The relationship between conceptual tempo and depression in children.

Schwartz, Michael; Friedman, Ronald J.; Lindsay, Peter H.; Narrol, Harvey

doi:10.1037/0022-006x.50.4.488

Cited by 46 publications

(9 citation statements)

References 10 publications

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“…Whether severe depression is the precursor of reduced cognitive functioning or whether impaired cognitive functioning produces depression cannot be determined from the present data. These findings of an inverse relation of depression to cognitive functioning are in agreement with certain prior studies (Kaslow, Tanenbaum, Abramson, Peterson, & Seligman, 1983;Schwartz, Friedman, Lindsay, & Narrol, 1982; but are not in accord with others (Kashani et al, 1983;Weinberg & Rehmet, 1983).…”

Section: Discussionsupporting

confidence: 80%

Depression in children: Prevalence and correlates.

Lefkowitz¹,

Tesiny²

1985

Journal of Consulting and Clinical Psychology

112

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The present research assessed the prevalence of severe depression in children according to four risk variables: sex, age, intellectual functioning, and family income. Also investigated was a set of variables theoretically associated with the construct of childhood depression. Data were gathered from 3,020 normal elementary school children by means of peer nominations, self-ratings, teachers' observations, and pupil personnel records. In addition, data from 508 of the children's mothers were obtained from an individually administered, preceded interview. The overall prevalence rate of depression for these children, based on peer nominations, was 5.2%. Of the 38 variables hypothesized to be in the domain of childhood depression, 18 correlated significantly with the peer nomination measure.The purpose of the present research, was twofold. One goal was to determine the prevalence of depression in a population of noninstitutionalized, elementary school children categorized by certain risk variables such as sex, age, intellectual functioning, and family income. A second goal was to obtain data concerning hypothesized correlates of depressive symptoms in children in order to elucidate the construct of childhood depression. The research was stimulated by the controversy arising from the discrepancy in clinical and research findings. Some clinicians claim, based largely on their experience, that a syndrome of childhood depression is pervasive and affects many children (e.g.

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Section: Discussionsupporting

confidence: 80%

Depression in children: Prevalence and correlates.

Lefkowitz¹,

Tesiny²

1985

Journal of Consulting and Clinical Psychology

112

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“…Support for this theoretical contention has been reported for youngsters with self-reported depressive symptoms (Haley, Fine, Marriage, Moretti, & Freeman, 1985; Leitenberg, Yost, & CarrolWilson, 1986). This stands in contrast to some early research with depressed youngsters where the investigators reported that children who reported elevated levels of depressive symptoms experienced a deficit in information processing (Schwartz, Friedman, Lindsay, & Narrol, 1982). Results of a series of three investigations (Kendall, Stark, & Adam, 1990) were consistent with cognitive theory and indicated that depressed youngsters suffered from a distortion in self-evaluative information processing and did not suffer from a deficit in active information processing.…”

Section: Empirical Evaluation Cognitive Theory Of Depressioncontrasting

confidence: 50%

Issues in the treatment of depressed children

Stark

Napolitano

Swearer

et al. 1996

Applied and Preventive Psychology

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Basic research into the cognitive, behavioral, familial, and physiological disturbances associated with depressive disorders during childhood is reviewed. hnplications for the development of a treatment program are discussed and a comprehensive treatment model is proposed. The proposed model includes intervention strategies for the child, parents, family, and school. The child component consists of intervention strategies for the affective, cognitive, behavioral, and physiological disturbances that are evident from the existing research. The parent training component is designed to address disturbances in parenting due to cognitive disturbances and skills deficits. The family therapy component emphasizes changing interaction patterns that communicate schema-consistent maladaptive interactions. A school consultation component is proposed in which school personnel support the skills training through prompting use of the skills and reinforcement of the use of the coping skills. Key words: Childhood depression, Treabnent of childhood depressionDepressive disorders during childhood appear to be more common and of longer duration than previously thought. Onsel of a depressive disorder during childhood is a risk factor for later episodes, impacts the youngster's psychosocial functioning, family system, and parent-child dyads, and has potentially life-threatening consequences. Perhaps because of a recognition of the seriousness of the disorder and the growing number of youths affected by it, research in the area has mushroomed over the past 15 years. As more is learned about the disorder, more issues become evident. Numerous advances have been made in many areas including: our understanding of the nature of the disorder, its impact on the youngster and his or her family. its course, common co-occurring disturbances, and how to assess it. However, issues surrounding the treatment of depressed children have been sorely neglecIed and few developmenlally sensitive treatment models have been proposed. Consequently, although a breadth of infonnation will be reviewed, the focus will be on integrating this information to highlight its treatment implications and on a proposed treatment model.When trying to develop an effective intervention for depressed youths, the most fundamental question that needs to be addressed is Ihe etiology of depressive disorders during childhood. If it is possible to identify etiologic variables and disturbances that are associated with the disorder, it may be 59possible to develop an intervention package that addresses each of the disturbances. This belief provides the structure around which this review was written. Infonnation was included to provide an understanding of the disturbances associated with depressive disorders during childhood and that bas implications for models of the etiology and treatment of depressive disorders. Both psychosocial and biological factors playa crucial role in the development and maintenance of depressive disorders. Research and theory regarding the major psy...

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“…The 13-item short form of the Children’s Depression Inventory (CDI; Kovacs & Beck, 1977) was used to provide a self-report of the child’s depression level. The 15-item short form of the Piers-Harris Children’s Self-Concept Scale ( PHCSC ; Piers, 1984; Schwartz, Friedman, Lindsay, & Narrol, 1982) was used to provide a self-report of each child’s self-esteem.…”

Section: Methodsmentioning

confidence: 99%