Cognitive Components of Depression

Rehm, Lynn P.; Carter, Alice S.

doi:10.1007/978-1-4615-7142-1_26

Cited by 15 publications

(4 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A third possibility is that cognitive changes are responsible for the changes in rates of depression. The negative thinking styles that are characteristic of both adults and children (Rehm & Carter, 1990), and the perception of "threat" that seems to be an important characteristic of life events that precipitate depressive episodes (Brown et al, 1986), require relatively complex projections about the nature of the world and the future, that may come more easily to adolescents, thus placing them at increased risk of other depressive symptomatology. Little work has been done on this topic (see Kovacs, Feinberg, Crouse-Novak, Paulauskas, & Finkelstein, 1984, for an exception) and it remains an open field for exploration.…”

Section: Substantive Implicationsmentioning

confidence: 99%

Effects of age and pubertal status on depression in a large clinical sample

Angold

Rutter²

1992

Dev Psychopathol

295

187

View full text Add to dashboard Cite

The rate of depression rises overall between childhood and adolescence, and by early adulthood depression is twice as common in women as in men. However, study results are conflicting as to the relative rates of depression in prepubertal boys and girls, and it is not clear whether the rates in adolescent boys rise, fall, or remain steady. It is also uncertain when in adolescence the female preponderance emerges. A number of studies point to effects of the biological developments of puberty as having an important place in these changes. From a developmental point of view, the fact that the hormonal and physical changes of puberty differ in boys and girls, mean that a “biological explanation” fits in well with the gender differentiation in rates of depression across puberty. In a sample of 3,519 8–16-year-old psychiatric patients, both boys and girls shared increasing levels of depression across this age range, but the rate of increase was faster in girls. There was no difference in the rates of depression between boys and girls before the age of 11, but by the age of 16 girls were twice as likely as boys to have significant depressive symptomatology. When age was controlled for, pubertal status had no effect on depression scores. Thus, these results did not support the idea that the biological changes of puberty are a primary motive force in producing the changes in the sex ratio in depression in adolescence. Therefore, further research on this topic needs not only to address the etiology of depression in young people, but also to search for etiologic factors with differential distributions or effects on boys and girls.

show abstract

Section: Substantive Implicationsmentioning

confidence: 99%

Effects of age and pubertal status on depression in a large clinical sample

Angold

Rutter²

1992

Dev Psychopathol

295

187

View full text Add to dashboard Cite

show abstract

“…These depressed children were particularly concerned about not doing well on the task. The low self-evaluations of depressed children also seem to produce distorted perceptions of past and present (Haley, Fine, Marriage, Moretti, & Freeman, 1985; Rehm & Carter, 1990). Depressed children in the fifth to eighth grades display a variety of cognitive errors, including overgeneralizing their predictions of negative outcomes, catastrophizing the consequences of negative events, incorrectly taking personal responsibility for negative outcomes, and selectively attending to negative features of an event (Kendall, Stark, & Adam, 1990; Leitenberg, Yost, & Carroll-Wilson, 1986).…”

Section: Areas Of Application: Current Statusmentioning

confidence: 99%

Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments.

Kendall¹

1993

Journal of Consulting and Clinical Psychology

229

121

View full text Add to dashboard Cite

This article begins with a brief description of the guiding theory behind cognitive-behavioral interventions with youth, such as a therapeutic posture, an important cognitive distinction, and a specific treatment goal. Next, on the basis of a review of the literature, the nature of cognitive functioning, the treatments, and the outcome of treatment studies are described and examined for (a) aggression, (b) anxiety, (c) depression, and (d) attention-deficit hyperactivity. Conclusions and emerging developments are provided. Central to a successful completion of childhood is the child's development of a confident sense of mastery, of appropriate social behavior, and of an ability to engage in self-control. As children enter and pass through school and become more independently involved in social relationships, there is a new emphasis toward carrying through on activities and accomplishing goals. The child must work to strike a balance between compliance with adult rules and the assertion of independent competence. Industrious work in school and social interactions are the testing ground for children to compare themselves with others, to gain a sense of self, and to acquire the skills needed to adjust to the demands of the environment. Adjusting and coping with these developmental challenges can be a struggle for children, and not all manage the task successfully. Indeed, current estimates of the amount of psychopathology in children in the United States are alarming. Recent epidemiological data suggest that between 15% and 22% of the nation's approximately 63 million youth have mental health problems severe enough to warrant treatment (Costello, 1990; National Advisory Mental Health Council, 1990). Yet, as Tuma (1989) noted, of those in need of mental health care, less than 20% received the appropriate services. These data are probably representative of a concern that is worldwide. Indeed, psychological maladjustment in youth is a major problem confronting today's society. All children face developmental challenges, yet not all of these children are prepared, and not all of the challenges are met. Thus, the issue facing clinical child psychology is how to best intervene to reduce or remediate the cognitive, behavioral, and emotional difficulties in childhood that are associated with present psychological distress and later psychopathology. Guiding Theory Those involved in designing interventions for youth have approached their task from various perspectives. Some have

show abstract

“…Similarly aggressive children perceive more aggressive intent in ambiguous situations and selectively attend to fewer cues when making decisions about the intent of others' behaviour (Dodge, 1985). Depressed children have been found to make more negative attributions than non-depressed children, to have distorted perceptions of their own performance, and to selectively attend to negative features (Kendall, Stark, & Adam, 1990;Leitenberg, Yost, & Carroll-Wilson, 1986;Rehm & Carter, 1990).…”

Section: Are Cognitive Distortions and Deficits Associated With Childmentioning

confidence: 99%

Cognitive Behaviour Therapy With Children and Young People: A Selective Review of Key Issues

Stallard

2002

Behav. Cogn. Psychother.

View full text Add to dashboard Cite

The growing interest in the use of cognitive behaviour therapy with children and young people has been encouraged by emerging evidence suggesting that CBT is effective with a wide range of child disorders. Typically, models and techniques developed for work with adults have been extended downwards and applied to children. This review questions the appropriateness of this approach and selectively identifies a number of key issues that need to be addressed. The absence of developmentally appropriate theoretical models to understand the onset and maintenance of maladaptive cognitive processes in children is highlighted. This lack of a coherent theoretical framework has led to a proliferation of diverse interventions falling under the general umbrella of cognitive behaviour therapy with the predominant emphasis being behavioural, rather than cognitive. Developmental factors, the nature, extent and type of cognitive processes in children and the important role of the parent in the onset and treatment of childhood problems have received comparatively little attention. There is a need to understand more about the cognitive processes of children and young people and to develop robust and testable developmentally appropriate theoretical models. In turn this will begin to address the question of which specific cognitive behaviour therapy programmes are effective for which childhood problems.

show abstract

Cognitive Components of Depression

Cited by 15 publications

References 49 publications

Effects of age and pubertal status on depression in a large clinical sample

Effects of age and pubertal status on depression in a large clinical sample

Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments.

Cognitive Behaviour Therapy With Children and Young People: A Selective Review of Key Issues

Contact Info

Product

Resources

About