Cognitive Aspects of Depression in School-Age Children and Intervention Program

Abstract

In  this  paper we investigate the cognitive parameters of depression in childhood and  we present some prevailing cognitive theories which try to record and explain the  etiology  and  maintenance  of  depression.  We also present a number of intervention programs based on these theories for the improvement of Autobiographical memory. These programs aim to cultivate resilience in childhood. Throughout the paper we demonstrate  the  consequences of  depression  as  well  as  the  imperative  need  to  develop  and  implement  intervention  programs  aimed  mainly  at  the  prevention  of  depressive symptomatology, and at the same time highlighting the lack of such  programs  in  the  Greek Education System.