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NCJ Number: 212836 Find in a Library
Title: Preschoolers' Depression Severity and Behaviors During Dyadic Interactions: The Mediating Role of Parental Support
Journal: Journal of the American Academy of Child & Adolescent Psychiatry  Volume:45  Issue:2  Dated:February 2006  Pages:213-222
Author(s): Andy C. Belden M.S.; Joan L. Luby M.D.
Date Published: February 2006
Page Count: 10
Sponsoring Agency: National Institute of Mental Health
Bethesda, MD 20852
Grant Number: K08-MH01462;R01 MH64769-01
Document: DOC
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study explored the relationship between preschool depression severity, observed preschooler behavior, and parental emotional support across three groups of mother-child dyads: depressive, disruptive, and healthy.
Abstract: Results indicated that preschoolers with higher depression severity scores demonstrated significantly less enthusiasm, persistence, and compliance during mother-child tasks. Preschooler depression severity scores were significantly related to parental emotional support, yet when parental support was controlled statistically, preschoolers’ depression severity was no longer significantly associated with persistence or compliance during dyadic tasks. The relationship between depression severity and enthusiasm during mother-child tasks remained, however. Comprehensive mental health assessments of 150 preschoolers between the ages of 3.0 and 5.6 years produced depression severity scores for all children and DSM-IV diagnoses placing the preschoolers in 1 of 3 groups: depression, disruptive, and healthy. Mothers were interviewed about their children’s moods and behaviors and then mother-dyad interactions were observed using a semistructured videotaped observational measure of parent-child interactions known as the Teaching Task. Videotaped interactions were analyzed for three child behaviors (enthusiasm, persistence, and compliance) and one parental behavior (mother’s expression of positive regard and emotional support to the child during tasks). Clinical implications are discussed regarding the expression of both external relational and internal child factors in preschool depression. Future research should investigate the directionality and casual mechanisms of the variables influencing preschool depression. Tables, references
Main Term(s): Childhood depression; Parental attitudes
Index Term(s): Family support; Parental influence; Psychological evaluation
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