The Relations Among Maternal Depression,Maternal Criticism,and Adolescents’ Externalizing and Internalizing Symptoms

This study examined the relations between maternal criticism and externalizing and internalizing symptoms in adolescents who varied in their risk for psychopathology. Both maternal-effects and child-effects models were examined. The sample consisted of 194 adolescents (mean age = 11.8~years) and their mothers; 146 mothers had a history of depressive disorders and 48 did not. When adolescents were in 6th and 8th grade, maternal criticism was measured with the five-minute speech sample and adolescents symptoms were assessed with the Child Behavior Checklist. Maternal criticism was significantly associated with both adolescents externalizing and internalizing symptoms, beyond the contribution of the chronicity/severity of mothers depression history. Maternal criticism did not mediate the relation between maternal depression and adolescent symptoms. In contrast, adolescent externalizing behaviors mediated the relation between chronicity/severity of maternal depression history and maternal criticism in 6th grade. Prospective analyses showed that adolescents externalizing symptoms in 6th grade significantly predicted maternal criticism in 8th grade, controlling for maternal depression history and prior maternal criticism. Results are discussed in terms of the importance of examining child-effects models in studies of maternal criticism.     

Hope,Social Support,and Postpartum Depression: Disentangling the Mediating Effects of Negative Affectivity

We examined the potentially mediating effects of negative affectivity (NA) on the hope–depression relationship among a sample of postpartum women. We also assessed the social support reported by these women and examined the possible mediating effects of NA on the social support–postpartum depression relationship. Correlational analyses of data obtained from women (N = 98) who had given birth in the previous 6 months revealed that NA did not mediate either hope or social support in the prediction of postpartum depression. Hope accounted for a significant degree of variance in postpartum depression. These data suggest that hope has palliative effects among women following childbirth and these effects are not nullified or explained by emotional predispositions.     

Preadolescent Clues to Understanding Depression in Girls

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.     

Effectiveness Research: Transporting Interpersonal Psychotherapy for Depressed Adolescents (IPT-A) From the Lab to School-Based Health Clinics

This paper describes the process of modifying and transporting an evidence-based treatment, Interpersonal Psychotherapy for Depressed Adolescents (IPT-A), from a university setting to school-based health clinics. It addresses conceptual issues involved in the shift from efficacy to effectiveness research as well as operational issues specific to the transport of IPT-A into school-based health clinics. Consideration is given to the rationale for an IPT-A effectiveness study, methodological concerns, and the timing of the move from the lab to the community. The authors identify challenges and barriers to initiating effectiveness and transportability research and provide suggestions for overcoming these barriers. Recommendations for conducting research in school-based practice settings are provided.     

Delayed matching to two-picture samples by individuals with and without disabilities: an analysis of the role of naming

Delayed matching to complex, two-picture samples (e.g., cat-dog) may be improved when the samples occasion differential verbal behavior. In Experiment 1, individuals with mental retardation matched picture comparisons to identical single-picture samples or to two-picture samples, one of which was identical to a comparison. Accuracy scores were typically high on single-picture trials under both simultaneous and delayed matching conditions. Scores on two-picture trials were also high during the simultaneous condition but were lower during the delay condition. However, scores improved on delayed two-picture trials when each of the sample pictures was named aloud before comparison responding. Experiment 2 replicated these results with preschoolers with typical development and a youth with mental retardation. Sample naming also improved the preschoolers' matching when the samples were pairs of spoken names and the correct comparison picture matched one of the names. Collectively, the participants could produce the verbal behavior that might have improved performance, but typically did not do so unless the procedure required it. The success of the naming intervention recommends it for improving the observing and remembering of multiple elements of complex instructional stimuli.     

Untangling developmental relations between depressed mood and delinquency in male adolescents

Relations between depressed mood and delinquency were investigated in a longitudinal sample of 506 urban adolescent males across ages 13.5–17.5, while adjusting for common risk factors. Adolescents provided yearly reports of their delinquent activities and depressed mood, as well as reports of peer delinquency at age 13.5 (i.e., baseline). Primary caregivers and teachers provided reports of risk factors for depressed mood and delinquency such as aggressive behavior problems and low academic achievement. Two-level hierarchical generalized linear models of concurrent relations indicated that depressed mood predicted concurrent variety of delinquent acts, and more variety of delinquent acts predicted concurrent depressed mood, even after controlling common risk factors. Longitudinal analyses indicated that after controlling for common risk factors, depressed mood had a more robust effect on delinquency variety trajectories than delinquency variety had on depressed mood trajectories. Time-averaged depressed mood significantly predicted a more positive rate of change in delinquency variety across time. Baseline delinquency variety predicted baseline depressed mood and time-averaged delinquency variety predicted a more positive rate of change in depressed mood; however, both effects were marginally significant. Implications of the results for theory and intervention are discussed.     

Depression and Self-Esteem in Boys with Attention-Deficit/Hyperactivity Disorder: Associations with Comorbid Aggression and Explanatory Attributional Mechanisms

It was tested whether boys with attention-deficit/hyperactivity disorder (ADHD), subgrouped by aggressive status, would show higher rates of depressive symptomatology and lower levels of self-esteem than would comparison boys and, in a subsample, explored attributional mechanisms that may be related to such internalizing features. Study 1 utilized 114 boys with ADHD (all prior recipients of stimulant medication) and 87 comparison boys, aged 7–12 years. Aggressive boys with ADHD reported more symptoms of depression than did nonaggressive boys with ADHD, who, in turn, reported more depression than did comparison boys. Effect sizes were moderate to large and did not vary with a depression rating scale uncontaminated by ADHD-related items. For self-esteem, the most pronounced effect was that aggressive boys with ADHD showed lower levels than did nonaggressive ADHD or comparison boys; effects were again moderate to large. Study 2 participants were a subsample of boys with ADHD from Study 1 (N = 27). We probed causal attributions in ADHD-related domains through responses to hypothetical vignettes, in which the protagonist's medication status (medicated, not medicated) was crossed with type of outcome (good, bad). Medication-related attributions were frequent. In describing the protagonist's success in relation to medication treatment, the sample showed significant associations between (a) medication-related attributions and (b) increased depressive symptomatology as well as decreased self-esteem. We discuss attributional processes that may help to explain the variation in internalizing symptoms among children with ADHD.     

The Phenomenology of Homesickness in Boys

Homesickness is the distress or impairment caused by an actual or anticipated separation from home. It is characterized by acute longing and preoccupying thoughts of home and attachment objects. This study extended previous research on the phenomenology of childhood homesickness by assessing a sample of 316 boys, ages 8–16, who were spending 2 weeks at a single-sex residential summer camp. Some 18% of the children reported moderate or high levels of homesickness; 7% reported concomitant severe depressive and anxious symptoms. Homesickness intensity was negatively correlated with separation experience and age. It was most commonly associated with depressive symptoms and internalizing behavior problems. For severely homesick boys, intensity increased over time, decreasing just prior to their return home. Preseparation assessment suggested that severely homesick boys had elevated levels of homesickness and negative emotions months before arriving at camp. One-year follow-up data suggested that the intensity of severe homesickness decreased with age and experience. However, severely homesick boys were less likely than other boys to return to camp. The results demonstrate how brief separations can affect children's well-being and attitudes about separations. Severe homesickness is distinct from separation anxiety disorder, but has elements of this and other psychopathologies. Theories of negative emotion, attachment, and coping complement emerging theories of homesickness.