COMPETENCY-BASED MODEL OF CHILD DEPRESSION

该项目的目标是进行两项研究（一项是横截面研究， 一个纵向），以测试有关抑郁症病因的假设， 儿童抑郁症的能力为基础的模型（见 科尔，1990年，1991年）。 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 发展的结果，从反馈的个人无能， 各种各样的领域。 在研究1中，三年级和六年级的学生将被筛选为非常高或非常低 在多个领域的同行提名的能力水平。 依赖 变量将是抑郁和焦虑，通过问卷调查和 临床面试 自我复杂性的认知测量，消极自我， 图式，并倾向于作出消极的认知错误也将是 得到了 问题包括：（1）在多个领域不称职 与抑郁（和/或焦虑）的存在或严重程度相关， 孩子们？ (2)年龄是否影响能力抑郁的强度 关系？ (3)是否有某些认知因素介导了这种关系 能力和抑郁之间的关系吗 MANCOVA和logistic回归将被 用来解决这些问题。 研究2将涉及以下三年级和六年级学生超过3年的时间跨度。 抑郁、焦虑、能力和抑郁型认知的测量 将在每一个波中获得。 将从多个方面评估结构 观点：自我，同伴，老师和/或父母。 问题包括：（1） 能力（通过多个领域和多种方法进行评估） 预测抑郁症随时间的变化;相反，抑郁症是否 预测能力随时间的变化？ (2)个体差异是否 能力只能预测抑郁症，还是预测 也有很多负面情绪吗 (3)是能力- 年龄较大的儿童比年龄较小的儿童更容易患抑郁症。 （四） 其他人对孩子能力的评价是否反映在孩子的 自我认知（例如，低自我概念，消极认知错误，以及 消极的自动消极思想），并做这些消极的自我- 认知介导抑郁症的出现？ (5)一个人的能力 或更多的领域“保护”儿童从慢性或广泛的抑郁症？ (6)最后，权限范围是否提供了预期的保护， 抑郁症，如果这些领域不重视的孩子？ 线性结构 将使用方程建模、分层回归和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.