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COGNITIONS AND STRESS AS PREDICTORS OF CHILD DEPRESSION

认知和压力是儿童抑郁症的预测因素

基本信息

批准号：
2035015
负责人：
KAREN D RUDOLPH
金额：
$ 4.19万
依托单位：
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
依托单位国家：
美国
项目类别：
财政年份：
1997
资助国家：
美国
起止时间：
1997-02-01 至 1999-01-31
项目状态：
已结题

项目摘要

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.

一项为期6个月的纵向研究，旨在确定在儿童向中年过渡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儿童出现的发展途径了解早发性抑郁症的影响未来的适应症状。根据最近的努力，建立发展敏感，儿童抑郁症的综合模型，这项研究将探讨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，以及背景风险，被解释为紧张的事件和条件。风险的两个概念模型将测试（a）应力暴露模型，其中，认知和压力沉淀抑郁症和（B）压力- 代模式，其中抑郁症破坏儿童的能力，并导致心理社会损害。在300名小学生的社区样本中，将从多个来源收集有关3个领域的信息适应：（a）对自我和人际关系的认知关系，用儿童问卷评估，（B）急性生活事件，日常麻烦和慢性紧张，与父母和儿童问卷，（c）抑郁，焦虑和外化症状，评估与家长，儿童和教师的问卷调查。六个月后将进行后续评估，在孩子们升入中学之后。假设将使用多元回归程序进行测试，提出了几个儿童抑郁症的调节和中介模型。将这一研究领域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确定抑郁症风险的早期标志。这些知识可以为干预措施提供信息，适应不良和后来的精神病理学