Emotions and the Development of Childhood Depression: Bridging the Gap

Cole, Pamela M.; Luby, Joan L.; Sullivan, Margaret Wolan

doi:10.1111/j.1750-8606.2008.00056.x

Cited by 83 publications

(70 citation statements)

References 89 publications

(102 reference statements)

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“…Therefore, late middle childhood (i.e., ages 8-12), the developmental period preceding adolescence, may represent an opportune ontogenetic window for studying risk factors for the development of depression, such as ruminative response styles (Hankin et al, 1998). Consistent with a developmental psychopathology framework, an important first step in identifying stress response profiles that may enhance risk for future depressive disorders is to evaluate concurrent associations among stress response and rumination in individuals who are not currently depressed (Cole, Luby, & Sullivan, 2008;Kovacs et al, 2008).…”

Section: Examining Risk Factors For Depressionmentioning

confidence: 98%

School-Aged Children's Depressive Rumination is Associated with Their Reactivity to Sadness but not Fear

Borelli

Hilt

West

et al. 2013

Journal of Clinical Child & Adolescent Psychology

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It is well documented that a ruminative response style is associated with greater risk for depression in children and adults. Less is known about the association between rumination and stress reactivity, particularly among children. Similarly, the extent to which depressive rumination is associated with general reactivity to negative emotion, or more specifically to sadness, has not received sufficient attention. The current study examines the association between depressive rumination and stress reactivity in response to a mild laboratory stressor in school-aged children. A diverse sample of 94 children between the ages of 8 and 12 participated in this 2-session study in which they reported on their tendency to engage in depressive rumination. Children's cardiovascular reactivity (operationalized as respiratory sinus arrhythmia) was assessed while they completed a task in which they read vignettes depicting children experiencing sadness and fear. Children also reported on their emotional reaction to the sad and fear vignettes, and we assessed the length of time it took them to respond to these questions (reaction time). Rumination was associated with greater decreases in respiratory sinus arrhythmia and greater increases in self-reported negative emotion in response to the sad but not the fear vignettes, suggesting that children higher in depressive rumination experienced more subjective arousal and showed evidence of greater regulatory effort when contemplating sadness. Rumination was associated with slower reaction time to both types of vignettes in one condition of the paradigm only. Results are discussed in terms of their implications for rumination and stress reactivity.

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Section: Examining Risk Factors For Depressionmentioning

confidence: 98%

School-Aged Children's Depressive Rumination is Associated with Their Reactivity to Sadness but not Fear

Borelli

Hilt

West

et al. 2013

Journal of Clinical Child & Adolescent Psychology

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“…Consequently, we expected that children’s performance in “hot” EC tasks would be particularly predictive of those developmental outcomes that also heavily regress on emotional regulation—mostly behavioral problems. The inability to regulate emotion has been strongly implied in the emergence of both internalizing and externalizing psychopathology and mental health (Cole and Deater-Deckard 2009; Cole et al 2008; Eisenberg et al 2004a; Frick and Morris 2004; Nigg 2006; Thompson et al 1995). Krueger et al (1996) found that the inability to delay gratification was associated with externalizing disorders in preadolescents.…”

mentioning

confidence: 99%

Effortful Control in “Hot” and “Cool” Tasks Differentially Predicts Children’s Behavior Problems and Academic Performance

Kim

Nordling

Yoon

et al. 2012

J Abnorm Child Psychol

231

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Effortful control (EC), the capacity to deliberately suppress a dominant response and perform a subdominant response, rapidly developing in toddler and preschool age, has been shown to be a robust predictor of children’s adjustment. Not settled, however, is whether a view of EC as a heterogeneous rather than unidimensional construct may offer advantages in the context of predicting diverse developmental outcomes. This study focused on the potential distinction between “hot” EC function (delay-of-gratification tasks that called for suppressing an emotionally charged response) and more abstract “cool” EC functions (motor inhibition tasks, suppressing-initiating response or Go-No Go tasks, and effortful attention or Stroop-like tasks). Children (N=100) were observed performing EC tasks at 38 and 52 months. Mothers, fathers, and teachers rated children’s behavior problems and academic performance at 67, 80, and 100 months, and children participated in a clinical interview at 100 months. Structural Equation Modeling (SEM) analyses with latent variables produced consistent findings across all informants: Children’s scores in “hot” EC tasks, presumably engaging emotion regulation skills, predicted behavior problems but not academic performance, whereas their scores in “cool” EC tasks, specifically those engaging effortful attention, predicted academic performance but not behavior problems. The models of EC as a heterogeneous construct offered some advantages over the unidimensional models. Methodological and clinical implications of the findings are discussed.

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“…Second, and consistent with cognitive theories, emotion theory postulates that negative and positive emotions play a prominent role in depression (Clark, 2005). Higher levels of negative emotion, such as anger, are hypothesized to characterize both depression and anxiety, whereas depression is differentiated relatively more by reduced levels of positive emotion (Clark, 2005; Clark & Watson, 1991) and a predominant emphasis of sadness as a core emotional feature (Cole, Luby, & Sullivan, 2008). Third and related to hierarchical models of emotional disorders, structural models of personality factors predisposing for anxiety and depression (e.g., Brown, Chorpita, & Barlow, 1998; Mineka, Watson, & Clark, 1998) would similarly organize how attentional biases would relate to specific emotional face types.…”

mentioning

confidence: 99%

Selective attention to affective stimuli and clinical depression among youths: Role of anxiety and specificity of emotion.

Hankin¹,

Gibb²,

Abela³

et al. 2010

Journal of Abnormal Psychology

150

114

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Cognitive models of psychopathology posit that the content or focus of information-processing biases (e.g., attentional biases) is disorder-specific: Depression is hypothesized to be characterized by attentional biases specifically for depression-relevant stimuli (e.g. sad facial expressions), whereas anxiety should relate particularly to attentional biases to threat-relevant stimuli (e.g., angry faces). However, little research has investigated this specificity hypothesis, and none with a sample of youth. The present study examined attentional biases to emotional faces (sad, angry, and happy compared with neutral) in groups of pure depressed, pure anxious, comorbid depressed and anxious, and control youth (ages 9-17; N = 161). Consistent with cognitive models, pure depressed and pure anxious youth exhibited attentional biases specifically to sad and angry faces, respectively, while comorbid youth exhibited attentional biases to both facial expressions. In addition, control youth exhibited attentional avoidance of sad faces, and comorbid boys avoided happy faces. Overall, findings suggest that cognitive biases and processing of particular emotional information are specific to pure clinical depression and anxiety, and results inform etiological models of potentially specific processes that are associated with internalizing disorders among youth.Major depressive disorder (MDD) is a common disorder with increasingly higher prevalence rates starting in adolescence (Avenevoli et al., 2008;Costello et al., 2003;Hankin et al., 1998). Depression frequently co-occurs with other psychiatric disorders, especially anxiety disorders (median odds-ratio of 8.2; Angold, Costello, & Erkanli, 1999). Comorbid depression is associated with more severe symptoms, consequences, and worse clinical course and potential treatment outcomes (Birmaher et al. 1996;Lewinsohn et al. 1995). However, the specificity of etiological processes that are associated with pure clinical depression compared with depression comorbid with anxiety disorders is not well understood, and enhanced Correspondence concerning this article should be addressed to Benjamin L. Hankin, Department of Psychology, University of Denver, 2155 South Race Street, Denver CO 80208. Internet correspondence can be addressed to ben.hankin@psy.du.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/ABN. NIH Public AccessAuthor Manuscript J Abnorm Psychol. Author manuscript; available in PMC 2011 August 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manusc...

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Emotions and the Development of Childhood Depression: Bridging the Gap

Cited by 83 publications

References 89 publications

School-Aged Children's Depressive Rumination is Associated with Their Reactivity to Sadness but not Fear

School-Aged Children's Depressive Rumination is Associated with Their Reactivity to Sadness but not Fear

Effortful Control in “Hot” and “Cool” Tasks Differentially Predicts Children’s Behavior Problems and Academic Performance

Selective attention to affective stimuli and clinical depression among youths: Role of anxiety and specificity of emotion.

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