Department of Educational Psychology


Date of this Version



Behavioral Disorders: Journal for the Council for Children with Behavioral Disorders (2005) 30(3): 259-276.


Copyright 2005, Council for Children with Behavioral Disorders. Used by permission. Corrected title: Cognitive-Behavioral Interventions for Depression: Review and Implications for School Personnel


Depression is one of the most commonly diagnosed psychiatric disorders among school-age youths. As such, school personnel should play an important role in the identification/assessment, and treatment of depression and related problems in school. School-based treatment of depression is especially relevant for students with emotional and behavioral disorders (EBD) and learning disabilities (LD) because they may be at a higher risk than their non-disabled peers of displaying depressive symptomatology. Cognitive-behavioral interventions (CBls) have shown promise as an evidence-based treatment for childhood and adolescent depressive disorders. This article focuses on how CBI techniques can be used by school personnel under the proper clinical supervision for reducing students' depressive symptomatology. First, common CBI techniques are described. Second, empirical studies using CBI to treat children and adolescents who are depressed are reviewed. Finally, implications for using these techniques in a collaborative effort among school psychologists; counselors, and special educators in an ethical and valid manner are presented.