COMPETENCY BASED MODEL OF CHILD & ADOLESCENT DEPRESSION

描述（改编自申请人的摘要）：本项目的目标 是扩展一项非常成功的纵向研究， 抑郁症与儿童多个能力领域之间的关系。 一些 假设来自儿童抑郁症基于能力模型（见 科尔，1990，1991，科尔et.al，出版中）。 其他人将这种模式扩展到 研究认知素质和性别差异的出现， 抑郁症出现在青春期。 在原 多特质多方法研究，我们收集了家长，教师，同伴， 自我报告的五个领域的能力，抑郁和焦虑。 数据 在三年的时间里，从1000多个 在研究开始的时候是三年级和六年级的孩子。 的 目前的研究将数据收集再延长四年（队列1： 6年级=> 9年级;队列2：9年级=> 12年级），增加了重要的新措施。 感兴趣的问题包括：（1）能力是否能预测 随着时间的推移抑郁症;抑郁症是否预测能力的变化， 时间;这些关系的强度随儿童的年龄而变化吗？ (2)能力的个体差异是否能预测抑郁症的变化， 焦虑还是宽频带消极 (3)这两者之间的关系如何？ 抑郁症和焦虑症随儿童年龄而变化？ (4)哪些领域 随着儿童进入，能力与抑郁症的关系变得更多（或更少） 青春期中期？ (5)在“新的”能力领域中的能力 保护青少年不受其他领域能力不足的影响？ (6)在青春期早期到中期，认知自我结构是否开始 与消极的生活事件相互作用来预防或传播抑郁症？ (7)自我或他人感知能力的历史在多大程度上 调解或缓和性别和抑郁症之间的关系， 在一片混乱中？ 结构方程模型，分层线性 建模和CART分析将用于解决这些问题。

DESCRIPTION (Adapted from applicant's abstract): The goal of this project is to extend and expand a very successful longitudinal study of the relation between depression and multiple domains of competence in children. Some hypotheses derive from a competency-based model of child depression (see Cole, 1990, 1991, Cole et.al, in press). Others extend this model to examine the emergence of cognitive diatheses and gender differences in depression that appear in adolescence. In the original multitrait-multimethod study, we collected parent, teacher, peer, and self-reports on five domains of compe-tence, depression, and anxiety. Data were gathered for six waves over a three-year period from more than 1000 children who were third and sixth graders at the onset of that study. The current study will extend data collection for four more years (cohort 1: 6th=> 9th grade; cohort 2: 9th=>12th grade) adding important new measures. Questions of interest include (1) Does competence predict change in depression over time; does depression predict change in competence over time; and does the strength of these relations vary with children's age? (2) Do individual differences in competencies predict change in depression, anxiety, or broad band negativity? (3) How does the relation between depression and anxiety vary with children's age? (4) Which domains of competence become more (or less) related to depression as children enter middle adolescence? (5) Can competencies in "new" domains of competence protect the adolescent from the effects of incompetence in other domains? (6) In early to middle adolescence, do cognitive self-structure begin to interact with negative life events to forestall or promulgate depression? (7) To what extent does a history of self- or other-perceived competencies mediate or moderate the relation between gender and depression that emerges in adoles-cence? Structural equation modeling, hierarchical linear modeling, and CART analyses will be used to address these issues.