Stress Generation and Adolescent Depression: Contribution of Interpersonal Stress Responses

This research examined the proposal that ineffective responses to common interpersonal problems disrupt youths’ relationships, which, in turn, contributes to depression during adolescence. Youth (86 girls, 81 boys; M age = 12.41, SD = 1.19) and their primary female caregivers participated in a three-wave longitudinal study. Youth completed a measure assessing interpersonal stress responses; youth and caregivers completed semi-structured interviews assessing youths’ life stress and psychopathology. Consistent with the hypothesized model, ineffective stress responses (low levels of effortful engagement, high levels of involuntary engagement and disengagement) predicted the generation of subsequent interpersonal stress, which partially accounted for the association between stress responses and depression over time. Moreover, results revealed that self-generated interpersonal, but not noninterpersonal stress, predicted depression, and that this explanatory model was specific to the prediction of depression but not anxiety. This research builds on interpersonal stress generation models of depression, and highlights the importance of implementing depression-focused intervention programs that promote effective stress responses and adaptive interpersonal relationships during adolescence.     

The who and whom of help giving: An attributional model integrating the help giver and the help recipient

In this article, we investigate the influence of responsibility, moral emotions, and empathy on help giving for stigmatized persons in need. Both characteristics of the recipient of help and the help giver are analyzed within a general theoretical framework. Based on an online study (N = 332), structural equation models confirm and extend an attributional explanation of help‐giving, based on a thinking‐feeling‐acting model. Conditions promoting help giving are identified: (i) A potential help giver who regards himself or herself as responsible for the recipient's misfortune is likely to experience guilt, regret, and shame, thus increasing the likelihood of help. (ii) A potential recipient of help who is regarded as being not responsible for his or her plight elicits sympathy and is thus more likely to receive help. In contrast, when the person in need is regarded as being responsible for his or her plight, anger and even schadenfreude are elicited, and likelihood of help giving decreases. (iii) Different aspects of empathy as a stable personal characteristic exert direct and indirect (i.e., emotionally mediated) effects on help giving. Using structural equation modeling, we outline an attributional model of helping conceptualizing helping behavior within an actor–observer system integrating a variety of moral emotions involved in help giving.     

Dimensions of Perfectionism and Self-worth Contingencies in Depression

The current study investigated the role of contingent self-worth in perfectionism and depression. It was hypothesized that perfectionism is associated with depression because perfectionists base their self-worth on being successful and on the need to be actively working toward their goals. A sample of 170 female university students completed measures of conditional self-worth, perfectionism traits, perfectionism cognitions, and depressive symptoms. Structural equation modeling revealed that a factor interpreted as Evaluative Concerns Perfectionism was associated strongly with contingent self-worth, which was, in turn, related to depressive symptomatology. In addition, contingent self-worth mediated the association between perfectionism cognitions and depression. Other analyses revealed that measures of self-oriented perfectionism that are often viewed as highly similar actually differed in terms of their associations with contingent self-worth. The theoretical and practical implications of the associations between perfectionism and contingent self-worth are discussed.     

Cannabinoid CB1 receptor deficiency increases contextual fear memory under highly aversive conditions and long-term potentiation in vivo

The cannabinoid receptor type 1 (CB1) is abundantly expressed in the central nervous system where it negatively controls the release of several neurotransmitters. CB1 activity plays a crucial role in learning and memory and in synaptic plasticity. In the present study, the role of CB1 was investigated in three different hippocampus-dependent memory tasks and in in vivo hippocampal synaptic plasticity in knockout (CB1-ko) and wildtype mice. There was no difference in short-term and long-term social and object recognition memory between CB1-ko and wildtype mice. In contrast, in background contextual fear conditioning CB1-ko mice showed enhanced freezing levels in the conditioning context and increased generalised contextual fear after a high-intensity conditioning foot shock of 1.5 mA, but not after 0.7 mA. In in vivo field potential recordings in the dentate gyrus, CB1-ko mice displayed a decreased paired-pulse facilitation of the populations spikes, suggesting an altered inhibitory synaptic drive onto hippocampal granule cells. Furthermore, CB1-ko mice displayed significantly higher levels of in vivo long-term potentiation (LTP) in the dentate gyrus. In conclusion, CB1 deficiency leads to enhanced contextual fear memory and altered synaptic plasticity in the hippocampus, supporting the key role of endocannabinoid signalling in learning and memory, in particular following highly aversive encounters.     

Peer Victimization and Aggression: Moderation by Individual Differences in Salivary Cortiol and Alpha-Amylase

This research examined whether variations in salivary measures of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic nervous system (alpha amylase [sAA]) contribute to individual differences in the association between peer victimization and aggression. Children (N = 132; M age = 9.46 years, SD = 0.33) completed a measure of peer victimization, teachers rated children’s aggression, and children’s saliva was collected prior to, and following, participation in a laboratory-based peer-oriented social challenge task. Children rated their level of frustration at the end of the task. Results revealed that victimization interacted with cortisol and sAA measured in anticipation of the task to predict aggression; the victimization × cortisol contribution to aggression was partly mediated by children’s self-reported frustration level. Victimization also was associated with heightened frustration in girls with high task-related sAA reactivity. Task-related sAA reactivity was associated with heightened aggression, but only for girls. These findings suggest that associations between peer victimization and aggression are moderated by variation in the activity of the major components of the psychobiology of stress; results are discussed in relation to theoretical models of individual differences in biological sensitivity to context.     

The Socioemotional Costs and Benefits of Social‐Evaluative Concerns: Do Girls Care Too Much?

This research investigated the hypothesis that girls' heightened concerns about social evaluation contribute to sex differences in depression and interpersonal competence during early adolescence. A short-term longitudinal study was conducted with 474 adolescents to examine the consequences of heightened social-evaluative concerns. Adolescents reported on their levels of social-evaluative concerns and depressive symptoms. Teachers provided ratings of adolescents' competence with peers (displays of prosocial and aggressive behavior). As anticipated, girls demonstrated higher levels of social-evaluative concerns, depressive symptoms, and interpersonal competence than did boys. Moreover, path analysis confirmed that heightened social-evaluative concerns were associated both concurrently and over time with higher levels of depression, as well as with higher levels of interpersonal competence. Notably, social-evaluative concerns accounted fully for the sex difference in depression and partially for the sex difference in interpersonal competence. These findings highlight the need to consider both the socioemotional costs and benefits of sex-linked relational orientations.     

A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model.     

Individual differences and changes in personality during the COVID-19 pandemic

This article reports the results of an eleven-wave longitudinal study of personality change conducted between December 2019 and December 2022 with 1328 participants in Germany. Based on theories of personality change, we investigated trajectories of big five personality factors (i.e., extraversion, agreeableness, conscientiousness, emotional stability, and openness) across the COVID-19 pandemic. In addition, we examined whether demographic characteristics (i.e., age, sex), self-reported health status (i.e., physical, mental), and socioeconomic status (i.e., education, income, industry) moderated these trajectories. There was evidence for increases in extraversion, conscientiousness, and emotional stability and decreases in openness across time. The magnitude of these effects suggests between d = 0.027 to 0.138 standard deviation changes in these personality characteristics across the 3-year timeframe of this study. Evidence for moderating effects of age, sex, health, and socioeconomic status was mixed, but indicates differential patterns of personality change for certain individuals. Overall, findings suggest that changes in big five personality factors across the COVID-19 were present, albeit on average relatively weak, but still higher than anticipated given the timeframe. Moreover, certain demographic and health variables were associated with differential trajectories of personality over time.     

A Cognitive-Interpersonal Approach to Depressive Symptoms in Preadolescent Children

Cognitive and interpersonal aspects of depressive symptoms were investigated in a community sample of children. Eighty-one 8- to 12-year-olds completed scales assessing cognitive representations of social relationships and symptoms of depression and anxiety. Teachers provided ratings of peer rejection. Children with elevated levels of depressive symptoms displayed increased negativity in their beliefs about self, family, and peers, as well as distinct patterns of interpersonal information processing. Anxiety symptoms did not make a unique contribution beyond depression to negative representations of family and peers; in contrast, symptom-specific profiles of self-representations were found. Structural equation analysis supported a model linking negative interpersonal representations, peer rejection, and depressive symptoms. The findings suggest that future studies may benefit from approaches that incorporate both cognitive and interpersonal variables as predictors of child depression.