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.

提出了六个月的纵向研究，以确定儿童过渡到中间的抑郁症状的风险学校。这项研究的长期目标是描述儿童出现涉及的发展途径抑郁并了解早期发作抑郁症的影响未来调整的症状。与最近构建发展敏感的努力一致儿童抑郁症的综合模型，本研究将检查个人脆弱性之间的相互作用，被解释为不良适应性关于自我和他人的认知以及上下文风险，被解释为压力事件和条件。风险的两个概念模型将进行测试（a）应力暴露模型，其中关节影响认知和压力会沉淀抑郁，（b）应力 - 生成模型，其中抑郁症破坏了儿童能力并导致社会心理障碍。在300名小学生的社区样本中信息将从有关3个域的多个来源收集调整：（a）关于自我和人际关系的认知关系，与儿童问卷一起评估，（b）敏锐的生活事件，每日麻烦和慢性菌株与父母一起评估儿童问卷，（c）抑郁，焦虑和外部化症状，由父母，孩子和教师问卷进行评估。后续评估将在六个月后进行在儿童过渡到中学之后。假设将使用多个回归程序进行测试以比较几个提议的主持人和调解人模型的儿童抑郁症模型。扩展这一研究线以包括长期前瞻性研究以及更多深入评估将使研究人员能够查明抑郁症风险的早期标志。这些知识可以告知旨在中断早期周期的干预措施失调和后来的心理病理学。