Symptoms of Depression and Anxiety in Children: Specificity of the Hopelessness Theory

Autor/inn/en	Brozina, Karen; Abela, John R. Z.
Titel	Symptoms of Depression and Anxiety in Children: Specificity of the Hopelessness Theory
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 35 (2006) 4, S.515-527 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1207/s15374424jccp3504_3
Schlagwörter	Depression (Psychology); Anxiety; Behavior Theories; Etiology; Symptoms (Individual Disorders); Children; Grade 3; Intermediate Grades; Hypothesis Testing; Prediction + Suchen Sie Ihr Suchwort? Angst; Ätiologie; Psychiatrische Symptomatik; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; Mittelstufe; Hypothesenprüfung; Hypothesentest; Vorhersage
Abstract	The common etiology hypothesis proposes that depression and anxiety commonly co-occur because they share etiological factors. This study examined the specificity of the hopelessness theory in the development of depressive and anxious symptoms in children. Students in Grades 3 through 6 (N = 418, 47% boys) completed measures assessing inferential styles about causes, consequences, and the self, depressive symptoms, and anxious symptoms. Six weeks later, children completed measures of depressive symptoms, anxious symptoms, and hassles. All 3 inferential styles interacted with hassles to predict increases in depressive symptoms, although this relation only held for children with low levels of initial symptoms. Inferential styles about consequences and the self also predicted increases in anxious symptoms. Consistent with the common etiology hypothesis, after controlling for the association between depressive and anxious symptoms, the effects of inferential styles about consequences and the self persisted. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10