| Abstract: | Despite some controversy, there is an emerging body of knowledge regarding the nature, prevalence, assessment, and treatment of childhood depression. The following study was undertaken to determine how this knowledge compares with the perceptions and practices of school psychologists in two north central states. A need for school psychologists to define the concept of childhood depression is identified. Use of DSM III-R for the diagnosis of childhood depression in the schools and the inclusion of standardized measurement techniques in the assessment process are advocated. Involvement of school psychologists in the treatment process, either directly or indirectly, is also recommended. |
