COMPETENCY-BASED MODEL OF CHILD DEPRESSION

该项目的目标是进行两项研究(一项横断面研究和 一个纵向的)来检验关于抑郁症病因的假说 儿童，源自基于能力的儿童抑郁模型(见 科尔，1990,1991)。根据该模型，儿童抑郁症构成了 儿童认知/情绪正常过程中的偏差 个人不称职的反馈导致的发展 多种多样的领域。 在研究1中，3-6年级的学生将被筛选为非常高或非常低的学生 在多个领域中同行提名的能力水平。依赖 变量将是抑郁和焦虑，通过问卷和 临床面谈。自我复杂性、消极自我的认知测量 图式，以及犯负面认知错误的倾向也会 获得。问题包括：(1)在多个领域不称职 与抑郁症(和/或焦虑)的存在或严重程度有关 儿童？(2)年龄影响抑郁能力的强弱吗？ 关系？(3)某些认知因素会调节这种关系吗？ 在能力和抑郁之间？MANCOVA和Logistic回归将是 用于解决这些问题。 研究2将对3年级和6年级的学生进行为期3年的跟踪调查。 抑郁、焦虑、能力和抑郁类型认知的测量 将在每一波中获得。构造将从多个方面进行评估 观点：自我、同伴、老师和/或家长。问题包括：(1) 能力(通过多个领域和多种方法进行评估) 预测随着时间的推移抑郁症的变化；反过来，抑郁症 预测能力随时间的变化？(2)个体差异在 能力只能预测抑郁，还是它们能预测 负性情感的宽带性？(3)能力-- 年龄较大的儿童与抑郁的关系比年龄较小的儿童更强？(4) 其他人对儿童能力的评价是否反映在儿童的 自我认知(例如，低自我概念、消极认知错误和 消极的自动消极的想法)，并做这些消极的自我 认知在抑郁症的发生中起中介作用？(5)一个人能否胜任？ 还是更多领域“保护”孩子免受慢性或普遍性抑郁症的困扰？ (6)最后，权限范围是否提供了预期的保护 如果孩子不重视这些领域，会不会患上抑郁症？线性结构 将使用方程建模、层次回归和CART分析 来解决这些问题。

The goal of this project is to conduct two studies (one cross-sectional and one longitudinal) to test hypotheses about the etiology of depression of children, derived from a competency-based model of child depression (see Cole, 1990, 1991). According to the model, child depression constitutes a deviation in the normal course of children's cognitive/emotional development that results from feedback about personal incompetence across a wide variety of domains. In Study 1, 3rd & 6th graders will be screened for very high or very low levels of peer-nominated competence in multiple domains. Dependent variables will be depression and anxiety, assessed by questionnaire and by clinical interview. Cognitive measures of self-complexity, negative self- schemata, and the tendancy to make negative cognitive errors will also be obtained. Questions include: (1) Is being incompetent in multiple domains related to the presence or severity of depression (and/or anxiety) in children? (2) Does age affect the strength of the competence-depression relationship? (3) Do certain cognitive factors mediate the relation between competence and depression? MANCOVA and logistic regression will be used to address these issues. Study 2 will involve following 3rd and 6th graders over a 3 year time span. Measures of depression, anxiety, competence, and depressotypic cognitions will be obtained at each wave. Constructs will be assessed from multiple perspectives: self, peer, teacher, and/or parent. Questions include: (1) Does competence (as assessed in multiple domains and via multiple methods) predict change in depression over time; and conversely, does depression predict changes in competence over time? (2) Do individual differences in competencies only predict depression or do they predict differences in the broad band of negative affectivity as well? (3) Is the competence- depression relation stronger in older children than younger children? (4) Are others' appraisals of children's competencies reflected in children's self-cognitions (e.g., low self-concept, negative cognitive errors, and negative automatic negative thoughts), and do these negative self- cognitions mediate the emergence of depression? (5) Can competence in one or more domain "protect" the child from chronic or pervasive depression? (6) Finally, do domains of competence provide the expected protection from depression if these domains are not valued by the child? Linear structural equation modeling, hierarchical regression, and CART analysis will be used to address these issues.