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Autor/inn/enAbela, John R. Z.; Hankin, Benjamin L.; Sheshko, Dana M.; Fishman, Michael B.; Stolow, Darren
TitelMulti-Wave Prospective Examination of the Stress-Reactivity Extension of Response Styles Theory of Depression in High-Risk Children and Early Adolescents
QuelleIn: Journal of Abnormal Child Psychology, 40 (2012) 2, S.277-287 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0091-0627
DOI10.1007/s10802-011-9563-x
SchlagwörterPsychopathology; Adolescents; Depression (Psychology); Stress Variables; At Risk Persons; Children; Longitudinal Studies; Age Differences; Gender Differences; Measures (Individuals); Symptoms (Individual Disorders); Computers; Correlation
AbstractThe current study tested the stress-reactivity extension of response styles theory of depression (Nolen-Hoeksema "Journal of Abnormal Psychology" 100:569-582, 1991) in a sample of high-risk children and early adolescents from a vulnerability-stress perspective using a multi-wave longitudinal design. In addition, we examined whether obtained results varied as a function of either age or sex. During an initial assessment, 56 high-risk children (offspring of depressed parents; ages 7-14) completed measures assessing rumination and depressive symptoms. Children were subsequently given a handheld personal computer which signalled them to complete measures assessing depressive symptoms and negative events at six randomly selected times over an 8-week follow-up interval. In line with hypotheses, higher levels of rumination were associated with prospective elevations in depressive symptoms following the occurrence of negative events. Sex, but not age, moderated this association. Rumination was more strongly associated with elevations in depressive symptoms following the occurrence of negative events in girls than in boys. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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