Tatsiopoulou Paraskevi, Porfyri Georgia-Nektaria, Bonti Eleni, Diakogiannis Ioannis
1st Department of Psychiatry, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, General Hospital "Papageorgiou", Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece.
Brain Sci. 2020 Dec 16;10(12):992. doi: 10.3390/brainsci10120992.
Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years old girl with specific learning difficulties (SLD), a protracted clinical course, and a family history of affective disorders, was challenging for the interdisciplinary team of our clinic, dealing with learning disabilities.
The research and examination of the first-onset major depressive disorder (MDD) in a child with specific learning disabilities and its impact on school performance. This case report examines the potential contributory factors, but also the recent evidence on the co-morbidity between literacy difficulties and mental illnesses in children.
Reporting a two years follow-up of a 9.5 years old child with SLD suffering from childhood depression.
A 9.5 years old child with no history of affective disorders, but with a family history of first-degree and second-degree relative suffering from childhood-onset, recurrent, bipolar or psychotic depression. The child was assessed by a child psychiatrist during a period of 2 years, with an average of follow-ups between 1 or 2 weeks. The discussion highlights diagnostic and treatment pitfalls, as well as developmental issues. Practical interventions are suggested.
A psychiatrically charged familial environment, including a mother suffering from anxiety disorder and behavioral disorder, contribute significantly to the development of depression in early age. An early medical intervention would be the key for successful treatment. The combination of psychotherapy and antidepressants (mostly selective serotonin reuptake inhibitors (SSRIs)) is the suggested therapy for childhood MDD.
近期研究证实，读写困难与儿童行为和精神障碍的较高风险相关。当共病问题出现时，每种问题可能都需要单独治疗。对于我们诊所的跨学科团队来说，管理一名患有特定学习困难（SLD）、临床病程迁延且有情感障碍家族史的9.5岁女孩的重度抑郁症（MDD）具有挑战性，该团队负责处理学习障碍问题。
研究和检查一名患有特定学习障碍的儿童首次发作的重度抑郁症（MDD）及其对学业成绩的影响。本病例报告探讨了潜在的促成因素，以及近期关于儿童读写困难与精神疾病共病的证据。
报告一名患有儿童抑郁症的9.5岁SLD儿童的两年随访情况。
一名9.5岁儿童，无情感障碍病史，但有一级和二级亲属患儿童期起病、复发性、双相或精神病性抑郁症的家族史。该儿童在两年期间由一名儿童精神科医生进行评估，平均随访间隔为1至2周。讨论突出了诊断和治疗中的陷阱以及发育问题，并提出了实际干预措施。
一个充满精神问题的家庭环境，包括患有焦虑症和行为障碍的母亲在内，对儿童早期抑郁症的发展有显著影响。早期医学干预是成功治疗的关键。心理治疗和抗抑郁药（主要是选择性5-羟色胺再摄取抑制剂（SSRIs））联合使用是儿童MDD的建议治疗方法。
