With the popularization of mental health knowledge, depression has been known and familiar to the public, but we generally think of depression, mostly we adults, we may habitually feel that children are still young, innocent, not worried about food and shelter, do not need to deal with so many interpersonal relationships, do not need to think about so many complicated people and things, do not have to complete so many busy work and household chores, no adults How is it possible to be depressed without so much pressure from adults? However, numerous studies and clinical consultations have found that the prevalence of depression in children is also high, with the prevalence of depression in adolescents comparable to that of adults, at 12.1% in Australia, 11.4% in Sweden, and 10% in France among children under 13 years old. Overall, the prevalence of depressive disorders is around 10%, and the prevalence increases with age, with little difference between boys and girls in childhood, but higher in girls than boys in adolescence. Compared with adult depression, childhood depression shows more behavioral disorders and is easily misdiagnosed as attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, etc. Adolescent depression is often considered as “growing pains” that will pass with guidance and encouragement. However, clinical cases show that the affective disorders of children and adolescents (depression, bipolar disorder and poor mood) are more serious than those of adults, with a longer and more chronic course, faster and shorter emotional ups and downs during episodes, shorter remission periods, poorer efficacy of medication, higher suicide rates, serious damage to overall social functioning, and heavier burden on family and society, and suicide has become the number one cause of death among adolescents. Therefore, the importance of early detection and early diagnosis in depressive disorders in children and adolescents cannot be overstated. So, which children are prone to depressive disorders? First of all, in terms of age, early adolescence is the vulnerable stage of depression, most common in the first and second years of life (13-16 years old), and boys are more likely to develop 1-2 years earlier than girls. The most frequent depressive symptoms are depressed mood, irritability and reduced energy and difficulty concentrating or thinking about problems, and the rate of self-blame and worthlessness increases above the age of 13. Depression levels were significantly higher among middle school students than elementary school students, and depression levels among elementary school students tended to increase with age and grade level, a trend that was particularly pronounced among girls; in terms of gender, depression levels among girls increased significantly from childhood to adolescence, and although boys’ depression levels appeared to be higher than girls’ overall in early adolescence, the rate at which girls experienced depression increased faster than boys. Overall, boys have higher levels of depression than girls during preadolescence, but after adolescence, the results are reversed, which may be related to the physical changes and stresses that girls experience during adolescence, as well as to the fact that parents are often in the midst of their own difficult times during their children’s adolescence, when they may not be able to take care of themselves. Therefore, if it is a boy, we should pay special attention to his emotional changes from the fifth or sixth grade to see if he is depressed, while if it is a girl, we should pay special attention to their mental health during the stage of physical development and do the necessary sex education. And at the time of children’s adolescence, parents should also make their own efforts to successfully pass the mid-life crisis, in time to do a good job of unification and coordination in dealing with their own emotions and good parenting of their children. Secondly, in terms of family, from the genetic point of view, some results show that the probability of depression in the family is about 8-20 times that of the normal population, and the closer the blood line, the higher the incidence. Therefore, if two or three generations of family members have a history of depression, the offspring of this family are more likely to suffer from depressive disorders, and girls are more genetically affected than boys. If one or both parents are depressed, children are more likely to have a genetic predisposition to depression and a predisposing temperament, and they are more likely to be in a parenting environment with depressed parents. criticism, rejection, and hostility, as well as being overly intrusive and protective, will likewise cause or exacerbate depressive symptoms in children and adolescents, whereas giving more attention to understanding and emotional warmth, such as when mothers are sensitive to their young children, will reduce depressive symptoms or decrease the probability of developing the illness in children and adolescents. In addition, adolescents from poor families are more likely to suffer from depression. In terms of family factors, depression in children is related to the mother and seems to be less related to the father. Mothers who have less psychological control, are less accepting of their children and often attribute all kinds of anger, dissatisfaction or complaints to their children are more likely to suffer from depression; children and adolescents are more likely to suffer from depression if their parents’ marital relationship is broken, and girls are more likely to be troubled by the divorce of their parents than boys Girls are more likely than boys to experience depression as a result of parental separation. However, parents who are otherwise in serious marital conflict are likely to reduce the risk of depression in children and adolescents if they are divorced or separated, and this risk is even lower after two years. As many people say, the least negative impact of parental disharmony on children’s mental health is in the order of good relationship, and the most significant impact is not seeing and not being separated. In terms of social support, children are more likely to suffer from depression when they feel a lack of support from peers, teachers and friends, most commonly a lack of friends, social withdrawal, feelings of loneliness, a lack of enjoyment at school and poor peer relationships. So some kind of change in life circumstances, such as foster care, residential schooling, moving, changing schools, hospitalization, etc., can also increase a child’s risk of depression. The typical subjective experience of depression is a sense of hopelessness, helplessness, and worthlessness, which is often referred to as the “three noughts”. When children feel rejected and isolated by the world at large and lack confidence in their ability to develop and maintain social relationships, they tend to adopt social avoidance behaviors and stay away from peers, resulting in difficulties when they They are unable or unwilling to seek peer support and help when they encounter difficulties, and have difficulty coming out of the shadow of failure quickly, and are easily caught in depressive thinking. They also tend to suspect that they cannot control potential threats in the environment, worry about environmental events, and are often in a state of intense stress and anxiety and arousal, making themselves deeply depressed and unable to get out. Therefore, before children go to school and contact with society, we should guide children at home to form good interpersonal etiquette, encourage them to go out of the house and be able to mingle with children of the same age group in the community, and after they step into school and society, while worrying about children not following the right path, we should also prevent over-protection and restriction, let go appropriately, encourage their independence and autonomy, actively cultivate their personal interests, develop The child should have the ability to adapt and integrate into school and social life, and have a wide and solid support system to strongly buffer the worries of growth and avoid entering the swamp of depression. In terms of personality factors, children with high dependency, low self-esteem levels, easy self-criticism, low self-esteem, introverted, more withdrawn, reluctant to interact with others, poor adaptability, emotional instability, lack of independence, and lack of motivation are more likely to suffer from depression. In terms of the way they attribute things, children who tend to attribute the cause of bad events to themselves, or even deny all of themselves, and believe that the situation will persist, are more likely to suffer from depression, and they will be overly negative and pessimistic that such bad things will recur because they are bad, and that there is little chance of improvement. There are also many children who attribute their happiness and satisfaction entirely to the academic results they have obtained, and then they are also prone to depression when their academic results or rankings do not meet their requirements for themselves. This is all the more reason to strengthen the benign guidance of exam-oriented education, and in addition to the parents’ instinctive desire for their children to become dragons and phoenixes, they should also, in addition to wanting their children to achieve better academic results A core symptom of depression is the lack of interest and loss of fun. Nowadays, the pressure of competition in learning is very high, even if the child is close in learning, he will still have his own share of fun and enthusiasm, which can effectively prevent the occurrence of depression. Finally, it must be mentioned that physical health is the basis of mental health, and children with low physical health are more likely to have depression problems, and there is a highly significant difference in this respect with children in good health. Somatic illness itself constitutes a stressor for children and adolescents, especially when it causes physical deficits that are either mild or severe, temporary or long-lasting. In the context of somatic diseases, the process of treating the disease seriously disrupts the child’s normal school and life order, and the child feels frustrated or restricted, separated from the familiar environment, making the child prone to low self-esteem, becoming overwhelmed, anxious, isolated, without a sense of belonging, sensitive to the evaluation of others, etc., and gradually affecting the development of his or her self-concept. The more children focus on themselves, the more likely they are to neglect other aspects of life, the more their interest and enthusiasm plummet, the more they focus on defects and bad things, the harder it is to see the beauty of the world, the harder it is to feel optimistic and positive about the future, and the more they feel: I am bad, I am useless, I should not live in this world. Therefore, when our child is physically ill, we should give the affected child more respect, understanding and patience, we can encourage his good friends, classmates and teachers to visit him, encourage him to face the disease courageously, we can divert the excessive attention to the disease through entertainment or reading and learning, etc., so that the child can feel the care and concern of parents, so that he can feel that I am not alone in the fight against the disease, in an atmosphere full of warmth In a warm atmosphere, the child’s heart will not cool down and will try to bloom vibrantly regardless of the outcome of the disease. If the process goes well, the illness itself can strengthen the child’s sense of control over his or her body and emotions, enhance confidence in life’s growth, and better resist future depression.