and young people with depression, consequently, the relevance of dissimilar views on this theme, in social club to aid a possible minimization of the child'southward suffering, equally a result a possible improvement in their mental health, as well as in school operation (Cruvinel & Boruchovitch, 2004).

It is perceived, currently, that there is still a discredit of people about depression in childhood, however, it does not cease to exist and through the bibliographical survey, serious studies were highlighted, contributing with information and warning about depression in the babyhood period (Miller, 2003). And as a hypothesis, this work aims to help modify the obscure scenario of lack of information, where we emphasize the importance of promoting mental health in schools, the importance of the educator and the family, not simply in the perception of suggestive traits of depression, as well as in childcare, in case they are affected by depression (Vieira, Estanislau, Bressan, & Bordin, 2014).

Thus, through the compiled studies, information technology is uncertain to use only a single criterion to elucidate this complex phenomenology that is depression, which can be afflicted in all age groups and causing several changes in human being beings, where this psychopathology encompasses biological and psychological factors and social, and these are not singled-out, all the same, they are complementary, that is, they are interconnected (Marconi, 2017).

In summary, the seriousness of the topic and the notoriety of communication between educators, schools, the family, with mental wellness professionals, the promotion of mental wellness in the school environment is axiomatic from the information in the scientific literature, (Cruvinel & Boruchovitch, 2004), every bit well as, in the prevention of psychopathological disorders, positively promoting the mental health of children, as a harmonious environment, whether at school, at dwelling house, besides as a possible improvement in suicide statistics among young people (Oliveira & Marinho-Araújo, 2010).

In short, studies and enquiry aimed at the mental health of our children, with an emphasis on low, are relevant, equally information technology provides means of prevention, awareness of educators, legal guardians, guild itself, early on detection, evaluation and significant intervention for efficient solutions, equally the information obtained from this report shows, depression is proven and we are all vulnerable, including children.

iv. Family unit, School and Educators, Important Pillars for the Promotion of Mental Health and Awareness nigh Depressive Disorders

4.1. The Family and Its Importance for Prevention

In the current situation, in society similar that of Brazil, the school, educators and the family unit are inseparable pillars for the development of quality education, benefiting every bit a return to guild. In this fashion, thinking nigh didactics is evoking these 3 pillars. Starting with the family, which is responsible for elementary education, it is enough to analyze the history of education to encounter that family transformations straight influence the chief transformations in the educational activity-learning human relationship.

As described by Petzold (1996), the family is the first educational sector and is responsible, essentially, for the manner in which the child connects with the world, based on their position in the social structure. Its concept has been undergoing major changes, following developments in economical, cultural, political, technological and currently, the family model is not just patriarchal, only matriarchal or homosexual parents, large, multigenerational families; small; reconstituted, among others (Petzold, 1996; Oliveira & Marinho-Araújo, 2010). Therefore, due to the plurality of family arrangements, we empathise that the family, in relation to the child, is formed by an adult and a child and/or adolescent.

Therefore, for Jean-Jaques Hemery (2008), the family nucleus inaugurates the child's first contact circumvolve, influencing their personality construction (Hemery, 2008 in Carmo et al., 2009). The family can exist understood as a segment in the kid'due south psychic evolution process, which starts from a bail of indifference to individualization. Furthermore, the individual's future emotional responses may be the preeminent emotional reflex of the family (Andolfi, Angelo, Menghi, Nicolo-Corigliano, 1984 in Baptista et al., 2001).

In view of this, the family has a relevant social role based on social primordialities, such as educating them, instructing and guiding them, so that they have values and beliefs in strength with the civilisation in which they live (Bock, Furtado, & Teixeira, 1999). In Brazil, after the introduction of women into the labor market place, which is their right, nosotros have noticed changes in family unit roles and what calls attending is the high incidence of emotional conflicts in children and adolescents.

Equally described by Papp (1992: p. 17), the family group is a union of beliefs and values, passed on by the parents, elaborating instructions and rules that help children and adolescents in their biopsychosocial development. Interactions with their family environment reverberate in other social environments, with expert positive and negative responses (Minuchin & Fishiman, 1990).

Co-ordinate to Erik Erikson, child psychoanalyst responsible for the development of the "Theory of Psychosocial Development", reports that certain periods of development are pointed out every bit vulnerable, in which given influences have a high touch on, such equally at ages six to 12 years, in which there is the so-chosen evolutionary crisis resulting from the desire for productivity, when the child wants to exist socially recognized for his ability to set for the adult world (Erikson, 1987). But, we know that the family is not ever flexible to provide development, back up, direct, correct, peculiarly in the transition from babyhood to adolescence.

And in this sense, today, we see a troubled context with increasing incidences of children and adolescents with emotional bug, for several factors, including: commencement, the legal guardians are no longer at habitation because of piece of work or second, they don't there is the presence of a legal guardian to aid and direct the kid or adolescent or third political party, the guardians consul the responsibleness to others. Notably, these influences, without delay, the school structure, the learning process, as more than and more than children and adolescents go far with difficulties in various prerequisites that should be worked and encouraged by the family, such as respect, empathy, the correct and the wrong, the frustrations, receiving the no, the limits, which help in the fullest psychic evolution of the beingness.

As stated past Cória-Sabini, in her volume "Development Psychology", parents play an important office in the process of evolution and autonomy. If they encourage the child'due south initiatives, praise their success, have certain moments of frustration, they volition be contributing to the emergence and strengthening of feelings of cocky-confidence and self-esteem (Cória-Sabini, 1998).

A survey conducted by Fordham and Indiana Universities, through a validation report of the social support through family scale they created, found a negative connection between family support and depression in children and young people. And according to the survey, this negative relationship has to exercise with several points, including condolement, emotional support, exchange of information and others (Procidano & Heller, 1983).

Another study demonstrated that the natural and balanced support of the family provides and minimizes the take chances of mental problems (Barrera, Sandler, & Ramsay, 1981). Thus, children and young people who lack social/family unit support would exist likely to develop psychological/psychiatric disorders when faced with conflicting situations (Lovisi, Milanil, Caetano, Abelha, & Morgado, 1996). In addition, some researchers take reported the deviation in influence when comparison a high level of affection versus indifference or rejection and overprotection versus autonomy and independence. For them, the more than in that location is family unit contact, affection, autonomy and independence, the better the effects will be on the lives of young people and children (Parker, Tupling, & Dark-brown, 1979).

Therefore, depression in children and adolescents can be related to family back up, which contributes to their propensity, fueling unlike types of bug, such as increasing suicides and the utilize of narcotics (Birtchnell, 1988; Windle, 1991). In this manner, educating, in the etymological sense, expresses to promote, provide the biopsychosocial, physical, intellectual and moral development, referring us to the function of legal guardians and finally, equally a consequence of the school (Oliveira & Marinho-Araújo, 2010).

4.2. The School and Its Importance for Promotion

Brazilian epidemiological data are kickoff to alarm us about the incidence of mental disorders involving children and adolescents, reaching nearly x% to xx% manifesting some blazon of mental disorder. According to the Disability Index (Global Brunt of Disease), the concussion of psychiatric/psychiatric disorders is ranked as the most harmful of all medical illnesses in the public aged x to 24 years (Vieira, Estanislau, Bressan, & Bordin, 2014). Other data, as described in the report "The wellness of the Portuguese-Perspective" in 2016, with the children and youth population, is the high consumption of psychotropic substances, becoming worrying, view of this the inconsequential use of "benzodiazepines" and some stimulants that interfere with the Primal Nervous System (Albuquerque, 2018).

In Europe, a few years ago, there was a declaration called "European Pact for Mental Health and Well-being" in club to brand a European pact involving mental health and well-beingness, being present in the curricular and extracurricular practices of schools, in add-on to sensation of mental health professionals. In some countries, such as Canada, the practice of debating emotions with students, teachers and family members is already included in their school curricula (Vieira, Estanislau, Bressan, & Bordin, 2014).

In Brazil, which contains a large continental extension, the state of affairs is worrying, every bit information technology presents several social and cultural differences. Thus, when the kid goes from the family relationship phase to chronicle to other environments, such as the school, the problem of depression that was previously familiar and individual, now transposes to the school surroundings, in which it has a cardinal role in helping to identify this psychopathology and helping to advise it to qualified professionals (Cruvinel & Boruchovitch, 2004).

In Brazilian and international scientific literature, in relation to mental health, the school environment stands out equally a strategic and peculiarly benefited niche for the implementation of public (mental) health policies for children and immature people, being the centrality for promotion and prevention of mental health, providing advances for the protection and minimization of risks related to mental disorders (Vieira, Estanislau, Bressan, & Bordin, 2014).

The school organisation has been highlighted, showing the damage caused by mental issues. Some examples of consequences caused by mental disorders in children and adolescents are lower academic performance, school dropout, irritability, aggressiveness, emotional and behavioral issues, among others (Cruvinel & Boruchovitch, 2003).

In this sense, the school cistron, as an environs that centralizes the majority of children and adolescents in the country during the day, in addition to being closer to the population, especially the needy population, than a mental health clinic, which can be provided in partnership with mental health professionals, carrying out early intervention, minimizing ignominy and prejudice from family members (Pavoski, Toni, Batista, & Ignachewski, 2017).

In short, based on the book "Mental Wellness at School", schools tin promote mental wellness, promoting healthy environments, in which it is positive for the pedagogy-learning process; develop a health model that involves biopsychosocial aspects; allow more often the cooperation of students; structuring contents involving (mental) wellness in different areas; promote emotional literacy; granting and valuing the role of teachers in the development of the pedagogical project for health teaching; enable the qualification of educators (in full general); sensitize family members through conversations and organize interconnections with other areas of the wellness field, amongst others (Vieira, Estanislau, Bressan, & Bordin, 2014).

4.three. Educators and the Importance of Their View

Currently, it has been noticed that teachers and principals of public schools, mainly, are having a high rate of absence from work, due to students' bug, such as behavioral disorders and concomitantly their health being affected, for various reasons faced by teaching which hinders their work, bringing consequences in various areas (Teixeira, 2018).

Therefore, with the devaluation of the teacher, the lack of public policies in the educational field, of qualifications, the lack of relevant and reliable data, guidelines for appropriate referrals, leads teachers, educators, to continue to have distortions almost mental disorders, which consequently ends upwards subjecting to the medical effigy, who in many cases, due to the lack of ideals of the health professional, ends up leading to medicalization. With this, this phenomenon of medicalization in Brazil and abroad, which information technology triggered in several areas, has as its starting point misinformation (Vieira, Estanislau, Bressan, & Bordin, 2014).

Teachers are commonly the first to notice something wrong with the child and young person, such equally the perception of symptoms of low, behavioral changes, which present themselves in dissimilar ways at schoolhouse, beingness one of the start signs is the drop in school operation, as "the decline in performance may be due to poor concentration or lack of involvement, typical of a depressive condition" (Bahls, 2004).

The educator (in general) has a remarkable position in the process of sensation and in the importance of his view, equally he has experience with several children and immature people, enabling a critical look at the behavior of each historic period group; he observes his students in various environments for a long time, in addition to spending most of the day with his student (Vieira, Estanislau, Bressan, & Bordin, 2014).

In view of this, the teacher also has a relevant role in participating in providing the student'southward experiences for diagnosis, since, unlike the legal guardians, information technology is remarkable that the teacher has more cognition about the development of children and immature people (Carmo et al., 2009). It is noteworthy that the teacher is not authorized and is not responsible for diagnosing, showtime because it is not within his competence, his grooming and second, mood disorders, such as depression, are frail and it needs, equally expected, a thorough evaluation to obtain the diagnosis. However, for the identification of depressive symptoms, the educator'southward sensitive look cooperates a lot in the clinical evaluation (Hemery, 2008).

It is essential that the teacher, pedagogue, the unabridged pedagogy grade, have knowledge about the psychopathologies that are present in children and young people, knowing when to discover something dissimilar, talk to the legal guardians and advise a psychotherapeutic follow-up (Carmo et al., 2009).

In this style, a qualified and sensitive educator in their optics can provide the promotion of mental health, too as acting in the prevention of psychopathologies, for example, in the identification of the symptoms of low, collaborating in early intervention, enabling positive responses and improving the life of the child and young person, likewise equally taking part in the recovery and treatment of this educatee, with affection, empathy, respect, listening, inclusive learning and others (Vieira, Estanislau, Bressan, & Bordin, 2014).

With this, every bit the educator and philosopher Cipriano Luckesi states, "the educator will never exist definitively ready, formed, since his maturation takes identify on a daily ground in theoretical meditation on practice" (Luckesi in Corrêa, 2019).

5. Final Considerations

From the results presented, the objective of this report was achieved. Despite this, nosotros can see that there is notwithstanding little inquiry on babyhood depression in the Brazilian context. Therefore, it is extremely important to accept further studies on this topic, especially afterward the pandemic context of COVID-19, with consequences such every bit social isolation and others.

Information technology is important to spread knowledge about mood disorders, especially depression in children and young people. Co-ordinate to the scientific literature, the acceptance of depressed children is contempo, compared to diagnoses in adults.

Yet, we can annotation the beingness of depressive symptoms in children and adolescents, based on evidence from clinical studies, although still petty, and in which it interferes and affects several factors, whether biological, psychological and social. The consequences of this, for case, are neurobiological alterations, such every bit uncontrolled serotonergic, dopaminergic neurotransmitters, disinterest, psychomotor retardation, aggressiveness, somatic pain, sleep, anxiety, phobias, social withdrawal, learning such equally concentration difficulties and others.

The understanding of the integral existence, that is, being biopsychosocial, broadens the horizons about psychopathologies, realizing that no one is allowed. Every bit a effect, children and young people living with low affect their lives as well much. According to surveys past the World Health Organization (WHO), the prevalence rate of mental disorders is growing and is worrying, being a public health problem, probably the near disabling disease in the world.

In Brazil, information technology is still necessary to strengthen the approach to the theme of Wellness in schools, having as a cross-cutting, roofing the unabridged school curriculum, providing actions that benefit individual and collective health. In that location is in some countries the integration of health and instruction sectors. Brazil even so has major obstacles to be resolved and one of them is the lack of dialogue betwixt the health and teaching sectors. In this context, assessment programs well-nigh children'due south mental health and early detection can assist prevent the advance of mental disorders, specifically depression and/or mitigating its intensity, when already established.

From this perspective, public projects for the qualification of educators on mental wellness are remarkable, and may have great chances of effectiveness, in addition to socio-emotional learning actions in schools, bringing family members, the children's parents, closer, thus having positive bonds. Therefore, problems related to mental health require discussions and reflections, especially the articulation of health and pedagogy professionals.

It is of import to emphasize that the teachers are not responsible for the diagnosis, as it is upwards to the health professional to assess and investigate the case, but the sensitive, ethical and sensitive pedagogical listening of the teacher is convenient and very relevant, helping to improve the kid and the young. There is likewise agreement in the scientific literature, showing that the family has a fundamental role in the child'south biopsychosocial germination, addressing that amore, attention, assistance, autonomy, in the case of immature people, are important aspects for the prevention of disorders, emotional, every bit well as schoolhouse can be a conducive surround for health promotion.

Thus, government projects are needed, especially in the public sphere, providing pedagogical deportment based on neurosciences, such as the qualification of the education staff, in partnership with psychological and medical intendance, supporting not but the student, but also the family. The employ of social media, sharing cognition about childhood low, as well as more than scientific research aimed at this audience is needed. The before the detection of depressive symptoms in children and young people, the proper treatment will enable positive responses in the lives of individuals, influencing the rate of serious problems, such equally suicide.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.

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