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Childhood Depression (childhood + depression)

Distribution by Scientific Domains

Psychology	50%

Selected Abstracts

Emotions and the Development of Childhood Depression: Bridging the Gap

CHILD DEVELOPMENT PERSPECTIVES, Issue 3 2008
Pamela M. Cole
ABSTRACT,There is a gap between scientific knowledge about typical and atypical emotional development and efforts to identify and serve children's mental health needs. The gap can be bridged with research that integrates clinical perspectives into the study of emotional development. This is illustrated in the current study by discussing typical emotional development in early childhood and how it differs from the atypical features of emotion seen among preschool-aged children with depression. New research directions are suggested that integrate the study of typical emotional development with clinical evidence of risk for and presence of affective disorders in young children. [source]

Childhood depression: Rethinking the role of the school

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2009
Keith C. Herman
Schools play a privileged and strategic role in the lives of children acting as their principle environment away from home. Additionally, schools act as part of the community linking families and neighborhoods. These characteristics make schools a relevant setting for mental health service delivery and support to children and parents. In this article the role of the school environment on the development of childhood depression and as a leverage point in the prevention and treatment of depression will be discussed. Rationales for this viewpoint, as well as practical suggestions for reducing the deleterious effects of schooling on children's emotional well-being, are offered. © 2009 Wiley Periodicals, Inc. [source]

Early manifestations of childhood depression: influences of infant temperament and parental depressive symptoms

INFANT AND CHILD DEVELOPMENT, Issue 3 2008
Maria A. Gartstein
Abstract In this longitudinal study, 83 parents of infants between 3 and 12 months completed questionnaires assessing demographic information, infant temperament, and maternal depression. When these children were at least 18 months of age, parents completed follow-up questionnaires assessing toddler temperament and depression-like symptoms. We were primarily interested in the contributions of infant temperament and maternal depression to toddler depressive problems, and the analytic strategy involved controlling for toddler temperament in order to isolate the influence of infancy characteristics. The findings indicated that lower levels of infant regulatory capacity and greater severity of maternal depression were predictive of toddler depression-like symptoms. Moderator effects of infant temperament were also examined, with the negative affectivity * maternal depression interaction emerging as significant. Follow-up analyses indicated that the risk for early manifestations of depression was attenuated for children with lower negative affectivity in infancy and parents who reported lower levels of their own depressive symptoms; conversely, children exhibiting higher infant negative emotionality had higher levels of depression-like symptoms as toddlers, regardless of their parents' level of depression. The present findings further suggest that parental depressive symptoms need not be ,clinically significant' to predict toddler affective problems. Copyright © 2008 John Wiley & Sons, Ltd. [source]