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

Authors

  • Ευαγγελία Βίγλιαρη
  • Ελένη Βασιλάκη University of Crete
  • Ιωάννης Σπαντιδάκης University of Crete

DOI:

https://doi.org/10.26248/edusci.v2023i1.1643

Keywords:

childhood, depression, cognitive theories, intervention programs, resilience

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. 

Author Biographies

Ευαγγελία Βίγλιαρη

Πτυχιούχος ΠΤΔΕ Κρήτης
Viglevag09@gmail.com

Ελένη Βασιλάκη , University of Crete

Αναπλ. Καθηγήτρια
ΠΤΔΕ Κρήτης
vasilaki@uoc.gr

Ιωάννης Σπαντιδάκης, University of Crete

Καθηγητής
ΠΤΔΕ Κρήτης
ispantid@uoc.gr

Published

2023-03-14

How to Cite

Βίγλιαρη Ε., Βασιλάκη Ε., & Σπαντιδάκης Ι. (2023). Cognitive Aspects of Depression in School-Age Children and Intervention Program. Education Sciences, 2023(1), 79–97. https://doi.org/10.26248/edusci.v2023i1.1643