1,721,278 research outputs found
ASSOCIATIONS AMONG SEVERITY OF PARENTAL DEPRESSION, PARENTING BEHAVIORS AND ATTRIBUTIONS, AND CHILDREN’S INTERNALIZING AND EXTERNALIZING PROBLEMS
No full textPrior research has documented the association between parental depression and negative outcomes in offspring, such that parental depression is linked with emotional and behavior problems in their children. Depression is quite heterogeneous, however. The current study examined (a) the association between severity of parents’ current level of depressive symptoms and internalizing and externalizing problems in children of parents with a history of depression, (b) parenting behaviors (e.g., warmth; psychological control, behavioral control) and parents’ attributions about their child’s behaviors in relation to offspring emotional and behavioral symptoms, and (c) parenting and parental negative attributions as possible moderators of the association between severity of parental depression and children’s internalizing and externalizing problems. Participants were 188 children, ages 9- to 15-years-old (M = 11.53, SD = 1.92; 51.9% female). All parents had experienced a depressive disorder within their child’s life. Results indicated that high severity of parental depression was significantly associated with high levels of externalizing but not internalizing problems in offspring. Parental warmth and negative attributions were associated with offspring internalizing and externalizing, and high parental psychological control was significantly associated with high levels of offspring externalizing problems. Further, both parental warmth and negative attributions moderated the relation between parental depression severity and offspring symptoms. The association between severity of parents’ depressive symptoms and children’s internalizing was significant at higher levels of parental warmth only, and the association between severity of parents’ depressive symptoms and children’s externalizing was significant at lower levels of parental negative attributions. Implications of the results for clinical intervention include improvement of risk identification, prevention, and treatment of the intergenerational transmission of depression
Parent-child interactions
No full textHonors thesis written under the direction of Prof. Judy GarberThis study examined depressed (N=20) and non-depressed (N=20) mothers and fathers interacting with their children ages 7-17 (Mean = 12.03; SD = 2.21). The sample consisted of 13 mother-daughter pairs, 7 mother-son pairs, 11 father-daughter pairs, and 9 father-son pairs. All depressed parents met criteria for a current Major Depressive Episode. The parent-child interactions were conducted in the laboratory when depressed parents were just beginning their treatment. The nondepressed comparison group was recruited from public schools. Parents and children were video-taped for 10 minutes discussing an issue that sometimes caused conflict between them. The Iowa Family Interaction Rating System was used to code the interaction behaviors of parents and children. Depressed parents showed significantly less nurturance and positive affect, and significantly more hostility and negative affect compared to nondepressed parents; offspring of depressed parents displayed significantly more hostility and negative affect than did children of nondepressed parents. With regard to gender, both depressed and nondepressed mothers displayed more nurturance toward their sons than daughters, whereas both depressed and nondepressed fathers displayed more nurturance toward their daughters than sons. Among nondepressed parents, mothers communicated better with sons than with daughters, and fathers communicated better with daughters than sons. Among depressed parents, both mothers and fathers communicated better with sons than with daughters. These results highlight the need for interventions that help depressed parents interact more positively with their children.College of Arts & SciencePsychological Science
Maternal feedback
No full textThe aim of this study was to examine children’s affective, cognitive, and behavioral responses to maternal feedback that varied with regard to content and tone. Participants were 62 children ages four to five years old (M = 59.82 months, SD = 7.35) recruited from local pre-schools, volunteer lists, and the medical school listserv. Children were read three stories in which the child did something (e.g., drawing, writing, building) and made a small mistake. They were randomly assigned to receive one of four types of feedback. The content of the feedback was either neutral or negative, and the tone was either neutral or negative. After hearing a story and receiving feedback, children answered a series of questions about their feelings, self-evaluation, expectations, and causes of the event, and about the mother’s feelings and evaluation of the child’s product. Mothers reported about their current level of depressive symptoms and their parenting behavior. Multiple regression analyses examined the main effects and two-way interactions of content (neutral vs. negative), and tone (neutral vs. negative). Separate analyses were conducted that included children’s age, maternal depression, and parenting as possible moderators. Results revealed that the content of mothers’ words affected children’s reported affect, cognitions, and behaviors, and these relations tended to vary by children’s age. Older children responded to neutral feedback more positively than younger children, and older children gave higher mother liking ratings in the neutral than in the negative content feedback conditions. Children receiving negatively toned feedback responded more helplessly to a puzzle task compared to those receiving neutrally toned feedback. Neither current maternal depressive symptoms nor parenting moderated the relations between condition and children’s responses.Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological SciencesVanderbilt UniversityPsycholog
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Theory of Mind, Depressive Symptoms, and Social Competence in Youth
No full textThe goal of the current study was to investigate the relations among depressive symptoms, theory of mind, and social functioning in children. Participants were 98 children ages 8- through 15-years-old (mean age = 10.89 years, SD = 1.91). Children completed the Center for Epidemiological Studies Scale for Children (CES-DC), interview measures of theory of mind including the Strange Stories and the Faux Pas Stories task and the Flexibility and Automaticity of Social Cognition task (FASC). Parents (65 mothers and 3 fathers) completed the CES-DC about their child’s depressive symptoms, the Children’s Social Understanding Scale (CSUS), which measures their child’s theory of mind (ToM), and the Social Skills Subscale of the Social Skills Improvement System (SSIS) regarding their child’s social competence. Significant associations were found between children’s depressive symptoms (CES-DC) and their use of FASC mental state terms (-0.256, p = .012), parents’ report of children’s depressive symptoms (P-CES-DC) and social competence (SSIS), r(69) = -.504, p = .000, and parent reports of children’s ToM (CSUS) and social competence, r(69) = .529, p = .000. Although correlations among the relevant variables were significant, mediation analyses did not show a significant indirect effect of parents report of child ToM (CSUS) on the relation between parent reports of children’s depressive symptoms (P-CES-DC) and social competence (SSIS) (bootstrap 95% confidence interval for indirect effect of ToM = [-.0583, .0552]). Limitations of the current study and suggestions for future research, as well as implications for treatment of depression in children, are discussed.Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Reducing the Effect of Stress on Executive Control
No full textPrevious research has shown that stress has a negative effect on executive control (Quinn & Joormann, 2015a, 2015b, 2020; Shields et al., 2016). The present study aimed to replicate the finding that a laboratory stressor reduces performance on an executive control task and test whether executive control under stress predicts subsequent depressive symptoms during a time of real-life stress. This study extended this earlier work by testing the efficacy of a brief, emotion regulation (ER) intervention for mitigating the effects of stress on executive control. The sample included 133 college students who were randomized to three conditions – High-Stress/Control Intervention, Low-Stress/Control Intervention, or High-Stress/ER Intervention. Participants attended two sessions one week apart. During Session 1, participants completed measures of mood and an executive control task, and received either the emotion regulation or control intervention (i.e., “healthy living skills”). In Session 2, participants in the high-stress condition underwent an acute stress induction (i.e., Trier Social Stress Test; TSST); the control stress condition involved a low stress version of the TSST. All participants completed a second executive control task after the stress induction. Mood questionnaires were again completed at the end of the semester during final exam week. Results showed that after the stress induction, participants in the High-Stress/Control Intervention reported significantly higher distress ratings than those in the Low-Stress/Control Intervention, but they did not differ on executive control performance. Participants in the High Stress/Control Intervention did not differ from those in the High-Stress/ER Intervention condition on either the distress ratings or executive control performance. Executive control under stress did not predict future depressive symptoms during finals week. Finally, positive and negative affect were significantly associated with executive control performance, but neither moderated the relation between stress and executive control. Several study limitations are noted and directions for future research are suggested
POSITIVE AND NEGATIVE AFFECT IN CHILDREN OF DEPRESSED MOTHERS
No full textThis study was designed to examine the positive and negative affect patterns in children of depressed mothers in comparison to children of nondepressed mothers and factors associated with affect levels.PSY-PC-2990-01,Honors Research under Dr. Megan Saylor,Advisor: Dr. Judy GarberChildren of depressed mothers are at a higher risk of developing depression in their lifetime compared to children of nondepressed mothers. Based on the tripartite model of depression and anxiety, low positive affect is the core symptom of depression. The current study examined the affect pattern of children of depressed and nondepressed mothers in general and in response to stimuli. Participants were 92 children (ages 8 to 10, mean=9.39, SD=.83; 55.4% female) and their mothers. Thirty-seven children were offspring of mothers with a history of depression during the child’s lifetime (high risk), and 55 were offspring of mothers without a depression history (low risk). The Positive Affect and Negative Affect Schedule was used to measure trait and state positive and negative affect; the Smiley Face Mood Rating was used to measure children’s affect after exposure to audio and visual stimuli that were neutral, negative, and positive. Results indicated that maternal depression history predicts low positive affect trait, and high positive parenting predicts high positive affect. Sex difference was found in the reactivity to mood induction stimuli, in a way that girls respond more positive to positive stimulus and more negative to negative stimulus than boys.Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological SciencesPeabody CollegeVanderbilt UniversityPsychology and Human Developmen
IRT ANALYSIS OF THE CRPBI
No full textHonors thesis completed for PSY-PC 4999. Advisors: Megan Saylor, Judy Garber, Sun-Joo Cho.
The paper evaluates the dimensionality and group invariance (across mothers and children) of the Children's Report of Parental Behavior Inventory using item response theory.The Children's Report of Parental Behavior Inventory is a widely used three-dimensional psychometric measure to assess parenting behaviors as reported by children and parents. Parent-child dyads tend to report discrepant information about parenting, which has been of great interest to clinical and developmental psychologists, as well as psychometricians. Researchers agree that construct disagreement within families can be meaningful, though measurement error and interpretative limitations can obscure this information. Using item response theory (IRT), this paper produced a shortened two-dimensional version of the CPRBI for a study of parent-child disagreement, which then was analyzed for dimensionality and discrepant item functioning between children and parents in a sample of sixth graders and their mothers. Methods include exploratory factor analysis, principal components analysis, unidimensional and multidimensional item response modeling, and differential item functioning. The results propose that CRPBI is not group invariant across mothers and children and that the dimensionality of the CRPBI might vary across different populations.Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences.Peabody CollegeVanderbilt UniversityPsychology and Human Developmen
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