Developmental Origins of Depressive Cognitions

描述(申请人提供)：以前的研究清楚地表明 隐含的有问题的归因风格、消极的认知错误和差 自我概念是抑郁症的危险因素。越来越多的研究表明 测试了儿童抑郁症的认知模型。相对较少 理论或实证工作已经研究了这种类型的发展起源 认知风险因素。当前项目的主要目的是 沿着这个病因链进行下一步的倒退，通过调查 这些假定的认知障碍在儿童时期的发展。第一 具体目标是研究抑郁类型认知的结构 童年中期(即，K、2、4和6年级)的特定分数 大规模、以社区为基础的横断面调查。假设是 一些相对全球性的因素将分化为抑郁 成人抑郁症的认知因素。第二个具体问题 目标是测试抑郁认知的几个可能的预测因素，并绘制 这些认知在中年过程中的发展轨迹 儿童期和青春期早期。这些测试将从为期4年的 最初横断面研究之后的纵向调查 参与者。假设是有问题的父母教养方式，厌恶和 无法控制的负面事件，以及来自重要他人的负面反馈 会预测抑郁认知风格的出现。第三个目标是 检验这些认知因素的递增效度和特异度 抑郁症状和首发抑郁预测的比较 无序。我们将在高风险设计的背景下解决这一目标 嵌套在更大的纵向调查中。假设是这样的 对特定素质-压力模型的支持将作为一项功能变得更强 孩子的认知发展水平。衡量策略包括 与儿童和家长进行一对一临床诊断访谈，行为 亲子互动观察、教师观察、同伴观察 提名和自我报告。检验这些假说的方法包括 多组验证性因素分析，分层线性建模， 跨领域潜在增长曲线分析和结构方程建模-- 都有受限的最大似然估计或随机效应 用于处理丢失数据的模式混合方法。来自这些的发现 研究将(A)补充目前有关抑郁症的认知理论。 在此之前只是含糊其辞地暗示了 产生抑郁的认知和(B)为了解发展情况提供基础 预防和早期干预计划。

DESCRIPTION (provided by the applicant): Previous research has clearly implicated problematic attributional style, negative cognitive errors, and poor self-concept as risk factors for depression. A growing number of studies have tested cognitive models of depression in children. Relatively little theoretical or empirical work has examined the developmental origins of such cognitive risk factors. The overarching purpose of the current project is to take the next step backwards along this etiological chain by investigating the development of these putative cognitive diatheses in childhood. The first specific goal is to examine the structure of depressotypic cognitions at specific points during middle childhood (i.e., grades, K, 2, 4, & 6) in a large-scale, community-based, cross-sectional investigation. The hypothesis is that a few relatively global factors will differentiate into the depressive cognitive factors that characterize depression in adults. The second specific goal is to test several possible predictors of depressive cognitions and to map the developmental trajectories of these cognitions over the course of middle childhood and early adolescence. These tests will derive from a 4-year, longitudinal investigation that follows the initial cross-sectional study participants. The hypothesis is that problematic parenting style, aversive and uncontrollable negative events, and negative feedback from significant others will predict the emergence of depressive cognitive style. The third goal is to examine the incremental validity and the specificity of these cognitive factors vis-a-vis the prediction of depressive symptoms and first onset depressive disorder. We will address this goal in the context of a high-risk design that is nested within the larger longitudinal investigation. The hypothesis is that support for specific diathesis-stress models will become stronger as a function of the child's cognitive developmental level. Measurement strategies include one-on-one clinical diagnostic interviews with children and parents, behavioral observations of parent-child interactions, teacher observations, peer nominations, and self-reports. Methods for testing these hypotheses include multigroup confirmatory factor analysis, hierarchical linear modeling, cross-domain latent growth curve analysis, and structural equation modeling -- all with restricted maximum likelihood estimation or random-effects pattern-mixture methods for handling missing data. Findings from these investigations will (a) complement current cognitive theories of depression that here-to-fore have only vaguely alluded to the developmental origins of depressogenic cognitions and (b) provide a basis for developmentally informed prevention and early intervention programs.