Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-09T06:23:00.007Z Has data issue: false hasContentIssue false

Developmental differences in the phenomenology of depression

Published online by Cambridge University Press:  04 June 2003

BAHR WEISS
Affiliation:
Vanderbilt University
JUDY GARBER
Affiliation:
Vanderbilt University

Extract

Most researchers and clinicians now agree that children and adolescents are able to develop depressive disorders, and there also appears to be consensus that developmental level has relatively little influence on the phenomenology of the depression. The present paper examines the validity of this latter assumption from methodological, theoretical, and empirical perspectives. We first review reasons why there might be developmental differences in the symptoms that define depression, and then discuss the implications and significance if such differences do or do not exist. Next, we highlight methodological and design issues relevant to the appropriate evaluation of this question. Then, we propose that this broad developmental question actually is comprised of two subquestions—one focusing on symptoms and the other focused at the syndrome level—that have not yet been clearly differentiated in the field. Finally, after conducting a meta-analysis of the current empirical literature and reviewing its limitations, recommendations are made regarding future research in this area.

Type
Research Article
Copyright
© 2003 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)