A prospective study of stress autonomy versus stress sensitization in adolescents at varied risk for depression.

Morris, Matthew C.; Ciesla, Jeffrey A.; Garber, Judy

doi:10.1037/a0019036

Cited by 91 publications

(71 citation statements)

References 87 publications

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“…For instance, adolescents may become more sensitive to stress after having experienced child abuse or previous episodes of mental illness (Monroe & Harkness, 2005;Morris, Ciesla, & Garber, 2010;Stroud, Davila, & Moyer, 2008). The relationships between vulnerability and stress are further complicated by the observation that past stressors may increase not only sensitivity to future stress, but also exposure to it, in a process of stress generation (Hammen, 2006;Liu & Alloy, 2010).…”

Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

138

103

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High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts. There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004;Rumberger, 2011). In this view, dropout is the endpoint of a long trajectory of disengagement starting as soon as, and even before, children enter school. This long-term approach has led to breakthroughs in our understanding of the roots of dropout. Longitudinal studies spanning the first two decades of life have illuminated the role that early family circumstances and school experiences play in putting some children on a high-risk trajectory for dropout (e. Beechum, 2014). Understanding the causes of dropout among students who do not follow a clearly identified pathway out of school is necessary to tailor interventions to their needs (Feinstein & Peck, 2008). Among these dropouts, precipitating factors (i.e., situations emerging for high school students not long before the decision to dropout is made) could play an important role (e.g., see Bowers & Sprott, 2012b; America's Promise Alliance, 2014).In addition, even among students already considered at risk when they enter high school, there is considerable heterogeneity in terms of timing and outcomes, with some leaving school later than others and others unexpectedly graduating (Bowers, Sprott, & Taff, 2013;Vitaro, Larocque, Janosz, & Tremblay, 2001). This heterogeneity could be determined in part by circumstances emerging late in students' schooling careers. In fact, improved circumstances in adolescence can close wide achievement gaps established during the elementary school years (Dobbie & Fryer, 2011). Conversely, peak vulnerability could arise when early failure intersects with challenging circumstances in high school, such as when students are under important stress or are offered new opportunities incompatible with schooling (e.g., a full-time job). Attention to such precipitating factors among students following a recognizable long-term problematic path could contribute to a ...

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Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

138

103

View full text Add to dashboard Cite

show abstract

“…It has been proposed that the augmented prevalence of depression among adolescents, compared to preadolescents, may be attributed to sensitization (Morris, Ciesla, & Garber, 2010). Adolescents, due to psychobiological potentiation effects, are more vulnerable to uncontrollable stressful situations and subsequently more predisposed for negative affect (Chorpita & Barlow, 1998).…”

Section: Depression and Stress In Adolescencementioning

confidence: 99%

Depressive Expression and Anti-Depressive Protection in Adolescence: Stress, Positive Affect, Motivation and Self-Efficacy

Lindahl¹,

Archer²

2013

PSYCH

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“…However, there are large individual differences in how well people handle life stressors. Indeed, problems with stress regulation are thought to play a central role in the development and clinical course of depression (Hooley, Orley & Teasdale, 1986;Hankin, 2008;Morris, Ciesla & Garber, 2010). It has also been suggested that, over time, depressive episodes can be triggered by progressively milder and milder stressors (Monroe & Harkness, 2005; but see also Anderson et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

The role of expectancy and proactive control in stress regulation: A neurocognitive framework for regulation expectation

Raedt

Hooley

2016

Clinical Psychology Review

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When confronted with stressful or emotionally arousing situations, regulatory abilities should allow us to adaptively cope. However, depressed individuals often have a low sense of perceived control and are characterized by a negative expectation bias regarding their ability to deal with future stressful events. Low expectancy concerning the ability to deal with future stressful events may result in less initiation of proactive control, a crucial mechanism of cognitive control reflecting sustained and anticipatory maintenance of goal-relevant information in the dorsolateral prefrontal cortex to optimize cognitive performance. In this theoretical review we integrate a diverse body of literature. We argue that the expectancy of an individual's regulatory abilities prior to the presentation of an arousing event or stressful task will be related to anticipation and proactive up-or down regulation of specific neurocircuits before the actual encounter with the stressful event occurs, in a manner that can be either adaptive or maladaptive. Moreover, we discuss the important role of self-esteem as well as the ability to accept the situation when coping is not possible. Our approach has implications for a broad range of disorders and conditions in which stress regulation plays a role, and can be used to guide the use of recently developed clinical interventions, as well as to fine-tune interventions to facilitate proactive control. Cortex, stress regulation, anticipation, depression, proactive control, coping, self-esteem, When we are confronted with situations or thoughts perceived as unpleasant, aversive or threatening, a series of biological and psychological processes is activated, generating a coordinated response. This so-called stress response is triggered when an individual's well-being or health is threatened. Relational or financial problems, unpredictability, an acute threat, or a challenging situation such as a job interview are examples of stressful situations or stressors that can initiate a stress response. Regulatory abilities, which we call stress regulation, generally allow us to cope with these situations in an adaptive way. However, there are large individual differences in how well people handle life stressors. Indeed, problems with stress regulation are thought to play a central role in the development and clinical course of depression (Hooley, Orley & Teasdale, 1986;Hankin, 2008;Morris, Ciesla & Garber, 2010). It has also been suggested that, over time, depressive episodes can be triggered by progressively milder and milder stressors (Monroe & Harkness, 2005; but see also Anderson et al., 2016). Keywords: Dorsolateral PrefrontalResearch shows the important role of stress regulation in the development of different forms of psychopathology, such as depression, where psychosocial stressors are strongly implicated in the triggering of new episodes (Kendler et al., 2000).Understanding the role of stressors in depression requires consideration of the interaction between biological, cognitive ...

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A prospective study of stress autonomy versus stress sensitization in adolescents at varied risk for depression.

Cited by 91 publications

References 87 publications

Stressors and Turning Points in High School and Dropout

Stressors and Turning Points in High School and Dropout

Depressive Expression and Anti-Depressive Protection in Adolescence: Stress, Positive Affect, Motivation and Self-Efficacy

The role of expectancy and proactive control in stress regulation: A neurocognitive framework for regulation expectation

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