00:00Hello, everyone.
00:01Welcome to the doctor.
00:13I've had a lot of divorce cases.
00:15I've had a lot of conflict, but I've had a lot of conflict.
00:20I've had a lot of problems with my brain.
00:25I've had a lot of problems with my brain.
00:28There are many parental conflicts, domestic abuse, and people who are emotionally unsafe in the environment.
00:38They don't have an emotional safety.
00:42There are questions about their parents.
00:46How can I express my emotions to them?
00:48There is a question. They are surprised by their emotions.
00:52So, if there are any parental conflicts, there are chances of having a personal disability.
01:01For example, emotionally unstable personality disorder, anxious avoidant personality disorder.
01:11Even if there are any parental conflicts, they are very important.
01:23How do we say that there is a problem?
01:25How do you say that there is a problem in this age?
01:31When I say that childhood to adolescent period, I think it's very impulsive.
01:38I don't think it's a brain thing.
01:40It's a part of our decision making, problem solving, judgment, etc.
01:48This is a part of the development process.
01:52It's a part of the development process.
01:56When I say that childhood to adolescent period, it's a period of emotional immaturity.
02:03It's a part of the development process.
02:06There are substance use, lahiri padartha, behavioural addictions, relationships, etc.
02:16There are a chance to go.
02:20When a doctor takes care of depression, how do they take care of depression?
02:28When a patient takes care of depression, we have to take care of safety.
02:37We have to take care of depression and have to take care of depression.
02:44We have to take care of the depression.
02:47We have to take care of the depression.
02:48Family dynamics, school environment, academic pressure, coping skills.
02:53If you have coping skills, you have to take care of depression.
02:58and there is a coping skills and there is healthy coping skills to choose.
03:05There is unhealthy, there is a problem with substance, alcohol, tobacco, etc.
03:10But there is a coping skills.
03:13Then there is abuse, parental conflicts, cyberbullying, etc.
03:21There is medical history.
03:23For example, there is medical conditions like depression precipitate,
03:26hypothyroidism conditions like depression.
03:32In those cases, we will do a blood test.
03:36Then we will do a psychological evaluation.
03:39There are learning disorders, attention deficit hyperactivity disorder,
03:43learning disorders like IQ.
03:46Then there is a rejection feeling in class.
03:49That will trigger a depression.
03:53Then we will do a detailed psychosocial history first.
03:57Medical evaluation if needed.
03:59When we do a treatment modality,
04:03we will decide based on the severity of depression.
04:07We have symptoms that are 4% of the severity.
04:10Then mild, moderate, severe.
04:12medical conditions like cognitive behavioral therapy,
04:22play therapy, interpersonal therapy.
04:25We will be able to treat this as well.
04:29Okay.
04:30In the case of moderate to severe cases,
04:32we will be able to use medications.
04:34Because in the brain,
04:35there are a few diseases in the brain.
04:36Then we will be able to restore medications.
04:41Then we will be able to restore medications.
04:45Then we will be able to restore medications.
04:46Then we will be able to get FDA approved medications.
04:49Selective Serotonin Reeptic Inhibitors.
04:51They will be able to get safe medications.
04:55Then we will start.
04:58Then we will be able to do suicide assessment.
05:03If there is a risk.
05:04If there is a past history of suicide attempts,
05:06then we will be able to do high suicide risk.
05:08If there is a suicide intention,
05:12then we will be able to get serious.
05:14Then we will be able to get safety.
05:16Then we will be able to get lethal.
05:18For example, heights, sharp items, clothing.
05:23Then we will be able to get access to our parents.
05:27We usually do suicidal patients.
05:30Now, if there is a medication plus,
05:34we will be able to get treatment.
05:38During stage questions,
05:39the same question is the first one.
05:42The same question is the same.
05:44When you are able to do the same thing,
05:46you will always find side effects and if there is any side effects.
05:48So, each of these patients is a similar term.
05:52No matter what they will take,
05:54however, not to take any life-long medications,
05:56but the same information is not about all the same.
06:00We have to decide the patient's history, because one patient is unique and the history is different.
06:05The first onset of depression is due to the first onset.
06:09In other words, we have two treatments.
06:13The first is acute phase.
06:14That is now a symptom control.
06:17The medications start usually for 4 to 6 weeks.
06:21We have symptoms fully.
06:24The medications are active.
06:26We don't have to stop the acute phase.
06:31We have to do a course with an antibiotic.
06:36We have to do a maintenance phase, a continuation phase.
06:40We have to do a few more episodes.
06:46We have to do a few more episodes.
06:49We have to follow up to 6 to 9 months.
06:52We have to follow up to 1 year.
06:57We have to do a few episodes.
07:00Family history is strong.
07:02We have to do a few suicide attempts.
07:05We have to do a relapse.
07:08We have to continue a longer duration.
07:12The weather
07:33We have to go a bit slow
07:35für die auf dieAY.
07:36One is a personality change.
07:38One is a very calm and quiet.
07:40One is a very calm and quiet.
07:42It becomes irritable.
07:44It becomes irritable.
07:46It becomes irritable.
07:48It becomes irritable.
07:50It becomes irritable to the teachers.
07:52It becomes irritable to the parents.
07:54One is a personality change.
07:56That should be considered as a red flag.
07:58Two are physical symptoms.
08:02It becomes irritable.
08:04It's a smell that is foul,
08:06the smell,
08:07and the orders.
08:08It becomes sleepy and it's irritable to the smell.
08:10It comes to a temperate smell.
08:12It is irritable to the smell.
08:14It requires flashbacks.
08:16It requires that little Useful image.
08:18It requires that little Useful image.
08:20Then it requires an warning sign.
08:24That's all that, it becomes secretive.
08:26It becomes that you can have some
08:27any tear in your face,
08:30Now, you can check your phone, you can check your phone, you can call it defensive, you can call it money, you can call it UPI transactions, you can call it secretive, you can call it a call.
08:48That is a change in peer groups.
08:50First, we have a friend circle, a little bit of contact behavior, a friend circle.
09:00We have a personality change, general friend circle, physical symptoms, we have to be able to get a friend.
09:13What are you saying about the message of the Rekshadakal?
09:17As a society, as a society, because as a parent, as a teacher, as a society, as a community, we all have a serious deal with public health concerns.
09:29If we treat depression, it will lead to suicide.
09:34We have to do all the interventions.
09:37We are at school levels.
09:41We have to spend time with kids, at school and colleges.
09:48Not only teachers, we have to do mental health awareness campaigns.
09:54campaigns are going to be done.
09:56We are going to study the maxims, the science and the language.
10:00We are more focusing on intelligence quotient.
10:03We don't focus on emotional quotient.
10:06We don't have to solve a problem.
10:08We don't have to handle a rejection.
10:10We don't have to do anything.
10:12We don't have to study the curriculum.
10:14Stress management, life skills training, coping skills training.
10:18We can include all these in the curriculum.
10:22On school level, parents.
10:26How do we create a psychologically safe environment?
10:31We can include freedom.
10:35At least 20 to 30 minutes.
10:38How much time can we go to the school?
10:41Emotional check-ins.
10:43We talked about it too.
10:45A good listener to the school.
10:49We have a benefit from the school.
10:52We have a better sense of science.
10:55We have a better human being.
10:57We have a better change in the school.
11:01We have to recognize it early.
11:03We have to do it early.
11:05The third thing is policy reformation.
11:08We have to do it as a community.
11:10We have to do it as a community.
11:12We have to do it as a suicide prevention.
11:14Even in the media.
11:16There is something called copycat suicide.
11:21In the media, we have to do it as a sensation.
11:25We have to do it as a means.
11:29We have detailed details and workflow.
11:32We have to do it as a process.
11:36We have to do it in the bylaws.
11:38Rather than glorifying and sensation,
11:41we have to focus on recovery stories.
11:44In the case of, when we have to go to suicide,
11:48our lives, our lives, we can seek help.
11:52Suicide Health Lines also has awareness of Suicide Health Lines and also has a media level.
11:56Now, if you have a supplementary exam, you can implement a supplementary exam.
12:03Even lower levels, you can implement a little bit of curriculum.
12:09You can identify some of the learning disorders.
12:13So, everyone has a team effort to prevent depression and prevent depression.
12:21And to prevent suicides and all of that.
12:24Thank you, Doctor. Thank you, Doctor.
12:29So, Doctor, I have always told you how to do this.
12:35This is the same issue. Namaskar.
12:39Thank you, Doctor.
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