This study tested Cole’s (1990) competence-based model of depression in children using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) dataset that included over 1,000 participants from diverse families. Data collected from multiple informants (parent, teacher, participant, and research assistant), at three time intervals (first grade, fifth grade, and ninth grade), on three domains of competence (social, academic, and behavioral), and depression was analyzed. In support of Cole’s competence-based model, results from regression analyses showed that social competence and behavioral incompetence were significant, yet modest predictors of future depression for boys and girls. Academic competence was a weak predictor of future depression for girls only. The strongest predictor of future depressive symptoms was prior depressive symptoms, indicating earlyonset depression can mark a chronic course.
While competence levels do not precisely identify children at high risk for experiencing depression, they are valuable markers of risk that can be used to broadly screen vulnerable children. Skill-oriented programs can strengthen resilience in vulnerable children by fostering the development of competence across multiple salient domains. Schools are ideal sites to provide these programs because children spend a significant part of their childhood in school, and developing competence across many domains is already a primary focus of formal education. The electronic version of this dissertation is freely accessible through the OhioLINK ETD center (http://www.ohiolink.edu/etd/).
|Commitee:||Slammon, William, Tremblay, George, Wagner-Robeson, Wendy|
|School Location:||United States -- Ohio|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, School counseling, Educational psychology, Counseling Psychology, Developmental psychology, Clinical psychology|
|Keywords:||Academic, And behavioral competence, Children, Depression, Longitudinal study, Social|
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