Depression in Japanese Schools

1. a)

The second leading cause of deaths among 10 – 24-year-olds in the world today is suicide. This is the act of self – harm that an individual decides to do on himself or herself as a result of problems that they cannot withstand. Such cases are prevalent among adolescent students in various schools. In Japanese schools, such cases are common which results in depressions and the victims decide to take the most saddening decision to make their lives (Chu, et al). In other cases, depression among the students results in truancy, and at worst there are cases of school dropouts.

Friends and members of the family are reported to be among some causes of depression among the students. The common source of solutions that the depressed students seek is friends. There are those who will also have the courage to seek help from the family. However, the majority of the adolescents opt to keep quiet with their problems or find alternative solutions other than the family. The common source of depression among these students is psychological (Chu, et al). Other issues that are associated with depression are poor health and anxiety as well as the suicidal ideation at the current state.

A feeling of depression among these Japanese students can also be associated with dangerous sexual behavior among these students. Bad habits of drinking alcohol, smoking, eating and sleeping poorly are also potential sources of depression that should be taken care of appropriately by the concerned parties. In a recent study conducted in sampled Japanese schools, the results indicated that there are more male students that are unhappy compared to the female students (“Figure 1.20. Assessment practices in Japanese schools, 2012). These are the students who slept past midnight and were on constant use of tobacco. Healthcare guidance should be given to these students s that they don’t sink into depression and get to the chronic stage.

1. b)

There is a range of ways through which grief can be handled appropriately, and these ways are effective when they are used in conjunction with each other. The first way is to help the students to take control of the negative thoughts which usually results in feelings of unworthiness and loss of interest in many things. The students should be taught on the various ways through which they can counteract the wrong behaviors which are directly connected with poor concentration as well as poor health and also the thoughts of death. Exercise is also good therapy for depression alongside proper nutrition. Counselors should help the students to identify their trouble and assist them to overcome them instead of dwelling on them (“Figure 1.20. Assessment practices in Japanese schools, 2012). Expressing one’s self is an excellent way to let off your sad feelings, and this is a culture that the students can cultivate while learning to notice the good things that happen to them in life.

1. c)

According to a study on suicide prevention, Japan has witnessed a considerable number of suicidal cases of more than 30,000 annual suicides from the year 1998. Depression and suicide are among the critical health issues that are seen in the world today, and it is more prevalent in Japan. The features that are observable among depressed Japanese adults are a strong consideration for the other individuals. Some symptoms can easily be seen in these people such as depressed mood, loss of interest and pleasure, weight loss and lack of sleep. In Japan, the media has called the youth depression something different which is rapidly becoming an exciting topic (Chu, et al). The effects of the recession can be seen in the economic retardation in Japan and the increasing suicidal deaths. However, the situation is still redeemable, and when proper measures are put in place, this menace can be curbed.

1. d)

In comparison to other countries, Japan is one country that correctly understands the strategy. There are some achievements that Japan has made while there are still long-term achievements that it has failed to achieve. On the outside, Japan looks so lovely and so well but there are a lot of things that are taking place on the inside that unimaginable. The GDP level is so high as a result of depression, and the workforce is also going down significantly. At the same time, the population is taking a collapsing direction, and the current trajectories indicate severe signs for this nation. Depression is a national ailment that requires serious attention. In Japan, an estimate of five people will experience depression in their lifetime as a result of societal postulate. However, Japan will not stop (Lerner) suffering from depression until the movie stars and the politicians come from behind the scenes and talk openly about their illness and maladies.

1. e)

The most significant task that is ahead of Japan today is the destigmatization of depression. This is only possible through the opening of the door of the closet and sharing the burdens of illness throughout society. The current level of depression in Japan is worrying, but they can be controlled appropriately when the people concerned will come low and talk openly to the individuals on the state of the matters as they are understandable. In the absence of the mass public recognition of this menace, the excellent work that is done by the psychiatrists is not in any way yielding the required results (Morey, et al). Various research and data analysis are done to measure the depression level of the country, and all these indicate that there are promising trends in the improvement of depression levels of this country.

Works Cited

Chu, Brian C., et al. “Transdiagnostic Behavioral Therapy for Anxiety and Depression in Schools.” Cognitive and Behavioral Interventions in the Schools, 2014, pp. 101-118.

“Figure 1.20. Assessment practices in Japanese schools, 2012.”

Lerner, David. Cyberbullying Among Children in Japanese and American Middle Schools: An Exploration of Prevalence and Predictors. 2011.

Morey, Melissa E., et al. “MULTIPLE-STAGE SCREENING OF YOUTH DEPRESSION IN SCHOOLS.” Psychology in the Schools, vol. 52, no. 8, 2015, pp. 800-814.