COGNITIONS AND STRESS AS PREDICTORS OF CHILD DEPRESSION

建议进行一项为期六个月的纵向研究，以确定预测 儿童过渡到中年期间出现抑郁症状的风险 学校。这项研究的长期目标是描绘出 儿童出现的发育途径 抑郁症和了解早发性抑郁症的影响 未来调整的症状。 为了配合最近的努力，构建对发展敏感的 儿童抑郁症的综合模型，这项研究将检验 个体脆弱性之间的相互作用，被解释为适应不良 对自我和他人的认知，以及上下文风险，被解释为 紧张的事件和状况。风险的两个概念模型将 被测试(A)应力暴露模型，其中 认知和压力会导致抑郁和(B)压力- 世代模式，抑郁症损害儿童~S 能力，并导致心理社会障碍。 在300名小学生的社区样本中， 将从多个来源收集有关3个域的信息 适应：(A)对自我和人际关系的认知 关系，用儿童问卷进行评估，(B)急性生活 事件、日常麻烦和慢性压力，与父母和 儿童问卷，以及(C)抑郁、焦虑和外化 症状，通过家长、孩子和老师的问卷进行评估。 六个月后将进行后续评估， 以后的孩子~S过渡到了中学。假设 将使用多重回归程序进行测试以进行比较 提出了几种儿童抑郁症的调节和调节模型。 将这一研究范围扩展到包括长期前瞻性研究 研究和更深入的评估将使研究人员能够 找出抑郁症风险的早期标志。这一知识可以 通知旨在中断循环的干预措施 适应不良和后来的精神变态。

A six month longitudinal study is proposed to identify predictors of risk for depressive symptoms during children's transition to middle school. The long term objective of this research is to delineate the developmental pathways involved in the emergence of child depression and to understand the impact of early onset depressive symptoms on future adjustment. In line with recent efforts to construct developmentally sensitive, integrative models of child depression, this study will examine the interplay between individual vulnerability, construed as maladaptive cognitions about the self and others, and contextual risk, construed as stressful events and conditions. Two conceptual models of risk will be tested (a) a stress exposure model, wherein the joint influence of cognitions and stress precipitates depression and (b) a stress- generation model, wherein depression undermines children~s competence and leads to psychosocial impairment. In a community sample of 300 elementary school children, information will be gathered from multiple sources about 3 domains of adjustment: (a) cognitions about the self and interpersonal relationships, assessed with child questionnaires, (b) acute life events, daily hassles, and chronic strain, assessed with parent and child questionnaires, and (c)depressive, anxiety, and externalizing symptoms, assessed with parent, child, and teacher questionnaires. A follow up assessment will be conducted six months later, subsequent to children~s transition into middle school. Hypotheses will be tested using multiple regression procedures to compare several proposed moderator and mediator models of child depression. Extension of this line of research to include long term prospective studies and more in depth assessments will enable researchers to pinpoint early markers of risk for depression. This knowledge can inform interventions designed to interrupt the cycle between early maladjustment and later psychopathology.