Social-cognitive processing and depressive symptoms in children: A comparison of measures

Robins, Clive J.; Hinkley, Katrina

doi:10.1007/bf00910768

Cited by 73 publications

(42 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This method yields a coefficient alpha of .68 at Time 1 and .75 at Time 2, which is consistent with what has been found elsewhere in the literature (Gladstone & Kaslow, 1995; Robins & Hinkley, 1989). Stability from Time 1 to Time 2 in the current study was moderate ( r = .44, p < .001).…”

Section: Methodssupporting

confidence: 89%

A prospective study of the cognitive-stress model of depressive symptoms in adolescents.

Morris

Ciesla

Garber

2008

Journal of Abnormal Psychology

View full text Add to dashboard Cite

This prospective study investigated a cognitive diathesis–stress model of depression in adolescents across the transition from 6th to 7th grade using individual, additive, weakest link, and keystone approaches to operationalizing the cognitive vulnerability. Participants were 240 young adolescents (mean age = 11.87 years, SD = 0.57) who differed in risk for mood disorders based on their mother’s history of depression. Results of the hierarchical multiple regression analyses indicated some support for the individual, additive, weakest link, and keystone diatheses. In particular, the weakest link diathesis interacted with stress and gender to predict increases in depressive symptoms in 7th grade; the form of this interaction was consistent with the cognitive diathesis–stress model for boys, whereas for girls the pattern of relations reflected more of a dual-vulnerability model. That is, high levels of depressive symptoms were found for all girls except those with more positive cognitive styles and low stress levels. These findings highlight the utility of examining different approaches to combining measures of cognitive vulnerability in conjunction with stress in predicting depressive symptoms, and the importance of exploring gender differences with regard to the cognitive diathesis–stress model.

show abstract

Section: Methodssupporting

confidence: 89%

A prospective study of the cognitive-stress model of depressive symptoms in adolescents.

Morris

Ciesla

Garber

2008

Journal of Abnormal Psychology

View full text Add to dashboard Cite

show abstract

“…With the exception of the Robins and Hinkley (1989) study, which is cross-sectional, the empirical association between excessive empathy and the development of depression has not been tested in children. This may be partly due to the overwhelming emphasis on lack of empathy in psychopathology research.…”

Section: Summary Of the Potential Role Of Empathy In The Development mentioning

confidence: 95%

“…Robins and Hinkley (1989) administered several self-report measures including an assessment of depressive symptoms and a measure of irrational beliefs to 61 8-to 12-year-old children (59% girls) from diverse ethnic backgrounds. Among the 11 different subscales measuring irrational beliefs, a need for approval, high self-expectations, helplessness, excessive empathy, and perfectionism were all significantly correlated with depressive symptoms.…”

Section: Empirical Support For the Role Of Empathy In The Developmentmentioning

confidence: 99%

Preadolescent Clues to Understanding Depression in Girls

Keenan

Hipwell

2005

Clin Child Fam Psychol Rev

103

View full text Add to dashboard Cite

Between the ages of 10 and 15, increases in depression among girls result in a rate that is twice as high as the rate of depression in boys. This sex difference remains throughout early and middle adulthood. Prior to early adolescence, there is essentially no sex difference in the rate of depression. The aim of the present review is to examine whether the preadolescent period is a time during which precursors to depression in girls can be identified. First, existing areas of research on explaining sex differences in depression, including cognitive and affiliative style and the socialization of emotion, are reviewed. Second, the hypothesis that for some girls, preadolescent precursors to depression take the form of excessive empathy, compliance and regulation of negative emotions is articulated. Third, ways of building on existing models by including the proposed preadolescent precursors are proposed. Finally, approaches to testing the hypotheses that individual differences in these domains during preadolescence may explain later individual differences in adolescent onset depression are explored.

show abstract

“…Pesquisas empíricas com diferentes idades e em diferentes culturas têm sempre encontrado a depressão associada ao pessimismo em crianças americanas (Kaslow, Rehm & Siegel, 1984;Robins & Hinkley, 1989), em crianças chinesas (Yu & Seligman, 2002), em estudantes universitários (Suraskv & Fish, 1985) e em adultos (Peterson, Bettes & Seligman, 1985). Outros tipos de metodologia de estudos também comprovam esta associação, como a metanálise (Gladstone & Kaslow, 1995) e o estudo longitudinal em período de um ano e de cinco anos (Nolen-Hoeksema, Girgus & Seligman, 1986;Nolen-Hoeksema, Girgus & Seligman, 1992).…”

Section: Introductionunclassified

A relação entre o estilo parental e o otimismo da criança

Weber¹,

Brandenburg²,

Viezzer³

2003

Psico-USF

View full text Add to dashboard Cite

ResumoEsta pesquisa investigou se o otimismo da criança está relacionado ao estilo parental. Os dados provêm de 280 alunos (entre 9 e 12 anos), de duas escola públicas de Curitiba. Os pais foram classificados em um dos quatro estilos parentais (autoritativo, autoritário, indulgente e negligente), de acordo com o escore que seus filhos lhes deram nas duas escalas de responsividade e exigência parental. O otimismo das crianças foi acessado pelo Questionário de Estilo de Atribuição para Crianças. Testes estatísticos (Anova e Correlação) mostraram que pais autoritativos foram associados a maiores escores de otimismo e a menores escores de passividade, enquanto pais negligentes foram associados a menores escores de otimismo e a maiores escores de passividade. Esses resultados mostram que os pais possuem papel importante no processo de aprendizado do otimismo da criança, e sugere que crianças educadas por pais autoritativos estão melhor preparadas para enfrentar as adversidades de forma otimista. Palavras-Chave: Otimismo; Estilo explicativo; Estilos parentais. The relationship between parenting style and child's optimismAbstract This study investigated whether child optimism is related to parenting style. The data came from 280 students, aged 9 to 12 years, from two public schools in Curitiba. Parents were classified in one of the four parenting styles (authoritative, authoritarian, indulgent and neglectful), according to the scores children gave them on the two scales of parental responsiveness and demandingness. Children optimism was assessed by the Children's Attributional Style Questionnaire. Statistics tests (Anova and Correlation) showed that authoritative parents were associated to higher optimism scores and to lower hopelessness score, while negligent parents were associated to lower optimism scores and higher hopelessness score. These results show that parents has an important role on the learning processes of children's optimism, and suggest that children reared by authoritative parents are more prepared to face adversities in a optimist way. Keywords: Optimism, Explanatory style, Parenting style. IntroduçãoÉ preciso relembrar que a psicologia não é apenas o estudo da patologia, mas também o estudo dos aspectos positivos que fazem a vida valer a pena. A psicologia positiva vem justamente mudar o foco da psicologia, que está voltado apenas ao tratamento de problemas já existentes, para a construção de habilidades positivas ao ser humano (Seligman & Csikszentmihalyi, 2000).Dessa perspectiva é possível pensar nos trabalhos de prevenção da doença, não apenas de tratamento. As pesquisas de Seligman sobre o otimismo começaram com base em investigações sobre como prevenir a depressão em adultos e crianças. Nesse sentido, Seligman (1995) desenvolveu um programa de "imunologização" para crianças de idade escolar (The Penn Prevention Program). A expressão "imunologização" foi utilizada por Seligman numa analogia à vacinação, ou seja, ensinar o otimismo para a criança seria uma "vacina" contra a depressão.Ser otimista ...

show abstract

Social-cognitive processing and depressive symptoms in children: A comparison of measures

Cited by 73 publications

References 20 publications

A prospective study of the cognitive-stress model of depressive symptoms in adolescents.

A prospective study of the cognitive-stress model of depressive symptoms in adolescents.

Preadolescent Clues to Understanding Depression in Girls

A relação entre o estilo parental e o otimismo da criança

Contact Info

Product

Resources

About