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.

建议进行为期六个月的纵向研究来确定预测因素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儿童出现的发展途径抑郁症并了解早发性抑郁症的影响未来调整的症状。根据最近构建发展敏感的努力，儿童抑郁症的综合模型，本研究将检验个体脆弱性之间的相互作用，被解释为适应不良关于自我和他人的认知以及情境风险，被解释为压力事件和条件。风险的两个概念模型测试（a）压力暴露模型，其中的联合影响认知和压力会导致抑郁，并且（b）压力一代模型，其中抑郁症损害了儿童的能力并导致社会心理障碍。在 300 名小学生的社区样本中，将从多个来源收集有关 3 个域的信息调整的内容：（a）关于自我和人际的认知关系，通过儿童问卷评估，(b) 急性生活事件、日常麻烦和慢性压力，与父母一起评估儿童问卷调查，以及 (c) 抑郁、焦虑和外化症状，通过家长、儿童和教师问卷进行评估。六个月后将进行后续评估，儿童过渡到中学后。假设将使用多元回归程序进行测试以进行比较一些提出的儿童抑郁症的调节模型和中介模型。扩展这一研究范围以包括长期前瞻性研究和更深入的评估将使研究人员能够查明抑郁症风险的早期标志。这些知识可以通知旨在中断早期之间循环的干预措施适应不良和后来的精神病理学。