SELF-REPORTED DEPRESSIVE SYMPTOMS IN 1ST-GRADE CHILDREN - DEVELOPMENTALLY TRANSIENT PHENOMENA
SELF-REPORTED DEPRESSIVE SYMPTOMS IN 1ST-GRADE CHILDREN - DEVELOPMENTALLY TRANSIENT PHENOMENA
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DOI：
10.1097/00004583-199203000-00016
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发表时间：
1992-03-01
影响因子：
13.3
通讯作者：
KELLAM, S
中科院分区：
文献类型：
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作者：
EDELSOHN, G;IALONGO, N;KELLAM, S
在流行病学定义的1,313名一年级学生样本中，对幼儿自我报告的抑郁症状是否代表短暂的发展现象进行了研究。儿童抑郁症状的报告在4个月的时间间隔内相对稳定。稳定性的水平是特别令人印象深刻的儿童最初在最高的四分位数的抑郁症，所有这些人仍然在最高的四分位数在重测，4个月后。此外，抑郁症状显着相关的谈判的一些突出的发展任务，在入口到一年级，包括学业成绩，同伴关系，并在课堂上的注意力/浓度。此外，抑郁症状和社会和学术功能的各种指标之间的关系保持稳定，在4个月的重测间隔。
The question of whether self-reported depressive symptoms in young children represent more than transient developmental phenomena was examined in an epidemiologically defined sample of 1,313 first graders. Children's reports of depressive symptoms were relatively stable over a 4-month interval. The level of stability was particularly impressive for children initially in the highest quartile of depression, all of whom remained in the highest quartile at retest, 4 months later. In addition, depressive symptoms were significantly related to the negotiation of a number of salient developmental tasks at entrance to first grade, including academic achievement, peer relations, and attention/concentration in the classroom. Moreover, the relationships between depressive symptoms and the various indices of social and academic functioning remained stable over the 4-month test-retest interval.