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Cognition, competence, and coping in child and adolescent depression: Research findings, developmental concerns, therapeutic implications

Published online by Cambridge University Press:  31 October 2008

John R. Weisz ,
Karen D. Rudolph ,
Douglas A. Granger  and
Lynne Sweeney
John R. Weisz*
Affiliation:
University of California, Los Angeles
Karen D. Rudolph
Affiliation:
University of California, Los Angeles
Douglas A. Granger
Affiliation:
University of California, Los Angeles
Lynne Sweeney
Affiliation:
University of California, Los Angeles
*
Address reprint requests to: John Weisz, Department of Psychology, Franz Hall, UCLA, 405 Hilgard Avenue, Los Angeles, California 90024-1563.
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Abstract

Findings of the few psychotherapy outcome studies with depressed children and adolescents raise questions about whether or not treatments are sufficiently sensitive to developmental factors. Here we review the outcome data, then survey potentially relevant research on the cognitions, competencies, and coping behavior of depressed youngsters. Much of the work in each domain is both procedurally and theoretically adevelopmental, and the psychotherapy research does not appear to be well informed by research in the other domains. To help remedy this situation, for each domain we suggest key developmental questions that need to be answered, and we discuss implications for psychotherapy. We also propose a three-way partnership involving basic developmental research linked with research on relations between depression and various cognitive and behavioral processes, with both lines of inquiry informing the development and refinement of interventions.

Type
Articles
Information
Development and Psychopathology , Volume 4 , Issue 4 , October 1992 , pp. 627 - 653
Copyright
Copyright © Cambridge University Press 1992

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