Depressive Disorders

Powell, Allison K.; Ocean, Susan E.

doi:10.1007/978-3-319-57196-6_7

Cited by 6 publications

(3 citation statements)

References 121 publications

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“…Internalizing problems can emerge as young as early childhood, with the incidence increasing from childhood through adolescence (Brock & Kochanska, 2015; Cyranowski, Frank, Young, & Shear, 2000; Gilliom & Shaw, 2004; Hollenstein & Lougheed, 2013). Internalizing symptoms tend to present similarly in children and adolescents, and the same criteria are used to diagnose internalizing disorders in both developmental age ranges (McLellan & Hudson, 2017; Powell, Ocean, & Stanick, 2017). Several family factors are associated with increased risk for youths’ internalizing problems, including family emotional climate, parental socialization of emotion, and relationship quality (Epkins & Heckler, 2011; Lougheed, 2020; Morris, Cui, Criss, & Simmons, 2018).…”

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confidence: 99%

Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

et al. 2020

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Several aspects of mother–child relationships are associated with children's internalizing problems. We examined longitudinal associations between mother–child conflict and children's internalizing problems in middle childhood. Specifically, we examined whether conflict and children's internalizing problems predict each other longitudinally in a sample of children from 3rd through 6th grade (N = 1,364) and their mothers using a cross-lagged panel model with random intercepts. In line with expectations, we found stable between-family differences in both mother–child conflict and children's internalizing problems. Contrary to expectations, we did not find that mother–child conflict and children's internalizing problems showed significant cross-lagged associations. However, mother–child conflict and children's internalizing problems had correlated errors at each wave, indicating that these two constructs covary with each other concurrently at multiple times across development, independent of stable between-family associations (i.e., as one increases, so does the other, and vice versa). The results of this study point to the importance of using statistical approaches that can disentangle between-family differences from within-family processes. In future studies, shorter time scales (e.g., weeks or months) may better capture dynamic associations between parent–child conflict and internalizing problems.

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confidence: 99%

Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

et al. 2020

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“…In our study, however, we do not know whether school peers necessarily took part in the same ECAs as our participants. Perhaps perceiving social affiliation may mitigate the sense of isolation related to interpersonal difficulties typically experienced by adolescents with depressive symptoms (Powell et al, 2017). Adolescents from disadvantaged backgrounds are generally resilient, but school can still be a challenge for them.…”

Section: Peer Relatedness Explains the Association Between Eca Partic...mentioning

confidence: 99%

Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging

Bouchard

Denault

Guay

2022

Journal of Adolescence

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Introduction: Participation in extracurricular activities (ECAs) during high school is likely to be associated with higher intrinsic motivation, as well as lower externalizing problems and depressive symptoms, particularly for students in schools located in socioeconomically disadvantaged neighborhoods. However, few studies have explored the processes underlying these positive associations. In this study, we examined whether peer relatedness and school belonging mediated the links between participation in these activities and adolescent academic and psychosocial adjustment and whether another indicator of poverty, namely material deprivation, moderated these links. Methods: Canadian students (n = 638; 59% girls) at disadvantaged high schools were surveyed at two-time points. Results and Conclusions: Results show that peer relatedness can explain the associations between extracurricular activity participation and (a) school intrinsic motivation and (b) depressive symptoms. Results also revealed that the indirect effect involving the number of activities, peer relatedness, and depressive symptoms was only significant among students living in highly deprived areas. These results highlight the contribution of peer relatedness as a potential mediator of the positive association connecting extracurricular activity participation to adjustment among disadvantaged students.

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“…This is important because adolescent presentations of MDD can differ from adults (Roberts, 2013 ). For example, adolescents with MDD are more likely to present with irritable mood (Powell, Ocean, & Stanick, 2017 ) and communicate somatic complaints (Bohman, 2012 ). These differences in presentation and phenomenology may have implications for how depression and treatments for depression are experienced by adolescents.…”

Section: Introductionmentioning

confidence: 99%

The experience of cognitive behavioural therapy in depressed adolescents who are fatigued

et al. 2021

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Objective Fatigue is a common and debilitating symptom of major depressive disorder (MDD). Cognitive behavioural therapy (CBT) is a recommended psychological treatment for adolescents with moderate to severe depression. This study explored the experience of CBT in fatigued adolescents with MDD. Design A qualitative study was conducted using existing data from the qualitative arm of a large randomized control trial, the IMPACT study. Methods Data were obtained from semi‐structured interviews conducted after therapy. Participants were 18 adolescents (aged 13–18 years) who reached the clinical threshold for fatigue on diagnostic assessment before starting treatment. The data were analysed using thematic framework analysis. Results Three themes and seven sub‐themes were developed. Adolescents appeared to find taking part in initial sessions, engaging in ongoing sessions and completing homework challenging. Perceiving the therapist as genuine seemed to provide a sense of safety which enabled adolescents to open up in sessions. When the therapist was not perceived as genuine, adolescents appeared to find CBT less helpful. The structure of CBT appeared to enable treatment goals to be set, and facilitated an increase in meaningful activity. Ensuring that tasks were perceived as manageable and goals as achievable seemed important for participation. Cognitive restructuring appeared useful, although some adolescents tended to engage in distraction from thoughts as an alternative strategy. Conclusions This study provides an initial insight into how fatigued adolescents with MDD experience CBT. Further research is required to establish whether the themes are pervasive and relatedly, how best to treat depression in fatigued adolescents receiving CBT. Practitioner points Fatigued adolescents with depression found engaging in CBT sessions and therapeutic homework demanding. Establishing a collaborative therapeutic relationship, where the therapist was perceived as genuine, appeared helpful for participation. The structured approach to therapy, combined with flexibility, was experienced as helpful. Adolescents who perceived the pace of sessions to be manageable and therapeutic goals as achievable seemed to find CBT helpful overall. These findings provide insight into how fatigued adolescents with depression experience CBT and highlight the importance of being aware of fatigue and adapting therapy accordingly.

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Depressive Disorders

Cited by 6 publications

References 121 publications

Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging

The experience of cognitive behavioural therapy in depressed adolescents who are fatigued

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