2025: Empowering the Future through Education, Diversity, and Hope
Supporting Our Youngest: Understanding Preschool-Age Depression and Pathways to Treatment
Location
Hemmingson Ballroom
Start Date
15-4-2025 12:40 PM
End Date
15-4-2025 1:40 PM
Description
This presentation reviews current literature on the symptomology, diagnostic measures, and treatment approaches for depression in preschool-age children (ages 3–5). While it is well-established that young children can experience depression comparable to that of older children, this recognition has not yet translated into a comprehensive body of research guiding assessment and intervention for this age group. Emerging evidence, however, highlights several promising diagnostic tools and treatment modalities specifically designed for preschoolers. These approaches require clinicians to move beyond traditional methods used with older children and adopt developmentally responsive, flexible practices. Addressing preschool-age depression is both a clinical and social justice imperative—ensuring that even the youngest individuals receive timely, effective mental health support. Despite progress, further research is needed to evaluate the efficacy of these approaches and to expand access to appropriate care for young children and their families.
Recommended Citation
Bynum, Ridge; Derby, Mark; and McDermott, Molly, "Supporting Our Youngest: Understanding Preschool-Age Depression and Pathways to Treatment" (2025). Diversity & Social Justice in Education Conference. 39.
https://repository.gonzaga.edu/dsjconf/2025/general/39
Publication Date
2025
Supporting Our Youngest: Understanding Preschool-Age Depression and Pathways to Treatment
Hemmingson Ballroom
This presentation reviews current literature on the symptomology, diagnostic measures, and treatment approaches for depression in preschool-age children (ages 3–5). While it is well-established that young children can experience depression comparable to that of older children, this recognition has not yet translated into a comprehensive body of research guiding assessment and intervention for this age group. Emerging evidence, however, highlights several promising diagnostic tools and treatment modalities specifically designed for preschoolers. These approaches require clinicians to move beyond traditional methods used with older children and adopt developmentally responsive, flexible practices. Addressing preschool-age depression is both a clinical and social justice imperative—ensuring that even the youngest individuals receive timely, effective mental health support. Despite progress, further research is needed to evaluate the efficacy of these approaches and to expand access to appropriate care for young children and their families.
Comments
Poster Session B