Abstract
Three studies were conducted to evaluate cognitive disturbance and depression in children. In Study I, 47 sixth-grade children, including 17 who received a DSM-III diagnosis of depression, and their parents were independently interviewed with the Schedule for Affective Disorders and Schizophrenia for School-Age Children, and they completed the Parent-Child Depression Inventory. Children completed the Children's Depression Inventory, the Matching Familiar Figures Test, and the My Standards Questionnaire. Results of Study 1 were consistent across raters and measures: Depression was associated with a negative style of processing self-evaluative information, while being unrelated to a processing deficit. A second study was initiated to replicate the results of Study 1 and to extend them to a wider age range of children. Thirty- eight third-, fourth-, fifth-, and sixth-grade children, half of whom were depressed and half of whom indicated a minimum of depressive symptomatology on the Children's Depression Inventory, completed the Matching Familiar Figures Test and the My Standards Questionnaire. Results were very similar to those found in Study 1. A third study was conducted to test whether the self-perceptions of depressed children were accurately negative or negatively distorted, as judged against their teachers' observations of them. Results supported the hypothesis that depressed children exhibit a distorted style of processing self-evaluative information. The implications of the results for theory and treatment were discussed.
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This research was funded by the Hogg Foundation for Mental Health, The University of Texas at Austin. The first two authors contributed equally to this investigation, and the order of their authorship was determined by the flip of a coin.
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Kendall, P.C., Stark, K.D. & Adam, T. Cognitive deficit or cognitive distortion in childhood depression. J Abnorm Child Psychol 18, 255–270 (1990). https://doi.org/10.1007/BF00916564
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DOI: https://doi.org/10.1007/BF00916564