This study examined direct and stress-moderating effects of attributional style and global self-worth on depressive and externalizing symptoms in adolescents. Attributional style, perceived self-worth, depressive symptoms, and externalizing behaviors were assessed in 371 students in the spring of 6th grade. After the transition to 7th grade, they again completed measures of depression and externalizing symptoms as well as measures of negative life events and school hassles. Stressors around the transition predicted both depressive and externalizing behaviors. Perceived self-worth predicted depressive symptoms, but not externalizing behaviors. Attributional style directly and in interaction with stressors predicted depressive symptoms and did not predict externalizing behavior. A 3-way interaction between stress, attributional style, and self-worth suggested that level of perceived self-worth may moderate the effects of attributional style in times of stress.

The cognitive diathesis-stress model of depression was tested in a sample of 439 children in grades 5 and 6. Attributional style and cognitions about academic competence and control over achievement were assessed before the occurrence of a potentially stressful event--receiving unacceptable grades on a report card. Depressive symptoms were assessed 1 week before the event, the morning after, and 5 days later. Replicating G. I. Metalsky, L. J. Halberstadt, and L. Y. Abramson (1987), stressor level and negative cognitions predicted depressive symptoms the morning after the event, controlling for initial symptom levels. Depressive symptoms 5 days later were predicted by the interactions of negative cognitions with stressors, supporting a cognitive diathesis-stress model. Students who reported a negative explanatory style or lack of academic control and competence expressed more distress after receiving unacceptable grades than did students without such cognitions.

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The COVID-19 pandemic impacted psychological services across the United States. In recent years, there has been research and discussion regarding the provision of telehealth services but little research on remote psychological assessments involving children and adolescents. However, in light of the COVID-19 pandemic, many psychologists and neuropsychologists have had to shift to a remote assessment format. Given the rapid transition to telehealth and teleneuropsychological assessment, several organizations including theTY American Psychological Association (APA) and the Inter Organizational Practice Committee (IOPC) published a series of guidelines for clinicians. The article presents a brief review of current research on remote pediatric psychological assessments and professional and ethical practices developed by the APA and IOPC as well as a model of practice, based on these recommendations, for teleneuropsychological assessment in a large children's hospital. In addition, we present practical professional and ethical issues that were addressed in our rapid rollout of teleneuropsychological assessments since March 2020. We also discuss future directions for research that integrates professional best practices with the everchanging landscape of remote neuropsychological assessment. Clinical Impact StatementThis article describes the approach one pediatric neuropsychology department has taken to conduct evaluations through telehealth. A detailed systematic approach to pediatric teleneuropsychological evaluations from provider to patient homes is outlined, and professional and ethical practices developed by professional organizations are summarized.