Contents
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8 Neuropeptides and the Development of Social Behaviors: Implications for Adolescent Psychopathology
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Surge in Depression and Emergence of Gender Differences in Adolescence Surge in Depression and Emergence of Gender Differences in Adolescence
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Mechanisms Underlying the Surge of Depression and Emergence of Gender Differences in Adolescence Mechanisms Underlying the Surge of Depression and Emergence of Gender Differences in Adolescence
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Cognitive Vulnerability-Transactional Stress Model of Depression Cognitive Vulnerability-Transactional Stress Model of Depression
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Evidence for the Cognitive Vulnerability-Transactional Stress Model Evidence for the Cognitive Vulnerability-Transactional Stress Model
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Application of the Cognitive Vulnerability-Stress Model to the Surge in Depression and Emergence of Gender Differences in Adolescence Application of the Cognitive Vulnerability-Stress Model to the Surge in Depression and Emergence of Gender Differences in Adolescence
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Placing the Cognitive Vulnerability-Stress Model in a Normative Adolescent Brain and Cognitive Development Context Placing the Cognitive Vulnerability-Stress Model in a Normative Adolescent Brain and Cognitive Development Context
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Placing the Cognitive Vulnerability-Stress Model in a Genetic Context Placing the Cognitive Vulnerability-Stress Model in a Genetic Context
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Genetic Vulnerability-Stress Model of Depression Genetic Vulnerability-Stress Model of Depression
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Placing the Genetic Vulnerability-Stress Model in a Neurodevelopment Context Placing the Genetic Vulnerability-Stress Model in a Neurodevelopment Context
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Integrating the Cognitive Vulnerability-Stress and Genetic Vulnerability-Stress Models Integrating the Cognitive Vulnerability-Stress and Genetic Vulnerability-Stress Models
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Implications for Prevention Implications for Prevention
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References References
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13 The Adolescent Surge in Depression and Emergence of Gender Differences: A Biocognitive Vulnerability-Stress Model in Developmental Context
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Published:March 2007
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Abstract
This chapter describes a model for the emergence of depression in adolescence. The application of the cognitive vulnerability-stress model to the adolescent surge in depression suggests that identifying youth with negative cognitive styles and teaching them more adaptive ways to interpret negative events may be an effective way to short-circuit the rise in depression during adolescence. Given adolescents' increased brain maturation and cognitive competence (e.g., selective attention), negative cognitive styles may become especially depressogenic during adolescence because they are likely to lead to ever-escalating rumination in the face of negative events. Thus, it also may be helpful to teach cognitively vulnerable youth how to exit from a ruminative cycle (e.g., better problem solving, distraction from the problem, decrease in the importance of the problem).
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